Module 1 – The Curious Minds/ESERO Framework

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.

Hello everyone my name is Frances I will be teaching second class next year.

I’m doing this course because my other half got a very cool ‘smart telescope’ recently and I am along for the ride! I always liked space facts and science fiction (and facts!) anyway…

My favorite fact about space has to do with butterfly galaxies. When I came across butterfly galaxies, I learned how galaxies can pass through one another and eventually change each other as they go their separate ways, by absorbing bits and leave pieces behind (*the bits and pieces being planets, moons etc.), as they continue on their journey through the universe. I thought that was very cool especially relating to what I used to believe and people commonly believe I guess that the Andromeda Galaxy is on a collision course with our Galaxy! I didn’t realize that we might actually have our galaxies pass through one another and change each other ultimately. I guess I’ll never find out what actually, but happens maybe somewhere there’s a maths model that can predict for us? I just think butterfly galaxies are pretty, cool and super fascinating.

My 4th class from last year had fun learning about this in real time with me, as I had seen some on a telescope image taken on a SeeStar S30 Pro telescope at home here. I regularly brought in cool images. The class and I had to find out what they were together!

An inquiry based activity I would do in class is gravity based. Give ‘floating egg inertia trick’ a quick search online you’ll find all varieties of ways to approach this. In simple terms, you need a glass of water, a plastic plate, empty toilet paper tube and a boiled (or raw!!) egg. You ¾ fill the glass with water and balance the egg vertically on top of the tube. The you give a very swift whack to the plate. HOPEFULLY the tube and plate will fly sideways and the egg should drop into the water. You can base all sorts of lessons about gravity on this. I would use all the ESERO Inquiry frameworks and ideas to make this a meaningful and productive learning experience for the children, so that it is more than ‘a bit of fun’ and a properly scientific investigation, with plenty of predicting and investigating etc.

I think it will be a perfect activity for our 2nd day of school, which will also be a Friday. I hope they will all be more excited about getting up on Monday for a full week of school after that! Maybe as a scheme of lessons we will try developing egg parachutes later on ? I did that with a class during lock down and there were some fabulous efforts, successes and failures!

• This reply was modified 3 months ago by Frances Shilling. Reason: editing to include spacing and will return with a mind map or link to one

Hi my name is Brian and I will be teaching second class next year. My favourite space fact is that there are more stars in the universe than grains of sand on Earth.

Hi, I’m Louise and I’ll be teaching Junior Infants this year. My favourite space fact is that 1.3 million Earths would fit in the sun by volume, it’s a mind blowing reminder of how tiny we are in the vast universe!

Inquiry-Based Learning Activity: Space – The Moon
I would start with an exciting prompt/a picture book about space or the Moon, something along the lines of “Oh no! A friendly astronaut has sent us a message from space. They looked out of their spaceship window last night and noticed the Moon looked different! They need our help to find out why the Moon changes shape. Can we become Space Detectives and solve the mystery?”
I might use a toy astronaut puppet asking for help. The infants would be encouraged to share what they already know about the Moon and ask their own questions. We’ve been trying to keep a Maths journal throughout our school since last year, it might also be a good idea to have a science journal to support inquiry-based learning too- the children could record what they already know about the moon in this. WALT and WILF could be useful here.

1. Children investigate using photographs of the Moon, storybooks, videos and a torch with a ball to model how light shines on the Moon. They observe how the Moon appears to change shape over time and discuss what they notice.

2. The class asks questions (the puppet could model these questions) such as:
Why does the Moon shine?
Does the Moon change shape?
Can we see the Moon during the day?
What do astronauts see on the Moon?
3. Children predict answers, test ideas using the torch-and-ball model, and compare their observations with real photographs.

4. Pupils share their discoveries with partners and the class. Teach the idea that the Moon does not make its own light—it reflects sunlight—and that we see different parts of the Moon lit up as it moves around the Earth.
Integration: Pupils could create a Moon craft using paper plates or black and white paint to represent different Moon phases. They could also keep a simple Moon diary for one week by drawing what they see in the evening sky with their families. Record any findings in their Science journal.

“Space Explorers and Gravity Adventures”

Objective: Introduce space and gravity concepts while fostering creativity.

Materials: Large paper, crayons, star stickers, a ball, and space-themed storybooks.

Steps:

Introduction (10 min): Discuss space and gravity, asking questions about planets and stars.

Story Time (15 min): Read a space-themed book. Encourage kids to share their favorite parts and learning.

Gravity Experiment (10 min): Drop a ball to demonstrate gravity, asking, “What happened?”

Creative Drawing (20 min): Kids draw their own space scenes, considering gravity’s role.

Group Sharing (15 min): Each child presents their artwork, explaining their ideas.

Reflection (10 min):In a circle, discuss what they learned about space and gravity.

Mindmap link below:

https://coggle.it/diagram/anDZpTPZyxwusG3c/t/space/2RvcIPKShpMsMzLaTB7cyAynJl0qQaVt91NOYpkMKgI

Is Mise Brendan and I am teaching in Kildare. My fact about space that I love is that pluto is no longer regarded as a planet and is now a dwarf planet!

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.

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.

–  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

Mind Map –

Outer Space – Galaxies – Solar System – Planets – Stars – Moons

Hi I did my wee introduction yesterday. I have been trying to upload a picture of my mind map but to no avail so Ill just type it here.

What is Space – Darkness, Stars, Gravity, Gasses, Moons, Asteroids, Space missions, Infinity, satellites,  solar system, planets, tides,

How I would use inquiry based activity in my classroom – Inquiry based learning encourages children to ask questions, investigate ideas and discover answers through exploration rather than simply being given information. One activity I would use in my classroom is an investigation into “Why do astronauts float in space?”
<div dir=”auto”>I would begin by showing the children photographs and short video clips of astronauts aboard the International Space Station and ask them what they notice. The children would record their own ideas and predictions before working in groups to discuss possible explanations. They could carry out simple demonstrations using everyday materials to explore the effects of gravity and compare these with what happens in space. Throughout the lesson I would encourage questioning, discussion and reflection rather than immediately providing the correct answer. At the end of the activity, pupils would research the concept of microgravity and compare their findings with their original ideas. This approach develops curiosity, critical thinking, communication and scientific reasoning while allowing children to take ownership of their learning. I believe inquiry-based activities like this make science more meaningful and memorable because pupils actively investigate rather than passively receive information.</div>

Hi,

My name is Donal. I teach 2nd class in a boys school in Cork City. My favourite space fact is that a year in Venus is shorter than a day because of how long it takes Venus to rotate on its axis.

Hi,

My name is Saoirse and I teach in Dublin. I’ll be returning to 2nd class having been on maternity leave for the last school year. Prior to this I thought infants for 3 years.

Mind map of space: sun, moon, stars, darkness, astronauts, missions, gravity, rockets, craters, orbit, satellite, vacuum, asteroid, meteor, black hole.

Favourite fun fact: The sun is a star.

Enquiry based learning with infants: Exploring shadows
Children are introduced to shadows by playing a game ‘What could I be?’ using animal and other easily recognised silhouettes. We discuss how they think shadows are formed before allowing the children time to explore and investigate. The children then investigate how shadows are formed by using natural sunlight and torches with a variety of objects. The children are encouraged to observe, predict, question, and test their ideas by changing the position of the light source and the objects to see how the size, shape, and direction of shadows change. This activity lends itself well to cross curricular integration such as oral language, maths and works particularly well with visual arts. The children can then bring dinosaurs/ animals outside and trace their shadows using paper and the sun before designing them. This enquiry based learning activity is open ended but also play based which will make it more meaningful for young children.

Hello, my name is Alison. I am living and teaching in Wexford at the moment. I hope to have Junior and Senior infants next year. My favourite space fact is that footprints left on the moon by astronauts will stay there for millions of years because there’s no wind or weather to blow them away.

Introduction:

Hello, my name is Alison. I am living and teaching in Wexford at the moment. I hope to have Junior and Senior infants next year. My favourite space fact is that footprints left on the moon by astronauts will stay there for millions of years because there’s no wind or weather to blow them away.

Mind Map:

Space: sun/moon/planets/stars/aliens/rocket/astronauts/galaxy/comets/solar system/rocks/gravity

Inquiry based activity:

An inquiry-based activity on gravity and falling things can be introduced through a fun space theme for Junior and Senior Infants. I would begin by showing pictures of astronauts, rockets, and planets, before asking the children questions such as, “Why do things fall to the ground?” and “Would objects fall the same way on the Moon?” The children would make simple predictions about which objects will fall faster, such as a feather or a toy astronaut. They would then investigate by dropping different objects from the same height and observing what happens. I would encourage them to discuss their observations using simple scientific language, such as fall, fast, slow, and gravity. Through questioning, exploration, and sharing ideas, the children would develop their understanding that gravity pulls objects towards the Earth. This hands-on, play-based approach would support curiosity, communication, and the development of early scientific inquiry skills.

Hi all
My name is Gráinne, I live in Blackrock, Co Louth.  I have been teaching in an Infants school for 20+ years in Dundalk.  I am starting my 3rd year in the SET role, but I taught Junior Infants for 10 years previous to this.

The infants are always intrigued by Space.  I haven’t any interesting facts about Space but I learned in school  “my very educated mother rhyme” to remember the order of the planets.

In my current role I have some pupils who have a special interest in space, I am hoping I might increase my knowledge for this purpose.  Looking forward to the course.

hi

My name is Catriona. I am teaching in an ASD Junior class for the last 13 years. This year I have 2 children who love space. Id love to have a bit more knowledge and ideas for them. Their fact–the hottest stars in space are Blue

Hi my name is Edel. Im a SET teacher and love working with the younger classes.

My fun fact about space is that high pressure deep inside Neptune and Uranus turns carbon into solid diamonds.

One inquiry-based activity I would use with a class of  9 year-olds is learning about how long a day is on different planets. I would start by asking the children if they think every planet has the same length of day as Earth. I would let them guess and talk about their ideas before telling them the answer.

I would show them pictures of Earth, Mars and Venus. I would explain that Earth takes 24 hours to spin once, Mars is very close to that, but Venus takes much, much longer. I think the children would enjoy finding out that a day on Venus is even longer than a year there because it is such a surprising fact.

To help them understand, I would use balls to represent the planets. The children could turn the balls around to show one full spin. We could talk about which planet is spinning faster and which one is slower. I would ask lots of simple questions to get the children thinking and talking.

I like this activity because the children are learning by asking questions and finding things out for themselves. It is easy to do, keeps them involved, and makes learning about space fun. I think activities like this help children become curious and enjoy learning about science.

Introduction:

Hello, my name is Alison. I am living and teaching in Wexford at the moment. I hope to have Junior and Senior infants next year. My favourite space fact is that footprints left on the moon by astronauts will stay there for millions of years because there’s no wind or weather to blow them away.

Mind Map:

What is space? : sun/moon/planets/stars/aliens/rocket/astronauts/galaxy/comets/solar system/rocks/gravity

Inquiry based activity:

An inquiry-based activity suitable for the younger children of a school that relates to gravity and falling things can be introduced through a fun space theme for Junior and Senior Infants. I would begin by showing pictures of astronauts, rockets, and planets, before asking the children questions such as, “Why do things fall to the ground?” and “Would objects fall the same way on the Moon?” The children would make simple predictions about which objects will fall faster, such as a feather or a toy astronaut. They would then investigate by dropping different objects from the same height and observing what happens. I would encourage them to discuss their observations using simple scientific language, such as fall, fast, slow, and gravity. Through questioning, exploration, and sharing ideas, the children would develop their understanding that gravity pulls objects towards the Earth. This hands-on, play-based approach would support curiosity, communication, and the development of early scientific inquiry skills.

Thats a lovely little lesson Alison x

Prompt Question: What happens to objects in space?
Year Group: Junior Infants
Objective: To explore gravity, floating, sinking and comparing Earth v Space.

To engage the children, I would show them a short video of astronauts in space.
Questions: Why do you think the astronauts are floating?
Would your toys float in space?

Hands on Activities:
Children are given a small object – block, crayon, pom pom etc.
Children place their object on a yes it would float or it would not float in space chart.

As we can’t go to Space – I would explain to the children that we are going to pretend to be astronauts and test what happens when gravity changes.
Stations:
Air Blower Test – Using a small fan, children place lightweight objects in the airflow and see if they float.
Water Float Test – using the same objects, children test. Encourage discussion around the difference between floating in water and space.
Gravity Drop Test – children drop objects from a low height, encourage discussion around what happens on earth, would the same happen in space?

Conclusion: Revisit the question “Do things float in space?”
Children may need guidance with understanding that there is very little gravity in space and that’s why astronauts and objects float.

Children draw pictures of things that float on earth/ in space and make a display. showing their results.

Hello! My name is Deirdre, and I’m currently teaching 1st Class in Cork.

I’ve always loved teaching about space because children are naturally so curious about it.

This space fact always gets children talking:
The stars we see in the night sky are like time machines. Some are so far away that their light has been travelling for hundreds or even thousands of years before reaching our eyes. When we look at them, we’re actually seeing them as they were long ago!

• This reply was modified 3 months ago by Deirdre ODriscoll.

For this lesson, I would start by asking the children a simple question: “Why do you think we have day and night?” I love hearing their ideas because they always come up with interesting answers and it gives us a great starting point. I’d read the story Day Monkey, Night Monkey by Julia Donaldson.

Then I’d use a torch to represent the Sun and a globe (or a ball) to represent the Earth. By shining the torch on one side of the globe and slowly turning it, the children can clearly see how one side is in daylight while the other is in darkness. It’s a really visual, hands-on way to help them understand that day and night happen because the Earth is rotating. If I have enough resources, I’d let the children work in small groups with their own torches and globes so they can explore it for themselves.

To finish the lesson, I’d ask the children to draw a picture of daytime and nighttime and explain what happens in their own words. It’s a lovely way to check their understanding and it often leads to lots more questions about space and our world.

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!

Hi, my name is Jennifer and have been teaching space in infants the past 3 years. We love exploring the topic during play and the opportunities are endless.

My fun fact is that the moon is lemon shaped.

The inquiry based activity I have used the past 3 years in junior infants is the skittles rainbow experiment. The children really enjoy it, nice and simple and lots of fun. We usually do it in small groups, where each group gets a plate and a bag of skittles. Then taking turns, the skittles are placed around the edge of the plate in a colourful pattern. Then we slowly pour the hot water into the middle of the plate. We wait and watch to see what is happening. The skittles colours move towards the centre of the plate, creating lovely rainbow streaks. We have a discussion on why we think this is happening? Would it happen if the water was cold? What is happening the coating on the coloured skittles? It always poses for lots of discussions and an activity the children really enjoy and engage with, while also having a treat of a left over skittle at the end.

Hi everyone, my name is Aisling and I will be teaching First Class in Dublin 15 this year. My space fun fact is that a day on Venus is longer than a year on Venus! Venus takes about 243 Earth days to rotate once, but only about 225 Earth days to orbit the Sun

Hi I’m H

Hi I’m Margaret,

My favourite space fact is one day on Venus is longer than one year on Venus!

Hi everyone,

My name is Cáit and I teach in Dublin. I have taught in the junior end of my school for the last few years.

My interesting fact about space is – if you could drive a car to the Moon at 100 km/h without stopping, it would take you about 160 days to get there!

The inquiry based activity that I would love to try in September with my class based on this module would be the one where we were given the question ‘What do we need to do to get things moving?’. I liked this question as it would encourage children to think about what already moves in their lives and it would make them reflect on what they think the question actually means. I would then show them the prompt of the picture of the car to see will that change some of their ideas or enhance some of their ideas. I wouldn’t show the image until after they had formed their own opinions though as then they might automatically just think of cars and vehicles instead of other things that move or objects we can physically move. We would then investigate moving things using the force of pushing and pulling. The children would then have to think about objects that don’t move by pushing and pulling.

I have chosen an enquiry-based activity that investigates waterproof materials. I would be most suitable for Junior or Senior Infants. This activity is engaging, hands-on and encourages children to think like scientists while making predictions, carrying out a fair test and discussing their findings.

Trigger: I would introduce the lesson by showing the children a teddy bear wearing a raincoat and another teddy without one. I would tell the class that Teddy wants to play outside, but it has started to rain. I would also show a short video or picture of children wearing raincoats on a rainy day.

Wondering: I would encourage discussion by asking questions such as: Why do we wear raincoats? What makes some materials waterproof? Which materials do you think will keep Teddy dry? How could we find out?

Starter Question: As a class we would then focus on one question – which material will keep Teddy dry in the rain?

Predicting: The children would examine a selection of materials (plastic, paper, fabric, foil, tissue, cotton, etc.) and predict which one they think would be the best at keeping Teddy dry. They would record their predictions by drawing or placing a picture beside their chosen material.

Conducting the Investigation: Working in small groups, the children would wrap small pieces of tissue or paper (representing Teddy) in the different materials. Using droppers or a spray bottle, they would carefully add water to each material and observe whether the tissue inside stayed dry or became wet. The children would compare the results for each material.

Interpreting Results: The class would discuss what happened during the investigation. Together, we would identify which materials were waterproof and which absorbed water. We would compare the results with the children’s original predictions and discuss why some materials worked better than others.

Extension: The children could design and decorate a raincoat for Teddy using the waterproof material they found worked best. They could also complete a simple drawing and sentence, such as “I found out that plastic keeps Teddy dry because it is waterproof.”

I am having issues linking my mind map, I will email it along with my learning record.

• This reply was modified 3 months ago by Cáit Dunleavy.

Hi, I am Sinead and I teach in a rural primary school in Limerick. This coming year I will be teaching junior and senior infants. I will have 30 in my class and looking forward to using what I learn from this course in my class.

My interesting fact is that Mars has a volcano that is three times taller than Mount Everest.

Hi my name is Elaine, I work in a Early Start class in Co Louth. The age range of the children is from 3 to 5 years old.

An interesting fact about space is Even though the sun is very old, it is roughly only halfway through its life cycle! The sun is currently in a phase called “yellow dwarf,” meaning it is a medium-sized star. It will take another 5 billion years for the sun to become a big, cool star called a “red giant.” Then, at the end of its lifestyle (another few billion years!), it will shrink to become a small “white dwarf” star.

An idea I have to bring an inquiry-based activity into my  classroom is a lesson on gravity using the nursery rhyme Humpty Dumpty. The children in my room are very young so this activity is based very much at their level.

We would begin by bringing the children together to sing the rhyme , then ask some questions, where was Humpty sitting, what happened to him, did he go up or down?

Then we will build a wall using wooden blocks and use a real egg, allow the children to predict what will happen if he falls. After the egg falls we will discuss what happened, why did he fall etc, then introduce the word gravity. Gravity is an invisible force that pulls everything to the ground. Then we will do a experiment with some other objects from around the room like a pencil, feather, bean bag and get the children to predict what will happen if these objects fall from the wall too. Getting the children involved hands on will really help to keep them engaged. We could further this learning activity by getting the children to make their own Humpty Dumpty that they can bring home and talk to their families about why he fell.

Hi, my name is Caoimhe and I will be teaching 1st class in September for the second year in a row! My favourite space fact is that a day on Venus is longer than a year on Venus. Venus takes about 243 Earth days to rotate once on its axis, but it only takes about 225 Earth days to orbit the Sun.

For an inquiry-based activity, I would ask my pupils to investigate why we have day and night. I would begin by asking them what they think causes day and night and allow them to share their ideas. Using a globe and a torch, pupils could explore what happens when the Earth rotates. They could make predictions, ask questions and discuss what they observe.

I have chosen an enquiry-based activity about investigating which materials would be best for making a tent. This links well with the Scouts club, which is popular in our school and community.

I would introduce the activity by showing the children a doll dressed as a Scout and explaining that she is going camping but needs a tent to keep her dry from the rain. The children would discuss what makes a good tent and predict which materials, such as plastic, kitchen paper, felt, foil and cotton, would be best.

Working in small groups, the children would make small tents using the different materials and test them by spraying water over them. They would observe which materials kept the doll  inside dry and compare their results with their predictions. We would discuss which materials were waterproof and why some worked better than others.

As an extension, the children could design and make their own Scout tent using the material they found worked best and decorate it with flags or bunting.

Hi everyone, my name is Eimear and I teach in a rural school in Tipperary. I have been teaching First and Second Class for the past eight years. This year, I am looking forward to exploring STEM in more depth and making a conscious effort to incorporate more STEM activities across different subject areas. I’m hoping to develop new ideas and approaches that will encourage the children to be curious, ask questions and learn through hands-on experiences.

A fun fact about the moon that I love is that footprints left by astronauts could remain there for millions of years because there is no wind or rain on the moon to wash them away!

My Mind map- Not tech savvy enough to attach the link to this form, so hope this will do

Space / Rocket / Planet / Star / Moon / Sun / Earth / Galaxy / Astronaut / Alien / Satellite / Telescope / Comet / Asteroid / Meteor / Spaceship / Space suit / Helmet / Orbit / Gravity / Universe / Mars / Jupiter / Saturn / Venus / Mercury / Neptune / Pluto / Moon rover / Launch / Countdown / Space station / Solar system / Milky Way / Black hole / Star dust / Meteor shower / UFO / Satellite dish / Robot / Explorer / Crater / Ring / Light / Night sky / Constellation / Fire / Gas / Floating / Zero gravity

Hi everyone, my name is Eimear and I teach in a rural school in Tipperary. I have been teaching First and Second Class for the past eight years. This year, I am looking forward to exploring STEM in more depth and making a conscious effort to incorporate more STEM activities across different subject areas. I’m hoping to develop new ideas and approaches that will encourage the children to be curious, ask questions and learn through hands-on experiences.

A fun fact about the moon that I love is that footprints left by astronauts could remain there for millions of years because there is no wind or rain on the moon to wash them away!
<p data-pm-slice=”1 1 []”>Not tech savvy enough to attach the link to mindmap to this form, so hope this will do</p>
<p data-pm-slice=”1 1 []”>Space / Rocket / Planet / Star / Moon / Sun / Earth / Galaxy / Astronaut / Alien / Satellite / Telescope / Spaceship / Space suit / Helmet / Orbit / Gravity / Universe / Mars / Jupiter / Saturn / Venus / Mercury / Neptune / Pluto / Moon rover / Launch / Countdown / Space station / Solar system / Milky Way / Black hole / Star dust / Meteor shower / UFO / Satellite dish  / Explorer / Crater / Ring / Light / Night sky / Constellation / Fire / Gas / Floating / Zero gravity</p>
 

I have chosen an enquiry-based activity about investigating which materials would be best for making a tent. This links well with the Scouts club, which is popular in our school and community.

I would introduce the activity by showing the children a doll dressed as a Scout and explaining that she is going camping but needs a tent to keep her dry from the rain. The children would discuss what makes a good tent and predict which materials, such as plastic, kitchen paper, fabric, felt and cotton, would be best.

Working in small groups, the children would make small tents using the different materials and test them by spraying water over them. They would observe which materials kept the doll inside dry and compare their results with their predictions. We would discuss which materials were waterproof and why some worked better than others.

As an extension, the children could design and make their own Scout tent using the material they found worked best and decorate it with flags or bunting.

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 !

My name is Catherine and I will be teaching Second Class this year after 12 years teaching Senior Infants!

My favourite space fact is one million Earths can fit inside our Sun and that there are more stars in the universe than grains of sand on all the beaches of Earth.
<p class=”xisselectedend”><span style=”color: #242424;”>One inquiry-based activity from the Curious Minds programme that I would use the Floating and Sinking Investigation. This activity allows children to predict, observe, investigate and explain, while developing important scientific enquiry skills. I would begin by showing the pupils a selection of everyday items and asking them to predict whether each object will float or sink. They would record their predictions before testing each item in groups.</span></p>
<p class=”xisselectedend”><span style=”color: #242424;”>I will be teaching Second Class this year and I think it is a very good activity for this age group because it supports the Primary Science Curriculum by promoting hands-on learning and active participation. This investigation allows them to ask questions, test ideas and discuss their findings with their peers</span></p>
<p class=”xisselectedend”><span style=”color: #242424;”>After the investigation, the class would reflect on their predictions and discuss why some objects floated while others sank. I would encourage pupils to use scientific vocabulary such as “float”, “sink”, “heavy”, “light” and “material” when explaining their thinking. </span></p>

Hi, my name is Elaine. I have recently been appointed to the new Positive Mental Health and Wellbeing Co-ordinator role in my DEIS Plus school so I won’t actually be teaching this year but I am a post-holder and one of my curricular areas is Science, Technology and Engineering.

Space Fact:

An asteroid about the size of a car enters Earth’s atmosphere roughly once a year – but it burns up before it reaches us.

Inquiry-based activity:

This short inquiry-based lesson helps infant classes discover why the moon has craters by testing how objects make marks in flour and cocoa powder.

Intro:

• Look at a picture of the moon together.
• Ask: “What do you see on the moon’s face?”
• Listen to their ideas about the dark spots and holes.
• Introduce the big question: “How did those holes get ther

Wonder and Predict:

• Show the tray filled with white flour and covered with a dark layer of cocoa powder.

• Ask the children to guess what will happen if you drop a rock onto the tray.
• Let them share their ideas out loud.

Investigate:

• Let each child drop a small rock or marble into the tray from different heights.
• Watch what happens when the dark cocoa moves away to show the white flour underneath.
• Try dropping a big rock and a small rock.
• Ask: “What changes when the rock is bigger or falls from higher up?”

Reflect and close:

• Draw a picture oor take a photos of the tray model on paper.
• Talk about what the rocks represent (space rocks called meteorites) and what the tray represents (the moon).
• Explain that when fast rocks crash into the moon, they make big holes called craters.

Hi Im Aoife,

Currently teaching  First Class. an impromptu conversation led to us exploring lots about the planets and space. As a class our favourite was exploring the dwarf planets and their interesting names. Also some good videos of a personified dwarf planet Pluto feeling very sorry for itself being downgraded!

Here is an example of an enquiry based activity I would use with Senior Infants or First Class based on identifying common materials such as wood, plastic, metal, glass, and fabric, and exploring their simple physical properties.

To explore prior knowledge I would use a Mystery Bag: Put a few everyday items inside a bag (a wooden block, a metal spoon, a plastic toy, a fabric sock, a glass jar).  Then Guess the Material: Pull out each item one by one. Ask students: “What is this?” and “What is it made of?”

I would follow this with a materials hunt and give pairs of students a simple activity sheet or clipboard. They could then walk around the classroom or a designated space to find one object made of: Wood (e.g., a table, a pencil), Metal (e.g., a scissors blade, a door handle), Plastic (e.g., a ruler, a marker cap), Fabric (e.g., the classroom rug, a jumper.

Children could then engage in pair and share. Children could look at their findings with other children. What materials are the same and what did people find that were different. Record findings and materials as a whole class. Followed by a Quick Quiz to re-engage everyone at the end and solidify learning: Call out an object (e.g., a teddy bear, a window, a metal fork) and have the class call out the material.

A Follow up lesson could involve investigating properties of materials, using words, such as: Hard, soft, bendy, stiff, waterproof, absorbent.

After doing this part of the course I really attached myself to the lesson ‘What will we use to clean it up’

I work in an autism class and this will bring a life skill that they could learn into a science experiment.

I was interested in the face how simple it could be to do a science experiment and get the childrens minds investigating straight away. Having a discussion about materials and which ones will work. Let the children try them out and coming up with a conclusion. I loved the fact that once the experiment is completed that the children discuss about why they didnt work and continued to make rain jackets for their tedding bears. The younger child would love this. My children would learn what to use to clean up.

Hi, my name is Keith and this year I will be teaching Junior Infants. My favourite space fact is just how vast space really is and how we describe distance in light years. To describe a place as just 1 light year away means we would need to travel at the speed of light for 1 Earth year to reach that destination.

Inquiry-based activity:

I think a good lesson for Junior Infants is to learn about biodiversity in their local area. This is a great way for children to learn about plants and animals and also how to care for their environment. To begin the lesson I would use a story such as ‘Don’t Hog the Hedge’ to engage the learners. We would discuss the different animals, insects and plants discussed and illustrated in the book. Following on, we would go on a nature/biodiversity walk around the school grounds, using a worksheet to check boxes of plants, animals and insects we found. We will then discuss the environment in which we found such things and what best suits each living thing. As a group we can then work on maintaining the area and reducing factors that impact or harm local biodiversity. The class can brainstorm with prompts ways to protect it such as; leaving certain areas of grass/plants grow longer throughout the year, building bird boxes or bat boxes, reducing light pollution by removing or reducing unneeded artificial light and even designing posters to promote good thinking around local biodiversity. We can then return to check our school garden throughout the year then to see if biodiversity has increased and we can reflect on what worked or perhaps on what did not work.

Hi everyone! My name is Aine, and I am currently completing my PME in Primary Education. I am looking forward to exploring the topic of space and discovering how it can be used to engage children in Science and STEM learning.
My favourite space fact is that a day on Venus is longer than a year on Venus. Venus takes approximately 243 Earth days to rotate once on its axis, but it only takes around 225 Earth daysto orbit the Sun. I think this is a fascinating fact to share with children because it challenges their expectations of what a day and a year mean.

Reflection on Inquiry-Based Learning

One inquiry-based activity I would use in my classroom would be an investigation into which objects in space are visible from Earth and why. I would begin by asking pupils what they already know about the Sun, Moon, planets, and stars, and I would record their ideas on a class mind map. I would then pose the question: “Why can we see some objects in space but not others?”Rather than immediately providing the answer, I would encourage pupils to discuss their ideas and make predictions.

Working in small groups, pupils could use books, videos, and age-appropriate digital resources to research different objects in space. They could record their findings and use models or drawings to explain what they have discovered. Groups could then present their explanations to the class.

I think this activity would encourage curiosity, questioning, collaboration, and critical thinking, while also allowing pupils to take greater ownership of their learning. It would provide opportunities for differentiation, as pupils could demonstrate their understanding through drawing, writing, discussion, or creating a model. Most importantly, inquiry-based learning would allow children to discover answers for themselves rather than simply receiving information from the teacher

• This reply was modified 2 months, 3 weeks ago by Aine Carr.
• This reply was modified 2 months, 3 weeks ago by Aine Carr.
• This reply was modified 2 months, 3 weeks ago by Aine Carr.

Good Morning,
My name is Síle and I taught First class last year and will work with First class again this year. My favourite fact that I’ve just discovered is that seemingly Uranus and Neptune have diamond rain as intense pressure deep inside the planets crushes carbon atoms in the atmosphere. The carbon crystallizes into actual diamonds due to the extreme heat and weight.

I would love to use the recent solar eclipse as a starting point for an inquiry-based activity with my First Class pupils as it was just so cool to see the interest from children in our locality last night as we were out enjoying it ourselves. I would begin by asking the children what they noticed about the sky during the eclipse and what they think happened to the Sun. We could look at photographs or a short video of the eclipse and talk about what they noticed.
I would then ask the children some simple questions such as “Where did the Moon come from?”, “How did the Moon cover the Sun?” and “Do you think an eclipse happens every day?”. The children could make predictions and draw what they think was happening between the Sun, Moon and Earth.
Using balls or other classroom objects, the children could work in small groups to investigate how the Sun, Moon and Earth move and how the Moon can block our view of the Sun. They could experiment with the positions of the objects and discuss what they notice. They could then draw or photograph their model and explain their findings to the class.
I think this would be a great activity for First Class because it starts with something real that they have just experienced. It would encourage curiosity and questioning while developing their science, communication and observation skills. It could also link into numeracy through counting, comparing sizes and discussing position and movement. Most importantly, the children would be investigating and discovering the answers themselves rather than simply being told what an eclipse is.

Hi my name is Sarah. I am a teacher in a Mulhuddart primary school. I am teaching Junior Infants in September. A interesting space fact I have is that there are more stars in the universe than grains of sand on all the beaches on Earth. That’s at least a billion trillion.

Really looking forward to learning more about this topic!

Hello, My name is Erica Stokes and I teach Junior and Senior Infants. My favourite space fact is that Saturn would float if you could put it in a big enough bath because its average density is lower than waters.

For the inquiry-based activity, I would explore gravity using an apple. I would start by showing the kids an apple and asking what do you think will happen if I drop it? I’d encourage them to make predictions before dropping the apple and observing what happens. I’d ask them why did the apple fall down? The kids could test other safe classroom objects and compare what happens. This activity would introduce the idea that gravity is a force that pulls objects towards the ground.

Hi Brendan

I really like this answer because the investigation is engaging, age-appropriate and gives children a great opportunity to think and learn like scientists.

Hi my name is Sarah. I am a teacher in a Mulhuddart primary school. I am teaching Junior Infants in September. A interesting space fact I have is that there are more stars in the universe than grains of sand on all the beaches on Earth. That’s at least a billion trillion.
One inquiry-based activity I would use in my classroom is an investigation into the question, “Could humans live on another planet?” I would begin by asking students what they already know about Earth and other planets and what they think humans need to survive. Students would then work in small groups to research different planets and compare factors such as temperature, atmosphere, water, gravity, and distance from the Sun. I would encourage students to develop their own questions rather than simply giving them all the information. Each group could choose one planet to investigate and decide whether it would be possible for humans to live there. They could record their observations, discuss their evidence, and present their conclusions to the class.
I like this activity because it makes learning about space more meaningful and encourages students to be curious. It also develops important skills such as critical thinking, communication, collaboration, research, and problem-solving. Most importantly, students are actively involved in finding answers instead of simply receiving information from the teacher. As a teacher, I would guide the investigation by asking questions and encouraging students to explain the evidence behind their ideas. This would help create a classroom where questioning and curiosity are valued.

• This reply was modified 2 months, 3 weeks ago by Sarah Bacon.

Hi everyone, my name is Katriona and I am looking forward to doing this course and learning some new ideas for teaching space in the junior classes. My favourite space fact is that it takes about 8 minutes for light from the Sun to reach Earth. I think that is amazing when you think about how far away the Sun is.
One activity I would like to try with my class would be exploring the question, “What is a planet?” I would start by asking the children what they think a planet is and what planets they already know. I would write their ideas on the board and see if we can come up with some questions we would like to find out the answers to.
We could then look at pictures and models of the planets and talk about what we notice. The children could sort pictures into groups and explain why they chose to put them together. I think this would work well with younger children because they are naturally curious and enjoy asking questions. It would also give them the opportunity to explore their ideas rather than just being given the answers.

• This reply was modified 2 months, 3 weeks ago by Katriona Cummins.

Investigating Waterproof Materials for a teddy bear for Infants Classes

Children will investigate different materials to discover which are waterproof and explain their findings.

Resources needed would be the following: Teddy bear and raincoat, samples of plastic, paper, fabric, foil, cotton wool and tissue, tissue paper, spray bottles or droppers and a record sheet

Show the children a teddy bear wearing a raincoat.

Discussion based questions with the class: Why do we wear raincoats? What does waterproof mean? Which materials might keep Teddy dry in the rain?
Which material is best for keeping Teddy dry?

Children examine the different materials and predict which one they think will be the most waterproof. They record their prediction.

Working in groups, children:

• Wrap a piece of tissue (“Teddy”) in each material.
• Spray or drop water onto the material.
• Open the material and check if the tissue is wet or dry.
• Record their results in their groups

Groups can then share and compare their findings with the class.

• Which materials were waterproof?
• Which materials absorbed water?
• Were your predictions correct?
• Why do some materials keep water out better than others?

Result – Waterproof materials do not let water pass through them and help keep things dry.

Drawing Activity

Children draw a picture of Teddy wearing a raincoat made from the material they found worked best. They can label their drawing and complete the sentence:

“I discovered that __________ is waterproof because it kept our teddy bear dry.”

Assessment

Recording and sharing findings.

Draw a picture of the results.

An inquiry – based lesson that I carried out with the children explored the question:
What is the best way to melt ice?
The topic we were learning about was winter, with a particular focus on polar bears and the Arctic region. We read the story Big Bear Little Bear by David Bedford. We discussed how snow and ice are formed and explored the different ways they can be melted. The children suggested different items we could use, such as a hairdryer, radiator, water and a child-friendly plastic knife. We then made predictions about how long we thought each method would take to melt the ice.
We carried out the experiment during Aistear, with the children working in small groups. I placed small animals in clear containers filled with water and put them in the freezer overnight. Each group then used a different method to try to melt the ice while I timed how long it took.
The children were very excited to see the ice beginning to melt. As the ice melted and they got closer to freeing the animals, their excitement grew. Once all the ice had melted and the animals were free, we came together as a group to discuss our findings. We talked about which method was the quickest and most effective way to melt the ice and compared the results with our predictions.

Hi, my name is Siobhán and I’ll be teaching Senior Infants.
My favourite space facts is that scientists believe that it can rain diamonds on planets such as Saturn and Jupiter!

An inquiry based activity that I have done with my classes in the past and they loved was the experiment to show how plants feed (drink water). We would start by discussing what plants need to grow and how they get that food. Each group needs a glass, a celery stalk with leaves and food dye. Add a few drops of the food dye to the water and put the celery stalk in.

We would then discuss what we think is going to happen. Leave overnight and the following morning the leaves will be after turning the colour of the food dye. The children complete a before, during and after the experiment worksheet.

The children are always fascinated to see that the plant actually drinks the water. I think it is very effective as they can actually see the change in the celery.

Hi,My name is Dolores and I teach infants.My favourite space fact is we cannot hear any sounds in space. Looking forward to developing new ways to teach about space in my classroom.

https://miro.com/app/board/uXjVHxBXL0k=/

• This reply was modified 2 months, 3 weeks ago by dolores keane.

My enquiry based activity focuses on Day and Night-What Happens when the sun goes away? using the Curious Minds/E.S.E.R.O. Framework for Enquiry for infant classes. To engage the children I would read the story Day and Night by Teresa Porcella.Then we would use pictures to compare and contrast night and day scenes and activities.The we would investigate identifying objects in bright and dark environments(maybe use blindfold if classroom cant be made sufficiently dark) ,moving objects in and out of the light/closer and further from light sources.The next step could be allowing the childre to explore shadows made by different toys and objects,talking about night time routines at home. To reflect on the lesson children could talk about what the noticed and what sparked their interest most encouraging them to share in pairs or in groups. Further lessons can incorporate areas of high interest from observation and listening to childrens thoughts on areas explored.

• This reply was modified 2 months, 3 weeks ago by dolores keane.
• This reply was modified 2 months, 3 weeks ago by dolores keane.

Hi everyone! My name is Abby and I will be teaching first class this year. My favourite space fact is that there are more stars in the universe than there are grains of sand on all the earths beaches combined.

Inquiry-Based Learning Activity: Space – Stars

I would begin the lesson with an engaging introduction to the topic of stars. I would show the children a selection of images of stars and the night sky, followed by a short video about stars. I could also use teacher-in-role by dressing up or acting as an astronaut who has returned from space and needs the children’s help to find out more about stars. This would create an exciting context for the inquiry and encourage the children to become “Space Explorers.”

Following the introduction, we would brainstorm what the children already know about stars and what they would like to find out. The children could record their ideas and questions in their Science journals. Questions might include: What are stars? Why do stars shine? How far away are stars? Are all stars the same? Why can we see stars at night?

The children would then move into station-based activities where they could investigate stars using a range of different teaching materials. The stations would include images of stars and the night sky, short written passages containing age-appropriate information, videos on iPads, and matching games. This would allow the children to explore the topic in different ways and encourage them to work independently and collaboratively. The variety of resources would also cater for different learning styles and allow the children to develop their questioning and observation skills.

After completing the station work, we would regroup as a whole class and return to the questions recorded in our Science journals. We would discuss what we have discovered and identify which questions have been answered. If there are still questions that we cannot answer, the children could work in pairs to use the iPads to research their questions. They could then record their findings in their Science journals and share their answers with the class.

Integration: The children could create their own constellation pictures using black paper, paint and star stickers. They could design a pattern of stars, give their constellation a name and explain what their stars represent. This could be integrated with Art, oral language and literacy, as the children could create a short story about their constellation or describe it to their classmates. Their drawings, questions and discoveries could also be recorded throughout the activity in their Science journals, providing a record of their learning and encouraging them to reflect on how their ideas changed throughout the inquiry.

My name is Donal and I’ll be teaching senior infants next year. I enjoyed the simple suggestions for teaching whether gravity is a push or pull force. Gravity being a force we take for granted, I think the activity for lying down or bending over in different positions, trying one aarm raised etc and discussing what it feels like and trying to feel where the blood is flowing is an excellent inquiry based age appropriate activity for senior infants to begin exploring the concept of gravity. A lead on activity could be to compare and contrast these findings with how gravity is experienced in space. This is a simple activity that I hope to try with my class next year particularly given how topical space currently is after the recent solar eclipse.

• This reply was modified 2 months, 2 weeks ago by Donal Nicholl.

Hi, I’m Jessica and I’m a primary SET. My favourite space fact (in the words of a former pupil) is that pulsars “like to hang out together and emit beams of light” in space!
For my inquiry based activity I would use the Curious Minds Planning guide and ESERO resources on gravity to plan a lesson investigating the force of gravity. I would use one of the example prompts (e.g. ‘accidentally’ dropping something) and start a discussion with my group with open ended questions e.g. What happens when you drop something? Does it matter where you are? What the objects are? I would then provide a range of objects of different sizes and weights and guide the activity with the question “What will happen if we drop different objects from the same height?”. I’ll allow for prediction and discussion of how we will conduct this activity, before commencing and recording our findings. Afterwards, I would guide discussion of what we found.

I’m Chloe, I teach the junior classes in a small Gaelscoil. I find it fascinating to thaink about how space is completely silent because it is a vacuum with no air particles for sound to travel through.

A solar eclipse is a wonderful way to spark curiosity and encourage inquiry in a junior classroom. Inspired by the recent eclipse, I would begin by asking the children what they noticed or remembered about it and encourage them to share their ideas and questions. Together, we would record these questions, such as “Why did it get darker?” or “How does the Moon cover the Sun?” The children could then investigate using storybooks, short videos, and simple models with a torch and balls to explore how the Sun, Moon, and Earth move. I would encourage them to make predictions, observe, discuss, and explain their thinking. The lesson would finish with the children drawing and describing what they discovered. This inquiry-based approach promotes curiosity, communication, and scientific thinking while helping children develop a deeper understanding through hands-on exploration rather than simply being given the answers.

My lesson would be suitable for an infant class. This lesson would be based on the inquiry question “What happens to shadows in space?”. I would start by showing the children pictures of the Sun, Earth and astronauts and ask them what they think makes a shadow. We could talk about where they have seen shadows before and make some predictions. Then in small groups the children could use a torch as the “Sun” and different objects as “planets”. They could move the objects closer to and further away from the torch and see what happens to the shadows. The children could draw what they notice and talk about their results with the class. I think this would work well in an infants classroom because it is very hands-on and gives the children a chance to explore and ask questions themselves.

https://drive.google.com/file/d/1F4VoULqaD0LvAcRRx8gV6qlu5bsnLize/view?usp=sharing

For an inquiry-based activity, I would use a Sun and Shadows investigation. I would start by bringing the pupils outside in the morning and asking them to observe their shadows. Rather than explaining what will happen, I would ask them to predict whether their shadows will look the same later in the day and why.In small groups, pupils would trace or measure a shadow and record its length and direction. We would return to the same spot at different times throughout the day to take new measurements and compare them. Pupils could also take photographs to create a digital record of the investigation. I like this activity because the children are questioning, predicting, observing and gathering evidence themselves. At the end, we would discuss the results and see whether their original predictions were correct. I think this approach makes Science much more meaningful, as pupils are discovering the answer through their own investigation rather than simply being told it.

• This reply was modified 2 months, 2 weeks ago by Aisling Byrne.

My name is Lauren and I am a Junior Infant teacher. I will be moving to Senior infants this year and love teaching at the infant level. My favourite space fact is that 1 million earths can fit inside the sun – I find that fascinating to think about!

An inquiry based activity that I did with my Infant class this past year was around the planets in our Solar System. Initially we discussed the question if you could visit any planet which one would you choose. We then learned a catchy song from youtube ‘There are 8 planets in the solar system…’ which had a cute cartoon video and facts about each planet in the song. Infants love learning through music and actions so learning this song helped their knowledge of the planets. Then we imagined that we would become astronauts and discussed which planet would be the best for humans to visit. We talked about what the planets would have, what might be hard for us on different planets and what we would need to bring with us. The children then got to design the photo of themselves in an astronaut suit and choose their favourite planet to create in our art lesson. They wrote a sentence about their favourite planet. The children loved this activity as it really got them thinking about and discussing the different planets, giving reasoning for their favourite one. This activity encompassed art, literacy, music and stem learning and was beneficial and enjoyable for them.

• This reply was modified 2 months, 2 weeks ago by Lauren Dardis.

The class I’m teaching this year is 2nd class. My favourite space fact is that the sun is 400 times the size of the moon!!

An inquiry – based activity I would use in my school would be about why we experience day and night! Mainly based around the question ‘If the sun is always shining, why is it dark at night?’ I’d let the children work in small groups using a globe or sphere and a torch as the Earth and the Sun. They could try investigate themselves what happens as the Earth is rotating. This would hopefully give them an opportunity to learn by experimenting rather than just direct teaching and having a teacher – led session. I would use questioning throughout the activity to help guide them in their investigation and also to challenge their thinking. afterwards they could each present their finding and explain their reasoning behind why they think we have day and night. Inquiry based learning is so valuable here as it is giving my students a chance to see themselves as scientists and problem solvers.

Hi my names Zoe and I’ll be teaching 2nd class this year. My favourite fact about space is that the sunset on Mars appears blue.

Hi everyone,

I’m Treasa, a primary school teacher from Cork. I’ll be teaching Second Class this year and I’m really looking forward to getting some new ideas from this course that I can bring back to my classroom. Space has always been something I’ve found really interesting, so I’m excited to learn more.

My favourite space fact is that a day on Venus is actually longer than a year on Venus. I always think that’s such a strange fact, and it’s one that really grabs children’s attention. It’s the kind of fact that gets them asking lots of questions, which is a great starting point for learning.

One inquiry-based activity I think would work well with my class is a “Guess the Planet” investigation. I’d put the children into small groups and give each group a set of clues about a mystery planet. They would have to work together, ask questions, discuss the clues and decide which planet they think it is, explaining the reasons for their choice. At the end, each group could share their thinking with the rest of the class before we reveal the answer.

I like this activity because it encourages children to think for themselves instead of being given all the information straight away. It also develops teamwork, communication and problem-solving skills. I find that children in Second Class love working together and enjoy the challenge of figuring things out. I think this approach would make learning about space much more enjoyable and memorable, while also helping them build confidence in sharing their own ideas and listening to others.

Hi

Im Denise, I teach SEN in Donegal. Favourite space fact….that there’s more stars in the universe than grains of sand on earth. My 7 year old taught me this, mind blowing 🤯

Hi, I am Andrea and I will be teaching STEM lessons to Junior classes in my school next year. my favourite space fact is that there are more stars in space than there are grains of sand in the world.

One enquiry based activity i will use in my classroom is ‘Which Materials Make The Best Raincoat?’This activity is found on the Curious Minds website and is for Infants and Junior classes (age 4-7). i would used this activity because it encourages students to examine a range of natural, synthetic, and recycled materials, such as  wool, cotton, nylon, polyester, as well as waste materials like newspapers, magazines, foil and plastic wrapping.  Pupils predict which materials are waterproof, water?resistant, or watertight, and give reasons for their predictions based on the properties of each material. Through investigation and discussion, children develop understanding of how different materials interact with water.

I would encourage groups of students to make a simple display of their findings and present their display to the class.

The students could then design a raincoat for a doll or teddy using the material they found to be most suitable

Hi my name is Fintan. My space fact is that all the other planets in our Milky Way could fit into the gap between Earth and The Moon.

One activity I would definitely use with my class is getting the children to investigate gravity by dropping different objects and seeing what happens. I would start by asking them a question like “Do all things fall at the same speed?” and let them chat about what they think first. I think the predictions would be really interesting because the children would all have different ideas.

I’d give each group a few objects like a feather, a sponge, a ball and a toy block. They could make their predictions, test them out and then talk about what they noticed. Instead of telling them the answer straight away I’d encourage them to ask more questions and try things again if they wanted. I think thats where the best learning happens.
I really like this type of activity because its hands on and gets everyone involved. Most six year olds love doing little experiments and they learn so much more when they can see it happening for themselves. The children could draw pictures of what they found or tell the class what surprised them.

Hi Everyone,

My name is Oonagh & I am going into my third year of teaching Junior Infants. I love the curiousity infant classes have & their unique wonder of the world. Last year, during July Provision, I helped a senior child with a project on space & found myself fascinated by it all.

My space fact is there is such thing as a Raspberry Milky way. It is massive gas cloud near the center of our galaxy contains ethyl formate, a chemical that tastes like raspberries and smells like rum.

An enquiry based approach to space may be to set up a tuff tray with “space rocks”, rockets, astronauts, planets, magnifying glass and to start a conversation with “what do you see/ what do you wonder”

I am looking forward to sharing my knowledge with the children and other staff members.

My names Chloe and I’m a junior infant teacher in Dublin. My favourite fact about space is that Jupiter is large enough to fit the Earth inside it 1,000 times.

Hi Fiona,

I love this idea. It gives the kids loads of freedom and scope to explore.

Hi Emma,

I hadn’t heard of that rhyme.

I like the phrase My Very Educated Mother Just Served Us Nachos to remember them.

Sitting here for 20mins trying to uupload a pic of my mind map, i thought I was good with computers

I love this idea of creating your own planet. I can see kids getting on board with this and getting interested in learning about planets.  I like how you could use this lesson across the curriculum in different subjects – Art, creative writing etc.

It encourages children’s creativity and fosters a love of space and science

Floating and Sinking is always a great one to get children excited. they have prior experience with this topic but it can always throw up a few surprises. The idea of making a boat sounds like great fun and brings in a whole new experience and fun for the class. Great idea,

This is a brilliant idea Fintan , getting children to be fully involved in this experiment will only lead to a greater understanding of the concept. Asking them to predict what will happen is a super way of starting the lesson and even for the less confident child who might not yet be ready to speak up in class they are listening and learning.

Hi Chloe,
Welcome to the forum.
Great fact and furthermore, the sun is so big you could fit almost 1000 Jupiter’s inside it.

For this lesson I would focus on space suits and what materials are used to make them. To get the children thinking like scientists, I’d begin by showing them pictures of planets, stars and astronauts and ask them what they already know. We could use their answers to make a simple KWL chart. After this, we would carry out a small investigation based around the question: Which material would protect an astronaut from the Sun the best? In small groups, the children would wrap ice cubes in different materials such as tin foil, fabric, newspaper and bubble wrap. They would then make a prediction about which ice cube they think will melt the slowest. Once they have recorded their predictions, they would observe what happens, record their results and discuss why they think some materials worked better than others. This gives the children a chance to share ideas, compare results and work as a team. I think it would keep them interested because it is hands-on and everyone can take part. At the end, we would discuss the results together and talk about how scientists can change their ideas after testing something, even when their first prediction wasn’t correct.

Hi Brendan,

Great lesson plan encouraging prediction, testing and observation. I particularly like that you talk about scientists sometimes being proven wrong by their experiments. A good scientist changes their mind when the evidence tells them to, which is a valuable life skill too!

Hi Brendan, I really like this idea. The ice cube experiment sounds like a fun, hands-on way to get the children thinking like scientists. I also like how they can make predictions, test them and then see if their ideas were right. It sounds like it would keep them really engaged. I must try this in my own classroom at some stage!

Hi Brendan,

I really like this idea, especially the ice cube investigation as it makes the learning really hands-on and gives everyone a chance to get involved. I also like that the children make predictions first and then see if their thinking changes after the experiment. It’s a great way to show that getting a different result than expected is part of working scientifically! 🙂

Lovely idea. I’ve just been provided with a tuff tray this year and I’m so excited about the possibilities. I’ll be researching ideas connected to space. Space rocks sound like a brilliant idea.

I think the idea of using a tuff tray is great. As I am teaching younger kids I find that anything hands on tends to keep their attention longer. I will be trying out this idea!

I really like the “Guess the Planet” idea, especially for Second Class, as the children would enjoy trying to work out the answer from the clues. The Venus fact is a great one too, and I can imagine it leading to lots of questions from the children. I think the group work would also be a great way to build their confidence in sharing their ideas.

Hi Treasa, I really enjoyed reading your post. I think your “Guess the Planet” activity is a great example of inquiry-based learning, as the children are encouraged to investigate, ask questions and use their own reasoning rather than simply being given the answer. I particularly like how the children would have to explain why they chose a particular planet, as this gives them an opportunity to develop their communication skills and justify their thinking. I also think working in small groups would make the activity very engaging for Second Class, while encouraging collaboration and listening to different ideas. The mystery element would definitely keep the children interested and curious!

That’s a fun fact about Venus Treasa, I’ll be using that one next time I need a space fact! And you’re right, it could prompt great discussion and thinking about time and space.

Hi Treasa, I love this activity of ‘Guess the Planet’, getting the children to investigate collaboratively on this.

• This reply was modified 2 months, 2 weeks ago by Zoe Greene.

Lovely idea to have the children design a raincoat for a favourite toy, it’s a nice way to boost engagement and interest especially in the younger classes.