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ASSIGNMENT
Create a mind map in relation to your ideas about space. Please add to your mind map after each module as part of the reflective learning process.
As a reply to this post, introduce yourself on the forum and share your favourite space fact. Then add a reflection (150 words min) on how you would use one inquiry-based activity in your classroom
Also, please respond to at least one other participant’s post in this forum.
UPDATE JULY 25: Since July 1st our facilitators have occasionally observed that course reflections may be generated with the assistance of AI tools. While AI can be a helpful support for drafting ideas or exploring different ways to express your thinking, it is essential that your forum posts reflect your own understanding and engagement with the course content. This is in line with the Department of Education and Youth’s Summer Course guidelines.
Before posting to the forum, we encourage you to take a moment to review your contributions and, if necessary, revise them to ensure they are appropriate and authentically your own. -
Hi everyone,
Frances here, from BCO in Cork city – home of all things spacey! My colleagues and I will be facilitating the forum and suggesting ideas and further materials as we go along.
Please do read through the comments – if the last few years are anything to go on, this forum will be a rich source of ideas and shared experiences.
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Hi everyone! My name is Criona and I’m a primary school teacher based in Westmeath. I’m really excited to be part of this course and to explore creative ways to bring space into the classroom. My favourite space fact: A day on Venus is longer than its year! Venus takes about 243 Earth days to rotate once on its axis, but only about 225 Earth days to orbit the Sun.
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Hi All,
My name is Marie and I’m living in Wexford. I`ll be teaching 1st Class for the second year and am looking for some ideas to improve my science lessons this year. Space is a topic that the children love to get stuck into so this is a great opportunity to get some fresh ideas and thoughts. My favourite space fact is that an asteroid the size of a car enters the earth’s atmosphere once a year but it burns up before it reaches us.
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One inquiry-based activity I would love to use in my classroom is the “Design a Space Habitat” challenge. In this activity, students would work in small groups to design a habitat that could support human life on another planet, such as Mars or the Moon. They must consider factors like oxygen, food, water, temperature, and protection from radiation. I would begin by showing a short video or reading a story about astronauts living in space, then pose the question: “What would we need to survive on another planet?”
It would be great if the students would, draw, and present their ideas, and we could even build models using recycled materials. This kind of task allows children to ask their own questions and explore real-world problems in a fun and meaningful way. Infants have such boundless imaginations, and I’d imagine they would have some crazy ideas which would be fun for all. -
Hi Criona,
You might look at some of the Moon Camp resources from ESA – they are cartoon style, but have a good amount of information. You might check if they would suit your own crew.
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Hey! I’ve done a Moon inquiry with 2nd class before and it worked really well. We kicked it off with the question “What would it be like to live on the Moon?” and let the kids go wild with their ideas—eating, sleeping, gravity, toilets (obviously came up!), etc. They picked one wonder to explore in groups and made little posters or dioramas showing what Moon life might look like. Super creative stuff.
A few videos that helped spark things:
National geographic – https://www.youtube.com/watch?v=UqSFgjt7Lz8
StoryBots – “The Moon” song https://www.youtube.com/watch?v=ZHAqT4hXnMw
And the book ‘ If You Had Your Birthday Party on the Moon” by Joyce Lapin.
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Deirdre,
that’s a nice example of using the inquiry framework that is described in this module as a research activity. The children are given the opportunity to wonder about a topic, share what they know, and then find out answers to some of their ideas – and take a super ‘next step’ when making dioramas. Thanks for the suggestions of videos and books.
https://www.easons.com/if-you-had-your-birthday-party-on-the-moon-joyce-lapin-9781454953869
is new to me.
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Hi Criona, this is a lovely idea. The children would gain so much from this lesson and the multiple lessons that you could do from it. There is a lot of critical thinking involved and the children would be able to present their ideas and explain why they made the choices that they did. Its also perfect for integrating with other subject areas
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My name is Eimear and I am teaching in Cork City. I have taught Sixth Class the last two years and spent a number of years teaching First and Second Class.
I love teaching the theme of Planets and Space as it is relevant and fascinating for all age groups and there are numerous activities to do with the class.A fact that I find interesting is that there are more stars in the universe than there are grains of sand on Earth.
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That sounds like a really great lesson! I agree that children have brilliant imaginations and they would have some great ideas about how to survive on another planet. It would take a lot of time for the children to discuss and draw their ideas and then present them to the class. I imagine the art work would make a great display. Models made from recycled materials would be another great follow up lesson and children in first and second class would really enjoy this activity. They could spend time creating and designing them and then painting and decorating their creations. They could then make a presentation to the class which shows their drawing and then the actual creation. Thanks for the inspiration Criona, this is a great week of lessons that I would really hope to use them in the future and I’m sure the children will really enjoy it too!
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Hi Criona,
I am always looking for ideas to suit Junior Infants. Designing a Space habitat is a simple idea that infants could manage. It obviously wouldn’t be as detailed as what older classes would design but it would be a fabulous way to introduce and discuss the topic of space and discover what the differences between earth and space are.
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Hi Criona,
I love your idea of using the “Design a Space Habitat” challenge—what a fantastic way to tap into young children’s natural creativity and curiosity! It’s great that you’re encouraging students to think critically about real-world challenges like survival on another planet while giving them the freedom to imagine and innovate. The use of multimedia, like videos or stories, to spark interest is such an effective way to ground their learning in context. -
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An inquiry based activity I like to do is designing a parachute to stop a dropped egg from breaking (best completed outside)
To begin we can introduce the concept of gravity and why thee gg and other objects fall when dropped from a height.
The children then design a parachute to slow down the falling egg and a holder for the egg.
They investigate which materials might work best, what shape the parachute should be and whether the material used needs to be supported to maximise the surface area.
The children explore using bricks first and predict which parachute will work best.
Finally, when they are satisfied with their design the can release their egg.
Afterwards we discuss why certain designs worked best.
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I really like this idea. It’s a fun, hands-on way to explore science . I love how it brings in real problem-solving and teamwork, and the fact that it’s done outside shows inclusivity of those few pupils who learn more easily by being outdoors (UDL at it’s finest)!
The idea of introducing gravity and letting children experiment with materials and design makes it feel like real science. I think the part where they predict which parachute will work best is great—it builds on their critical thinking in a really natural way.
I’d definitely love to try a version of this in the future. I’d adapt it for Junior Infants by using soft toys instead of eggs and focusing more on materials and testing. It could work really well. It’s a great example of inquiry-based learning that’s playful, engaging, and packed with learning.
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That sounds like such a fun and engaging activity! I love how it combines hands-on design with real scientific investigation. The link to gravity at the start really helps set the context, and I like that the children get the chance to test materials with bricks before moving on to the eggs — a great way to build confidence and refine their ideas. I can imagine the excitement during the final drop. I think the discussion afterwards is key too, as it gets them thinking about why certain designs were more effective and how they might improve them. It’s such a brilliant way to integrate science, engineering, and problem-solving in a memorable way.
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My name is Sharon. I teach 1st and 2nd classes and I am looking forward to updating and extending my knowledge on the topic of Space so that I can bring some new and exciting activities and lessons to my classroom for Space Week 2025! My favourite Space facts are that Space is completely silent…and that it would take over 800 years to fly a plane to Pluto!
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Hi my name is Aoife and i’m a primary school teacher in Westmeath. I’ve been passionate about space ever since my own school tour as a child to Birr Castle to see the great telescope. I even made my parents bring me back the next weekend! I will be teaching first and second class in September and hope to share the passion I have for space with the children!
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I would use the Gravity and Falling Things activity with my 2nd class to develop observation, prediction, and questioning skills. Following the Curious Minds/ESERO Framework, I would begin by engaging the pupils with a prompt — “Oops! I dropped it!” — and invite them to wonder what happens when objects fall. They would explore and handle a range of objects, predicting how each will fall. Working in pairs, they would conduct the investigation by safely dropping items and recording results. We would then discuss observations, compare predictions to outcomes, and interpret the results together. As a next step, we could explore what happens in water or compare gravity on the Moon using videos. This hands-on approach encourages active learning, integrates science and maths, and supports vocabulary development (e.g., gravity, pull, force). The activity also lends itself to cross-curricular links with geography and storytelling, such as the tale of Isaac Newton’s apple.
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Hi Séan,
the video to use for gravity on the Moon is the astronauts dropping the hammer and the feather:
https://youtu.be/oYEgdZ3iEKA?si=Jhe6jrKU54uqKZc8
there is a BBC article that has a bit more about it and includes the transcript: https://www.bbc.co.uk/teach/terrific-scientific/articles/zd9r2sg
Well, in my left hand, I have a feather. In my right hand, a hammer. And I guess one of the reasons that we got here today was because of the gentleman named, Galileo a long time ago, and made a rather significant discovery about falling objects and gravity fields. And we thought that, where would be a better place to confirm his findings than on the moon? And so, we thought we would try it here for you, as the feather happens to be appropriately a falcon feather for our Falcon. And I’ll drop the two of them here, and hopefully they’ll hit the ground at the same time. How about that? Mr Galileo was correct in his findings.
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Hi all,
I am a primary school teacher based in Cootehill in Co.Cavan. I am currently working in a SET role. I wanted to take this course to upskill myself in STEM. My favourite fact is that footprints on the moon be there for millions of years. The moon has no wind or water to erode the surface, so the apollo footprints remain for a long time.
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Module 1 Reflective Piece
Explore different materials and sort them into groups.
To introduce the lesson, I would Play ‘I-Spy the Material’ game in the classroom, before discussing why different materials have been used. Sort items according to their properties and consider what it would be like if the tables were made of jelly or the chairs were chocolate!
Following on I would get the children to identify and name a variety of everyday materials, including wood, plastic, glass, metal.
Discuss, identify, label and record the materials they spot in the classroom.
Distinguish between an object and the material from which it is made.
Sort the objects according to properties (what material is this made of? What is its useful property?).
Consider the questions: What would the classroom be like if the tables were made of jelly? Or the chairs were chocolate? Why are certain materials used to make these items?
Listen to the story of the three little pigs and, in small groups, recreate using straw, twigs and bricks. Explore the materials and their properties. Make predictions and a video. Ask prediction questions like what you think will happen to the house when the wolf comes? Why do you think this? Video the story retellings with commentary and explanations. Discuss why some pigs may not choose to use bricks (more expensive, heavier, harder work to build with, etc.) and suggest successful alternatives. Us a hair dryer as the wind the wolf blows on each house the students have created
Extension: Explore different materials not usually used for building, discussing their properties and predicting what would happen if the wolf actually blew on the houses. -
Sue here from Dublin, my one of my favourite facts about space is that you could fit one million Earths could fit inside the Sun and yet the Sun is still only considered an average sized star. I find my kids are always so interested in anything Space related so looking forward to broadening my knowledge and learning more about this topic to carry into the next academic year.
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Hi there,
My name is Marcia and I am currently working in S.E.T. In a junior school. I chose this course as I have a special interest in Space and love having the chance to cover this topic in class when the opportunity allows. My favourite space fact is that at the heart of a black hole is something called the Singularity. The Singularity is an infinitely dense point where all known laws of physics break down and it remains a mystery to scientists. Scary! Looking forward to gaining some more knowledge on space throughout this course.
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Hi,
My name is Eimear and next year I will be teaching Senior Infants. I always find that the children love anything to do with Space so I am doing this course to increase my knowledge and freshen up my lessons on Space. I’m not sure I have a favourite fact but from reading down through the forum I love the one about the sunset on Mars being blue, and the song that is linked too. I’ve never heard that before.
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Module 1 Reflection
I have really enjoyed exploring the course content so far and all of the Curious Minds and ESERO resources. I liked the explanation of the fingerprint experiment which supports inquiry-based learning in the classroom. The video was great as it clearly showed how experiments can be adapted to different class levels. The Infants would really love this experiment and it could easily be linked to a story, such as Goldilocks, trying to figure out which fingerprints were found on the bowl. The children would also love to find similarities between their own fingerprints and others, linking to the comprehension idea of connecting. I think it is very important to allocate time for reflecting within lessons, as it is often an overlooked area of lessons. I have a cognitive conclusion spinning wheel in my classroom which I like to use for this. The children enjoy this hands-on reflection too.
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Emma – can you tell me more about the “cognitive conclusion spinning wheel”? I’m not familiar with that idea.
A quick search came up with this from PDST, adapted from Maeve Liston of Mary I
https://pdst.ie/sites/default/files/STEMLearningExperiencesReflectiveChecklist.pdf
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Hi Frances,
So I bought this spinning wheel from Ikea (https://amzn.eu/d/fYvKfOR). Then I printed a number of questions that could be used at the end of the lesson e.g. What went well, What I enjoyed, What I could teach my friend, What I would like to learn more about. This can be spun at the end of lessons to allow the children to reflect on their learning.
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Hi my name is Carmel . I teach a multigrade class senior infants and first class. My space fact is a million earth’s fit into the sun.
Inquiry question: what do we want to find out about the moon?
Elicit prior knowledge: use a picture of the moon/video -teacher records on Kwl Chart
Questioning: encourage children to ask questions and fill in w section.
Investigate and explore: read Papa Please get the moon for me
Creative response: build a moo. Surface with sand , flour and or tactile materials.
Share and reflect return to chart and fill in l
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Carmel,
in this module we have introduced the Curious Minds /ESERO Framework for Inquiry, and you have identified ways in which the children can Engage through wondering, with the prompt of a picture of the Moon.
I’m not as clear on how the story https://youtu.be/bOiw0zXQQBQ?si=qv1T8AqNLAtOaxSE will link to an investigation – particularly since phases of the Moon are not explicitly part of the primary curriculum in Ireland, but do appear at second level.
It could be treated as a light and modelling activity – as we mention in Module 2. Children can explore how we can only see the Moon when it is being lit up by the Sun, and this can be modelled with Moon balls (styrofoam balls on a stick). The child’s head is the Earth, the Moon balls as the Moon and the Sun as the Sun. You can see a demonstration of this at: https://nightsky.jpl.nasa.gov/news/393/
The creative response is what we would refer to as a Next Step. Share and reflect correspond to reflection – which for younger classes might be teacher reflection.
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Module 1 Reflective Piece
To explore why some objects float and others sink, I would conduct the following lesson.
To introduce the lesson, I would show a basin of water and a variety of different objects to the children. A stone, a cork, a toy, a coin. I would follow this visual with the prompt question “Which will float?” I would record predictions.
Following on, I would allow the children to investigate in small groups, testing each object to see what happens.I would ask them questions like: ‘why do you think that happened?’, ‘what did the floating objects have in common?’ and ‘what did the sinking objects have in common?’ to encourage them to think and construct knowledge.
After the investigation, we would discuss as a class the knowledge they constructed. I would hope to hear that the light, air-filled objects floated, while the dense, heavy items sank. I would then create a link with real-life and discuss boats and why they float.
To extend the activity, I would give each child a piece of playdough and encourage them to make it float by playing around with its shape in order to build critical thinking.
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Laura,
I like how the practical exploration and looking for patterns precedes the knowledge construction – and the questions that you ask are all part of “wonder” and “explore” in the engage section of the Inquiry Framework.
You have a great “next step” and playdough is great for making boats – since as a lump it will sink, but when hollowed out it will float.
I did make a boat with my Brownie Guides (ages 7-10) and they had the most fun making paper boats with pea passengers.
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Hi Laura,
The children always enjoy exploring the topic of floating and sinking. I really like the idea of using playdough to create different shapes. I will definitely try this with my class next year. I like the fact that they can make a shape and reevaluate or re-shape the material to have a better outcome.
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Hi Laura. This sounds like such a fun and engaging way to explore floating and sinking with young children. I really like how you started with a simple question and got them to make predictions. It’s such a great way to spark curiosity right from the beginning.
Letting the kids investigate in small groups is a lovely hands-on approach, and your questions are great for encouraging them to think a bit deeper about what’s happening. The real-life link to boats is a nice touch to. It helps make the learning feel more relevant to them.
I especially like the playdough extension! It’s playful but also gets them thinking and problem-solving without even realising it. Overall, it’s a really nice mix of investigation, discussion, and creativity. -
Hi Laura,
This sounds like a brilliant lesson that I would love to try with my senior infants next year. I like the idea of using playdough to test out their findings after the experiment. It seems like a really engaging, hands on lesson where the children will have a clear idea of the concept at the end.
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Hi Laura,
I always enjoy exploring floating and sinking with the infant classes as the children love to engage with it. The extension to the experiment using playdoh and creating boats is a fantastic idea and will give a good insight into their understanding of the experiment. It is something I will try going forward.
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Hi All
My name is Kate and ill be working in SET with the junior classes from September.
One of my favourite space facts is that there are more stars in the solar system than grains of sand on all the beaches on Earth.
Floating and sinking is always an enjoyable science inquiry lesson. Every class group loves the hands on aspect. Its relatable. Children interact with water daily so they can bring prior knowledge. Its a great one to do towards the end of the year when we have fine weather. Doing the investigation outside means it’s easier to clean up any spillages.
Watching objects float or sink is fun and encourages children to think scientifically. They are predicting, observing, recording, questioning. This lesson allows for differentiation too as children can explore their own level of understanding . There is always one or two who question objects that initially float but eventually sink. It gives the opportunity to build vocabulary. Children describe, compare and question what is happening during the experiment. Its great to have different ways to record findings. This year we used ipads and took photos. Some drew pictures amd others used whiteboards to record their findings.
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Kate – I really like floating and sinking – and it is a topic with great depth (pun intended). I’ve had my first years at second level having a great time working out that if you carefully place a flat plastic set square, it will float! (well – surface tension will hold it in place!).
With this topic, best for the teacher to claim that they have forgotten how the activity works – feign ignorance and let the children discover in their own way what floats, what sinks and start to offer suggestions why.
If they seem too confident – offer the unpeeled orange the peeled orange as an object and ask them to predict and then test how it behaves.
https://coolscienceexperimentshq.com/why-does-the-heavier-orange-float/
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Hi Kate , I really enjoyed reading your post I love the idea of using floating and sinking. I’m teaching First Class. Floating and sinking is always a big hit with the kids,and I’m sure they love how hands-on and relatable it is. Kids are used to water play already, so they come in with loads of their own ideas.
I really liked how you gave them different ways to record their work — using iPads, drawing, or whiteboards. It’s such a nice way to let them work in a way that suits them. The vocabulary piece really stood out too — they learn so much just by chatting about what they see and asking questions.
Something I’ve tried that worked well is having a quick chat at the end where everyone shares something that surprised them. It always leads to lovely discussions.
Do you find it works better with the whole class or in small groups? I don’t think I’d have the support to do it in multiple small groups.
Thanks again — you’ve given me a few ideas I’m definitely going to try out!
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Edel
“Something I’ve tried that worked well is having a quick chat at the end where everyone shares something that surprised them. It always leads to lovely discussions.”
I LOVE this — the discussions allow the children to really check their understanding – if there is a surprising event that someone doesn’t expect – then that shows that their mental model of the phenomena isn’t complete – and discussion can help them to articulate what they expected vs what they observed.
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Hi everyone,
My name is Sharon and I’m from Dublin. I work in a Junior school and I will be teaching Second class next year. I am really looking forward to learning all about space that I can use in my teaching
My interesting space fact is The sun is a star and could fit 1.3 millions Earths inside it
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Module 1:
Hi. My name is Jane and I teach in an urban junior school. My students and I are very excited about the topic of space and each year our whole school gets very involved in Space Week. My favourite space fact is that because there is no air on the moon, that objects of all sizes and shapes fall at exactly the same time. (The objects are not affected by air resistance and so each fall in exactly the same way)
· What did you learn in this Module?
I learned about the European Space Agency and also how to access super teaching resources from Curious Minds and from ESERO.
· What resources are you likely to use when you return to school?
I hope to use the planning guide and framework for inquiry from Curious minds, and to use the investigations shown in this module.
· How will you use the resources with your students?
I am excited to take the next step in exploring which material is the most absorbent. As I will be teaching junior infants this coming year, I am really looking forward to carrying out this investigation with them — testing which materials are most and least absorbent and then designing a waterproof outfit for some of the soft toys that live in our classroom. I think this investigation will be particularly engaging if the children are given the freedom to choose the materials they want to test, as this will spark their curiosity and sense of ownership over the activity. I really appreciate how the framework of inquiry supports this process by beginning with a prompt to capture the children’s interest and then guiding them through a cycle of engaging, investigating, taking the next steps, and reflecting on what they have learned. I believe this hands-on, child-led approach will be ideal for junior infants, as it encourages them to follow their natural curiosity while developing important skills such as observation, prediction, and critical thinking. Most importantly, it makes learning fun and meaningful. By allowing them to experiment and reflect, I hope to nurture their confidence to ask questions and find answers in a creative and supportive environment.
· How will this support your School Self Evaluation (SSE) and/or Digital Learning Plan?
This investigation will support our School Self Evaluation by promoting active, child-centred learning and encouraging pupils to think critically and work collaboratively. It provides clear evidence of good practice in inquiry-based learning, pupil choice, and reflection. By engaging the children in meaningful, hands-on activities, we can show how we are meeting our targets for improving teaching and learning while fostering skills and an interest in STEM.
My Space mind map is at https://miro.com/app/board/uXjVOo-nXEI=/?share_link_id=673175085682
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Hi there, my name is Niamh Doherty and I’m teaching junior infants next year in a school in Waterford. One interesting fact about space is that it is completely silent ! something completely alien to a junior infant teacher!!There are more stars in the universe that there are grains of sand on all of the Earth’s beaches.
An inquiry based activity – Life on the moon!
Enquiry question: What would it be like to live on the moon?
1. Hook – get their interest – show a picture or video of astronauts on the moon
2. Question time: Ask the children what they notice and wonder?
3. Explore: Discuss what we would need to live there – space suit, food, air etc)
4. Creative task: Children draw or build a Moon home and explain their ideas.
5. Share and reflect: Discuss how life on the moon is different from Earth.
Learning areas covered: science: space, the moon, basic needs for living things. Literacy: Asking and answering questions; Art/Design: Drawing and model making. Speaking and Listening: Sharing ideas in group discussions. . This activity encourages curiosity and critical thinking by allowing children to explore the idea of living on the moon.
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Hi Niamh,
I love the idea of drawing or building a Moon home, it’s very imaginative. The children could think about what a home would need on the Moon, like air, warmth, and strong walls. They could come up with creative ideas, eg, like floating beds or space gardens. It also gives them a chance to make and share their own designs, which helps them learn by doing and builds their confidence.
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Enquiry-Based Activity: “What Would It Be Like to Live on the Moon?”
Class Level: 2nd ClassBig Question (Enquiry Focus):
“What would it be like to live on the Moon?”Steps of the Enquiry:
1. Ignite Curiosity
Show the class a short video clip or images of astronauts on the Moon.
Ask:”What do you see?”
“What questions do you have about the Moon?”2. Question Generation
As a class, brainstorm questions. Write them on a large “Space Wonder Wall.”
Example questions:
How do astronauts breathe on the Moon?
Can you grow food there?
Is it night or day on the Moon?
What would we eat or wear?3. Research & Investigation
Split the class into small groups. Assign each group a question to explore. Use:
Age-appropriate books
Teacher-prepared fact cards
Safe websites or videos
Models or visual aids
Each group gathers simple facts to answer their question.4. Creative Response
Each group presents their findings in a creative way:Make a Moon Habitat drawing
Role-play astronauts preparing for a Moon mission
Write a short story or journal entry: “A Day in My Life on the Moon”5. Reflection & Discussion
Revisit the Big Question: “What would it be like to live on the Moon?”
Have students reflect on what they learned.
Encourage them to ask follow-up questions.Learning Outcomes:
Students develop questioning and research skillsGain basic understanding of the Moon and space living conditions
Practice working in groups and communicating ideas
Apply imagination and scientific thinking to a real-world context
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Hi Helen, I love this activity. Such a fun idea! I love how the kids get to come up with their own questions and then explore them in groups because it makes them feel like real explorers. The “Space Wonder Wall” is such a nice touch too, since it keeps all their ideas visible and reminds them that their questions matter. I also like the creative responses, like role-play and drawings, because they give every child a chance to show their learning in a way that suits them. It would make the topic of living on the Moon feel exciting and real, while also helping the children work together and share what they’ve discovered.
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I would plan an enquiry based activity on gravity with my junior ASD class by using the concept of “Watching How Things Fall”. This would link with our Attention Autism planning also. This activity helps Junior Infants with autism explore gravity by observing how different objects fall. It begins with a simple demonstration, like dropping a toy and a paper ball, to spark curiosity. Children then predict what might happen when various objects are dropped, using visual aids to support understanding. They take turns dropping soft, quiet objects from a height and observe which fall quickly or slowly. Communication is supported through visuals, choice cards, or AAC. The session ends with a short reflection on what they noticed. The activity uses a clear routine, sensory-friendly materials, and visual supports to ensure all children can participate comfortably. Creating clear labelling and specific, individual targets would be very important and also follow up lessons using water etc
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Hi Brenda,
I love this idea, so simplistic and not over complicated. I love how you are differentiating it for the Autism class using visuals which are hugely important for children with autism. Having worked in this setting for the past 2 years I know that this lesson would be well received by the children.
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Hi,
My name is Martina and I will be teaching 1st class in September. My interesting fact about Space is
There is a significant amount of human-made space debris orbiting Earth, including defunct satellites and fragments from past missions.
I am looking forward to using all the material learned here when teaching about Space next year.
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I would use the following for my enquiry based activity.
I would start the lesson by asking my class, “Why do we have day and night?” I would give the children time to share their ideas and talk about what they see during the day and at night. I would write their thoughts on the board so we can come back to them later. Then, we explore the idea using a flashlight (as the Sun) and a globe or ball (as the Earth). In a dimmed room, I would shine the flashlight on one side of the globe and ask what they notice. I would slowly spin the globe to show how the Earth moves, helping them see how day and night happen. I would get the children to break into pairs and take turns holding the flashlight and spinning the globe.
Afterwards, we would talk about how the Earth spins and how we have daytime when our side faces the Sun. Then I would ask them to draw what they do during the day and at night. We would finish by sharing our drawings and ideas with the class.
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Martina,
you have described a lovely way to explore day and night, which is a topic that arises in Module 2 as well.
The children can explore and wonder with the flashlight model and then verify their understanding through an investigation with the model. They might pose their own question – how long is the daytime? at a certain place of the Earth – or start working towards an understanding of the difference in daytime length in different seasons – although that is more complex and might wait until they are more 3rd-/6th class ages.
The child should be enabled to
• observe, describe and record the positions of the sun when rising and setting and the changing lengths of day and night during the seasons [3rd-4th class Geography]In 1st class there is “develop familiarity with the spherical nature of the Earth.” – so virtually any question that they can explore that uses a globe will help them access this learning statement.
Have you hard globes or do you use the beachball type? I love the Earthball – https://www.earthball.com/
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Hi, my name is Siobhán. I have been teaching infants in a gaelscoil for the last few years and will be back in Senior Infants again in September. Space is always my favourite theme to teach every year and I always find that the children are hooked straight away as soon as we have our classroom space station set up. My favourite space fact is that if you orbited one of the faster spinning black holes you could travel into the future.
One of the inquiry-based activities I have used before with my class has been to design and build their own version of the Mars Rover. We would first look at the planet Mars and talk about its climate and terrain using videos from youtube and images online and from books about space. Then we would look at videos of the Mars Rover and talk about the different jobs that it was sent up to do. The children discuss why we actually needed to send the Rover to Mars and why it couldn’t be astronauts and we make a list of things that the Rover can do in Mars that an astronaut couldn’t do, a bit like a pros and cons list. Once we are happy that we know why the Rover is there (to collect images and data) we get into small groups. Each group has a whiteboard and draws their own Rover design. When they are happy with how their design looks, they use Lego to build their own Mars Rover. I haven’t done this yet, but as an extra challenge you could test the DIY Rover’s skills by putting them in the sandbox and having a stone in there that the Rover has to pick up to send back to the Space Station.
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Siobhan – check out Module 3 (aliens and Mars) and Module 5 (Journey to Space) for more Martian and rover activities.
You’ve described a lovely way to use the inquiry framework to structure a design and make activity on vehicles. Great stuff.
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This inquiry-based Mars Rover project is fantastic to promote critical thinking, creativity, and teamwork. By exploring Mars through videos and images, the pupils can connect learning to real-world science. Designing and building their own Rovers fosters problem-solving and imagination, while the sandbox challenge adds meaningful hands-on experimentation. Great lesson,
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Module 1 reflection
As part of our space month theme I would introduce a mystery planet postcard into our oral language lesson. Our classroom receives postcards throughout the year from any students that go away on holidays or visit family in different countries. This time we will receive a postcard from a mystery planet from a child/alien in senior infants.
We will then look at pictures of the planets in our solar system, we will discuss what planets the postcard could come from, what planets are most habitable etc.
The children will be split into small groups and tasked with thinking of questions to ask the alien to help figure out what planet our alien is from. Together the class will dictate a reply to the postcard enquiring, what the landscape looks like, what the temperature is, how far away they are to the sun, what planets are next to them, how many moons they have etc.
This activity will encourage students to investigate their knowledge of space, the planets, language and creativity in a fun way all whilst integrating oral language, science, language, reading and writing skills. Critical thinking is required here as the children will have to rule out certain planets and explain why the mystery postcard can’t have come from there.
We could integrate this lesson into an art lesson where the groups could draw what they think the child who wrote the postcard looks like, what their landscape looks like and so on.
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Inquiry based activity- floating and sinking
Question- why do things float or sink?
Materials- coins, shapes, fruit with out without skin, straws, tape, playdough, figures, toy boats, plastic animals, leaves, pencils, basins of water
Investigation- I would have the materials and basin of water for each group. The children would drop each item in and investigate whether it floats or sinks
Interpreting results
I would have a sheet with two columns with float/sink at the top and the children would record the results. We could discuss why certain things floated or sank.
The children could use the playdough to make a boat that might float or the straws and tape to make a platform for the toy animals to stand on.
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Stephanie,
I like that you have planned for a wide range of different materials, some of which the children might easily predict will sink and some that will sink despite being lighter than other objects.
Density isn’t a named concept in primary science, so I use “heavy for it’s size” to help children think through why something heavier might float (an orange with peel on) vs something lighter (the same orange with the peel taken off).
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Hi my name is Katie. I am a primary school teacher based in Co. Westmeath. I have taught all class levels to date and have enjoyed teaching space to them. Im looking forward to finding some new resources during this course. My favourite fact about space and one that all the children love is that space is silent. Astronauts need radios to communicate even if they are right beside each other. If only I could make my senior infant classroom like space some times 🙂
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My Mindmap on space
https://miro.com/app/board/uXjVJexwb3Y=/?share_link_id=244670416737
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Hi All,
I teach in a Junior school in suburb in North Dublin, Next year I have 2nd class. I’m looking forward to discovering space with them next year. My favourite space fact is that there are more stars in the universe than grains of sand on Earth’s beaches.
I would love to complete an enquiry based on the silence of space. That Earth is a vacuum and if it wasn’t the sun would deafen us. I think my class would be really interested in this concept.
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Hi Michelle,
a teacher who took this course earlier had a great activity set based on sound and sound transmission.
https://www.sfi.ie/site-files/primary-science/media/pdfs/col/Sound_Insulation_Younger.pdf
She had used it with her senior infants with an inquiry focus – and they explored how well they could block sound using different materials to make earmuffs, including bags of water.
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Reflection
At Winter time I love introducing the theme of “weather and space” to senior infants. It is the perfect time to use the inquiry-based lesson, “The Snowman,. We start by reading “The Snowman” and talking about a big question: Should we put a coat on the snowman or not? The children share their ideas, listen to each other, and then vote on what they think is best. This gets them thinking and talking, which is great for their language and social skills.
Next, we do a science activity called “Coats for Snowmen”. The children pretend that ice is a snowman. They wrap it in different materials like a towel, foil, or leave it with nothing at all. Before we start, they guess which “coat” will keep the ice from melting the longest. Then we test it and check what happens. The children help record what they see and talk about the results.
This lesson is perfect for young children because it mixes a story with real hands-on fun. They learn by doing and thinking. It helps them understand what hot and cold mean, and they start to learn how to investigate like real scientists. Most of all, they enjoy learning through play and discovery. -
Katie,
snowman as a prompt to engage the children is super. I’d add in one extra aspect to the inquiry – which is to ask the children to justify their prediction. If they are “guessing” then they don’t have an explanation for what they think – which means they need to wonder and explore a little more before they make their prediction.
The investigation then lets them verify their prediction and might offer up unexpected results. For example – a child who thinks that the thick coat will make a snowman melt faster because it “keeps the heat in” – is referring to their own experience of being warm in a thick coat, and hasn’t yet realised where the heat to melt a snowman comes from.
It’s a bit like me trying to predict the score of a football match – I guess if its a team I don’t know, but my son can provide all the stats on all the players of both teams and give a pretty good indication of why he thinks one team will beat another.
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Hello everyone,
My name is Zoë and next year I’ll be teaching 1st class. I decided to do this course as I have been in Infants for the last couple of years and with the change in class level, I wanted to get some fresh ideas.
My favourite fact about space is that the sunset on Mars appears blue!
An inquiry based activity that I love to do with a class is creating a coat for the bear to wear in the rain. You give each group a selection of materials and challenge them to design and make a coat that will shield the bear from getting wet. It focuses on materials and their properties. It is a fun active challenge that gives the class an opportunity to then test their theories and shows them materials that are appropriate for making a jacket from.
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I’m Céire and I’m excited to be here learning about space exploration and science! One of my favorite space facts is that a day on Venus is longer than a year on Venus! It takes about 243 Earth days for Venus to complete one rotation on its axis, but only 225 Earth days to orbit the Sun.
Looking forward to learning and discussing all things space with you!
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Hello Frances & everyone!
Zoe here a primary teacher in Dublin. I have fourth class next year and I look forward to learning new ways to promote STEM activities in the classroom.
My fun fact is that Saturn inspired the name for Saturday.
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Design a way to protect an “astronaut” (an egg or a small toy) from breaking when dropped from a height.
We have explored the following active learning activity a few times in 3rd and 4th class and it is always a big hit. Design a way to protect an “astronaut” e.g. an egg from breaking when dropped from a height!
This simulates landing on a planet or Moon with gravity.
We would explore the idea around what happens when you drop something on Earth? What would be different on the Moon or Mars?In groups the children will plan and design a capsule or parachute that will protect an egg or toy from a fall. To make it fair, each group would get the same materials (e.g., straws, cotton, paper, tape, rubber bands, etc.)
The children could be encouraged to reflect and explore these questions:
What forces acted on your design?
What would be different if there was less gravity?
What did you change and why? Create a gravity simulation using a slow-motion video app.
We have lots of fun tossing our designs out the classroom window. -
One of my favourite inquiry based tasks related to space is when I ask the children to design and create their own space4 landers (similar to parachute task). The idea is simple; I tell them we are help astronauts explore and new planet and we must help them land safely (we test this by dropping from a height).
The children work in small groups and can choose from a variety of open-ended materials like blocks, cardboard, straws, tape, cotton balls, etc. They are encouraged to plan, test, and improve their designs.
Sometimes you find that the children are using scientific language without even realising. It shows the importance of hands-on, child-led learning. It encourages curiosity, confidence, and a willingness to try, fail, and try again. -
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An inquiry-based activity I would use with my Second Class students is “Design Your Own Planet.” This activity taps into children’s natural curiosity about space and gives them the freedom to explore big questions in a fun and creative way.
We would begin with a class discussion around the question: “What makes Earth a good place to live?” From there, we would explore what people, animals, and plants need to survive — air, water, food, and shelter. Then, I would pose the inquiry question: “If you could create your own planet, what would it be like?”
Students would work in small groups or individually to plan and draw their own planet. They would think about its size, colour, weather, what lives there, and how people could survive. They could use art materials or even recycled items to build simple 3D models of their planets.
To conclude the lesson, students would share their planets with the class, explaining how they designed it and what makes it special. This kind of inquiry activity supports creativity, oral language development, and scientific thinking — all while keeping learning fun and meaningful.
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Andy,
you’ve described a clear example of the inquiry framework applied to a creative design and make activity.
There’s plenty of science supporting the decisions that the children have to make about their imaginary planet. You could share some of the Nasa exoplanet posters if you really wanted to spark their imaginations – these are based on what we do know about planets around other stars.
This site even has colouring page versions of the posters
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Hi,
My name is Áine and I am currently looking for work next year. Over the past year, I have subbed in various schools across the Munster region. I’m delighted to start this course, as Science is a subject I find hard to teach. Give me Gaeilge any day. So hence, why I’ve chosen this course. Thanks.
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How I would use one inquiry-based activity in my classroom.
Pose the questions: How do astronauts live in space? Class discussion.
Watch a video from National Geographic showing how astronauts in the International Space Station live. Eating, sleeping, washing, brushing their teeth etc.
Pose the questions: What do you notice about the astronauts? What are they floating? Can we float like that? How do you think the astronauts feel? Would you like to go to space?
Introduce the concept of Gravity as a force that pulls down.
Children investigate Gravity by dropping an item such as a pencil.
What happened to the pencil? Why did this happen? What would happen to this pencil in space?
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Catherine,
for the children to use the inquiry framework to improve their science concept understanding, we look for a small defined “starter question” that they can make predictions about.
We do use gravity as the theme for the falling objects – but linking it to the ISS microgravity might make the concept too hard.
The astronauts aboard the ISS are in orbit around the Earth. This means that they, and the ISS are constantly being pulled down towards the Earth, but are going so fast sideways that they don’t hit the Earth. The astronauts and the ISS are in ‘free fall’. See this article from NASA: https://www.nasa.gov/learning-resources/for-kids-and-students/what-is-microgravity-grades-k-4/
As ESA puts it:
For example: the cheapest and easiest way to experience microgravity is to jump off a cliff. As you fall, you are almost as weightless as an astronaut aboard the International Space Station — and for exactly the same reason. Like the astronaut, you are falling freely under the acceleration of gravity. The rush of air will add a force that the astronaut does not experience, which means that for scientific purposes you are in a fairly poor microgravity environment: your “weight” is about 1% of what it would be standing on the Earth’s surface. (You are also likely to come to serious harm when you hit the ground at the bottom of the cliff.)
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Enquiry question: Which planet would I most like to live on?
One inquiry based approach I would like to explore with my new class would be to incorporate digital learning with Space and get them to research facts on the solar system using the school’s Ipads. They could work in groups or pairs and each group could take a different planet and come up with interesting facts and at the end of their research they would have to decide which planet they would like to live on and why. They could display this in PowerPoint format and relay the facts to the class. It would be each group’s responsibility to take a different planet and share information such as features, appearance, size, colour, pictures etc. They could then print off all the slides and we could create a class scrap book on Space which we could put in our class library. The children could check the book out and read interesting facts that other groups came up with throughout the school year. It would also be a nice way to compile any work completed on the theme of Space throughout the year. I could send this scrap book with them to their teacher in 3rd class and they can look back on what they learned or if their new teacher would like to, they could continue it.
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Caitlin,
the inquiry process as described in module 1 can be used for research – but the children should identify an appropriate starter question and then gather information that helps them check their understanding.
So, for example, children might know that planets are different distances from the Sun and might predict that the closest planet is the hottest.
They could then look up the temperatures on the surfaces of the planets and discover that Venus is hotter than Mercury, even though it is further away. This will mean that they need to seek out additional information to help them understand why. In the case of Venus, it is because the thick atmosphere acts like a greenhouse and makes the planet much warmer than expected.
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An enquiry based science lesson that I normally do in my class is the parachute lesson: which size parachute works best, which material works best, how long should the strings be and what should they be made off? For a space themed lesson that is enquiry based I would do the following: Children explore the science of rockets by making simple balloon rockets. First, they make predictions: “What will happen if we use a bigger balloon?” or “What if we add more air?” Then they build their rockets by attaching inflated balloons to straws on a string track. When they release the balloon, it shoots forward. The children test different balloon sizes, string lengths, and amounts of air. They record how far each rocket flies. Through guided questions and discussion, they observe that more air gives the balloon more thrust. Children are encouraged to compare results, notice patterns, and explain their thinking. The experiment builds understanding of force and motion in a fun, hands-on way.
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My name is Michelle O’Driscoll,
I teach in a large junior school in North County Dublin, i have second class next year after years teaching infants. I am looking forward to expanding my space knowledge and fun ways to teach the vast topic of space to my class.
One of my favourite space facts is that space is silent. I have included my enquiry based activity in an above comment.
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Hi, My name is Kevin . I currently work in Resourse and many of the kids I take have a huge interest in STEM, doing experiments and space so this course was of huge interest.
My favourite space fact is: ONE MILLION EARTHS CAN FIT INSIDE THE SUN
The inquiry based activity that I have chosen to discuss today is the fingerprint experiment. I feel this experiment would create great excitement and interest.
I would begin with the trigger: A You tube video showing a thief leaving his fingerprints on a window.
Wondering: Asking the children what a fingerprint is? What mistake did the thief make? How can the guards use this information from the print ? What if the print is not on file? How can they solve the crime ?
Starter question: How could the guards get the print from the window?
Predicting: Record answers.
Conducting the experiment: Secret thief .. I would pick a child to leave his/her fingerprints on the classroom window without the other kid’s knowledge of who it is. All the children would print their fingerprints on sheets and then try to investigate the prints and find the thief.
Interpreting results: Look at the results and interpret the data (fingerprints on the board before matching the fingerprints to the thieves.
Extension: Free Writing : The thieves fingerprints
Mindmap :
I will send this is separate email as it will not copy to this platform.
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Kevin – sorry on the mind map not being easy to place on the platform. If you have it scanned as a google doc that can be shared as a link.
The fingerprints activity is a good example of a particular skill linked to a topic – from carrying this out, the children will know much more about fingerprints and will have the ability to take imprints of them.
The inquiry might come into even more if the children wonder if family members have similar finger prints, or if larger children have larger finger prints – or any other question that they might have ideas about and want to test.
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Hi,
I’m Jean. Teaching SET next year and love bringing different interests in to my SET room. My interesting fact is the Jupiter is not only the largest planet but it is also the oldest planet.
Looking forward to learning more and visiting Blackrock as I live in Cork. I have brought a class to the Crawford Observatory in UCC before and it was really interesting.
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To engage interest I would show this video “If I were an astronaut” story being read by Serena Auñón-Chancellor (astronaut) https://www.youtube.com/watch?v=9wV8yw7iV8w I will show the children photos of a mix of items (real and toy) e.g. torch, space helmet, boots, teddy, book etc. I will tell the children what I would bring to space and why. (My earphones as I like to listen to music and my book as I like to read). I will provide them with a backpack sheet and they can draw in what they would like to bring. Afterwards the children will share what they have drawn and why. We will also colour our own astronauts (https://www.pinterest.com/pin/370210031864459314/) and put in the childrens faces.
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Hi everyone, I’m Emma and I teach first class. A fun fact I love is that there are more stars than grains of sand. I’ve done this activity with a few of my classes and think it fits an inquiry- based activity:
I use a balloon rocket activity with my first class students to help them explore how things move. First, I show the class a balloon and ask, “What do you think will happen if I let go of this balloon?” This would get them thinking and making guesses. Then, I would blow up the balloon, let it go, and let them watch it fly around the room.
Next, we would set up a simple rocket: I would thread a piece of string across the room, put a straw on the string, and tape the balloon to the straw. When we let the balloon go, it would shoot along the string like a rocket!
We would talk about what happened and why the balloon moved. Then we could try blowing the balloon up bigger or smaller to see if it changes how far it goes. They really love it!
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When teaching the theme of minibeasts in First Class, I would use an inquiry-based activity called “Bug Hunt Investigation.” We would begin with a class discussion, asking, “What do you think lives under rocks or in the grass?” Children would share their ideas and predictions. Then, in pairs, they would explore the school garden using magnifying glasses and simple recording sheets to document what they find. After the hunt, we would regroup to share our findings and compare results. I would guide the discussion with open-ended questions like, “Why do you think we found more bugs in the shade?” or “What do insects need to live?” This approach encourages curiosity, observation, and discussion, helping children build knowledge through their own discoveries. It also naturally integrates oral language, literacy, and science in a hands-on, meaningful way.
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My name is Rachael and I am a junior infant teacher for many years. The children have a fabulous interest in anything space related every year. I am hoping that this course will make me more knowledgeable in all things space related so as to enhance my teaching and the children’s enjoyment and learning experiences.
One space fact that I would like to share is…Did you know that more than a million earths can fit inside the sun!
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My name is Sarah and I work in Dublin. Next year, I’ll be teaching in the Junior Autistic Class in my school.
My favourite space fact — and one I think children will love — is that a day on Venus is longer than a year on Venus!Venus spins so slowly that it takes longer to rotate once than to orbit the sun.
One inquiry-based activity I’d love to use is “Design Your Own Planet.” I’d begin with a question like “What would your dream planet be like?” and let the children explore using playdough, drawing, and sensory materials. It’s a great way to build curiosity and communication while supporting each child’s unique interests and needs.
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Sarah,
making your own planet is a lovely activity – I do this with infant children at BCO, using Crayola Model Magic.
To bring it to an inquiry activity as outlined in the Framework for Inquiry would need some supports, as the children should be encouraged to wonder and explore about the topic of planets, and then perhaps research (by asking factual questions). Slightly older children might wonder if the planets nearer the Sun are warmer than the Earth – and could look this up. This resource from ESA is for 8-11 year-olds. ESA Kids has this page.
As a practical activity they might wonder which is the biggest planet, and see if they can make one the same size – this might involve some early maths as they consider the amount of playdough they would need.
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Incorporating inquiry-based learning in a Junior Infants classroom is a powerful way to nurture curiosity, critical thinking, and engagement. One activity I would use involves creating a “Space Explorers Day,” where children explore the question: “What do we need to live in space?” This open-ended question invites curiosity and imagination while grounding the inquiry in real-world science.
I would begin by setting up learning stations with sensory bins (moon sand and “alien slime”), books about astronauts, and simple models of the solar system. The children would observe images of astronauts and space stations, then, through guided discussion and play, begin to ask their own questions. We’d investigate together, perhaps growing “space plants” or building a model spaceship with recycled materials.
This activity supports early science and language development, and fosters collaboration. It allows young learners to construct meaning through experience, encouraging lifelong inquiry from an early age.
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One inquiry based learning activity I would like to try in my classroom would be the “heavy lifting rockets” challenge I read about when browsing the Space Week resources online. I would begin with the simulus of a balloon being used as an energy source and allow the children to work on powering their rockets in small groups, testing and comparing different methods. I think this would be very enjoyable for my first and second class as they could integrate this with art to design and construct their rocket. The children would also have to collaborate to ensure there is a fair test to compare all of their rockets to which helps their understanding of the overall experimentation process. I would spread this challenge over a few lessons to give lots of opportunities for discussion , reflection and conferring with different groups. I also feel lessons on friction and specific vocabulary would have to be taught alongside this challenge.
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Using inquiry-based activity in my classroom, particularly through the Curious Minds or ESERO inquiry framework, allows students to explore space in a hands-on, engaging way. I begin by presenting a compelling question—such as “Could humans live on Mars?”—to spark curiosity. Through stages like Engage, Explore, Explain, Elaborate, and Evaluate, students research, experiment, and collaborate, developing both their scientific understanding and critical thinking skills. For instance, they might investigate planetary atmospheres, design space habitats (through junk art, Aistear) , or simulate space travel using models. This approach encourages them to take ownership of learning and apply knowledge in real-world contexts. I act as a facilitator, guiding inquiry without giving direct answers, allowing for student-led discovery. Reflection and discussion help consolidate learning and develop scientific literacy. By using this framework, I foster a sense of wonder and deeper understanding of space, while promoting skills like problem-solving, communication, and collaboration that extend beyond science. Giving students autonomy over their learning experience.
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Grace,
there are many different inquiry frameworks in use around the world – the 5Es that you mention has been in use for many years- https://media.bscs.org/bscsmw/5es/bscs_5e_full_report.pdf
In Ireland, we worked with Dr Maeve Liston of Mary I to created a framework that worked for us – and that is the Curious Minds ESERO framework. It has similarities – in that is seeks to engage the children, allows them to investigate, then take next steps, ending with reflection.
An example of Mars exploration that uses the Curious Minds ESERO framework is on spaceweek.ie – in English and Irish.
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My name is David and I am currently teaching in Learning Support
I would use the following inquiry based activity in the classroom-Floating and sinking
The “Sinking or Floating: Buoyancy Exploration” experiment introduces young children to the concept of buoyancy through hands-on exploration. By predicting and observing the behaviour of different objects in water, children develop critical thinking skills and gain an understanding of why objects sink or float.
Engage:
Present the children with a wide range of materials.
Pose various questions to the children such as “ Do you think this plastic will float or sink?”
Materials:
Container of water
Various objects (wooden block, plastic toy, metal spoon, rubber ball, foam ball, paper clip, etc.)
Notebook or chart paper
Pencil or markers
Paper towels for cleanup
Wondering- The children will brainstorm ideas on what makes an object float or sink.
Exploring- Allow the children to go through the items and try classify objects according to whether they float or sink
Investigate:
Starter question-why do some things float and why do some things sink?
Prediction-Do you think the items will float or sink-record your predictions on worksheet
Introduce buoyancy and discuss sinking and floating objects.
Have children predict whether each object will sink or float based on its characteristics.
Fill the container with water and invite children to take turns placing objects in it.
Record observations in notebooks or on chart paper.
Facilitate a discussion on patterns and similarities between sinking and floating objects.
Summarise buoyancy concept and encourage reflection on predictions
Reflection-
Ask children to consider what materials they would use to construct a boat. Pose questions such as ‘ What other factors other than buoyancy would you need to consider in order to make a boat ‘
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David,
I like that you have followed the inquiry framework with engage/wonder/explore before heading into the investigation. Be sure to give the children the opportunity to share the reasons behind their predictions.
With regards to the “next step,” buoyancy is quite a tricky concept for most people – so I would suggest making this about constructing a raft – that floats on the top of the water, with as little “underwater” area as possible.
If you do want to look at it, then the Curious Minds activity Design a Boat / Making a Diver here in English or in Irish is suitable.
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My name is Seán Lineen and I teach 2nd class at St Patrick’s Boys’ National School, Blackrock. My favourite space fact is that because of its low gravity, a day on Venus is actually longer than a year on Venus — it takes the planet longer to rotate once on its axis than to complete an orbit around the Sun.
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One inquiry-based activity I have done focused on designing and making a house for the three little pigs using various materials. The story can be used as a stimulus for the activity, asking questions such as what happened, why did it happen, what can we do to help the three little pigs and how can we do that? The children will explore a variety of materials e.g. blocks, match sticks, straws, magnets and determine which they will use to create a new house for the three little pigs. In groups the children can manipulate the different materials and test them to decide what they will use to build the house. They will build the house and give reason for what they used, why they put the materials a certain way and they will explain how they did it. This can lead on to discussions around forces, push/pull and gravity, which could be explored in the next experiment.
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Siobhan,
do you then try to blow the house down? With the storm that came through on Sunday night some of the children might have had experience of garden items being blown away (I’m at a girl guide camp this week – they had lots of tents blown away!)
You might show them this article from Storm Eowyn (if you judge that this won’t frighten them)
https://www.rte.ie/news/munster/2025/0124/1492635-storm-munster/
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My name is Emily and I am teaching in Cork.
A science fact that my classes usually find cool is about ducks.
Unlike us they can move each of their eyes in different directions simultaneously. This along with the shape of their eyes means they can see in almost every direction and allows them to scan their surroundings for potential threats or food sources without needing to turn their heads.
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My name is Eimear Campbell and I’m passionate about science education and love helping students connect with the universe around them. One of my favorite topics to teach is space science because it sparks curiosity and opens up so many opportunities for inquiry and discovery.
My favorite space fact is that a day on Venus is longer than a year on Venus. This is because Venus has an extremely slow rotation — it takes about 243 Earth days to rotate once on its axis, but only 225 Earth days to complete one orbit around the Sun.
Reflection on Inquiry-Based Learning in the Classroom:
One inquiry-based activity I love using is the “Scale Model of the Solar System” project. In this activity, students investigate the relative distances and sizes of planets by creating a scale model using everyday objects and a large outdoor space. Instead of simply giving them the scale, I challenge students to research planet diameters and distances from the Sun, and then design their own model that fits within a predetermined space (like a football field).This inquiry-based approach allows students to ask meaningful questions like: How can we represent something so large in a way we can see and understand? or Why are some planets so much farther apart than others? It also encourages teamwork, critical thinking, and hands-on learning. Most importantly, it creates a tangible connection to abstract concepts, helping students grasp the vastness of space in a way that textbooks alone can’t provide. Inquiry-based learning transforms them from passive receivers of information into active explorers of knowledge, and this particular activity often becomes a classroom favourite.
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This year our school read After the Fall (How Humpty Dumpty got back up again) by Dan Santat as a One School One Book initiative. While we all enjoyed reading and chatting about the events of the story the highlight was undoubtedly when every child in the school made a paper plane and went on to the school yard to fly them. This activity will be my prompt as we will discuss how successfully our planes flew. Did we notice anything that helped or impeded the flight of the plane? Did it matter what direction we threw it in? Did the design of the paper plane influence the success of the flight? Which designs were best? We would then have a series of tests to investigate our predictions and opinions – throwing our planes against the wind and then throwing them with the wind; finding the plane that flew furthest. We would need to decide on what is a fair test before we do any of these activities. We could take pictures of these activities and use a pictogram to represent the results.
The taking the next step activity will be looking at other machines that fly and I would then use the Curious Minds Falling Things: Paper Helicopters classroom resource to do this. In addition to engaging in some of the activities such as exploring how things fall and deciding what constitutes the most successful helicopter – the number of spins or how long it takes to fall. Our final test will be to see was the better flying machine – the best paper plane or the best paper helicopter. What advice would we give to Humpty Dumpty as a result of our experiments?
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Mary,
your description fits very well into the inquiry framework from this module.
You have used a story as a strong prompt to engage the children’s interest, then allowed them time to explore how the paper airplanes work. Then, naturally, from this activity they will have questions, which can be stated as “starter questions”, predictions can be made and tested.
Inquiry in action! You’ve planned for a next step and have a lovely way to wrap it up with “What advice would we give to Humpty Dumpty”.
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Hi, I’m Niamh. I’ve been teaching SET in a large Gaelscoil for the past few years and have Science as one of my Post subjects. I’m always looking for suggestions for space week etc and have seen some terrific suggestions here already.
Fact-Venus rotates backward compared to most other planets — a phenomenon known as retrograde rotation.
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Hi. I’m Aishling. I’ll be teaching Junior Infants again this year. I am mainly down the infant end of our sschool, however, last year I took a jump up to sixth. Safe to say I am running back down to Infants. There is something so magical about them and the way they learn.
Space is one of my favourite topics to explore with them through play and across the curriculum! There are so many brilliant songs which teach them about the planets and space facts. I feel as a topic space really draws children in!
One of the facts I’ve learned about Space is that one million Earth’s can fit inside the sun!
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Inquiry based activity on Gravity.
Scéal Cearc an Phrompa/Chicken Licken story
The effects of gravity-Does an object size matter?Engage:
Ask the class what they know of gravity/Domhan Tarraingt. Focus on the word tarraingt and go from there. Do heavier things fall quicker? Record results (for reflection later).Discuss and Predict:
The children will be shown a range of object – basketball, tennis ball, baloon, rugby ball, golf ball. Discuss animals falling- bird, snail, sheep, elephant. Discuss vehicles- train, rowing boat, bike, car, aeroplane
Discuss different categories in groups. Present predictions to class.Conduct the investigstion:
Each ball (weight, size & shape). Groups to try out and record their findings. Share with class afterwards.Discussion of results;
Whole class discussion on if all balls fell the same way, why and why not. Did they land together? Would this also be the case if deflated? If on the moon?
Take the next step;
To follow up we could test out any new theories/questions that may arrise.Reflect;
Refer back to our first recorded information.
Set up a tuff tray for free experimenting throughout the week.Domahan tarraingt – use some slides from this. https://padlet.com/s4mjames/eola-ocht-rang-4-1nng0ygyud2dvbc3/wish/x5m7aowNqJVYakAV
Cúla 4- Is eolaí mé. https://foghlaim.tg4.ie/ceacht/f-kyX9EZSwo
Space camp rte https://www.rte.ie/player/series/space-camp-challenge/10001300-00-0000?epguid=IP10001301-01-0001
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Hi, im Rachel from Offaly. I teach first class in Kinnitty NS. My one of my favourite facts about space is that you could fit one million Earths could fit inside the Sun and yet the Sun is still only considered an average sized star.I am really looking forward to learning more about space and teaching it to the kids in September.
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A fun inquiry based activity for the classroom, that I have tried a version of before is a task called ‘Day and Night Detective’. I would typically do this with 1st/2nd class. The class would have a discussion about why we have day and night and chat about the reverse of day and night in Ireland vs Australia for example. Using a globe and some flashlights the children would shine the light on the globe while other members of the group spin the globe around while observing the changes in day vs night. The groups would then discuss what happened during the activity. After the activity the children could draw pictures of day vs night. To make the activity even more effective the room could be darkened or alternatively carry out the activity placing the globe in a cardboard box. The children could record the activity on class iPads and display their findings as a presentation to their classmates.
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An inquiry-based activity on the sun i would use in my classroom would begin by bringing the children outside on a sunny day to observe their shadows at different times. Ask open-ended questions “Why is your shadow long now but shorter later?” or “Where do you think the shadow goes when the sun sets?”, I’d encourage plenty of discussion.
In the classroom, we’d reflect on what we saw using drawings and discussions, followed by a hands-on experiment using a flashlight (as the sun) and small toys to replicate shadows indoors. This activity promotes inquiry by allowing children to observe, ask questions, and experiment, all within a safe, engaging environment.
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Here is my initial mindmap for Space. I treated it as if we began this brainstorm with Junior nfants. They often tell us words they know and we build connections from here! This is a brilliant tool to use for the year ahead!
One inquiry based activity I love exploring with the children in the classroom is Magnets- how they work, what they stick too, how powerful they can be. The children always love the testing stage but through reading the posts, I love the idea of using that hook question/ video/ problem.
We often explore the prediction side of things. This gives the children the opportunity to collaborate and discuss, building on the language of the topic. Discussion often leads us to further ideas on how to explore the magnets more. Junior Infant children love to think of a ‘what if’ question.
I would ensure I have left lots of time for this. I have seen how valuable it is to not have a strict time on activities or the ‘let’sninvestigate’ stage!
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Icebreaker!
My name is Louise and I am heading into my ninth year teaching junior and senior infants. The class I will be teaching in September have a special interest in Space and so I am undertaking this course to broaden my own knowledge and understanding. Looking forward to sharing what I learn with them in the new school year!
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My name is Veronica. I will be teaching 1st Class next year. I have always loved learning about space and enjoy teaching about it to my students. My fun fact about space is the sunset on Mars is blue. It was noticed in a photo from the Curiosity Rover in 2015.
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Hi Veronica,
I love this fact too. Do you know the Jack Lukeman song?
https://youtu.be/VaEsMmWBTp4?si=30cYjFQlLBnJp6dE
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Hi All,
My name is Emma and I will be teaching Junior Infants next year. I have spent the last two years teaching the same class, carrying them from Junior Infants to Senior Infants.
Not exactly a space fact but I use the rhyme from Drake and Josh to remember the order of the planets!
I saw Mercury, then Venus, I saw the Earth, then Mars
I saw Jupiter, then Saturn, Uranus, and NEPTUNE.
Looking forward to learning some space facts to share with the kids.
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I had to look that up!
https://youtu.be/NqceTZ0_0Hk?si=Hys4gYVYScy2IWoj
Not a show I am familiar with!
With older children you can ask them to create their own way of remembering. When I was an astronomy undergrad we used:
Man Very Early Made Jars Stand Upright, Nearly Perpendicular – but that wouldn’t work now – no Pluto!
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Hi everyone, I’m Tara, teaching in Kilkenny. I’ve got junior and senior infants this year. My favourite space fact is that a day on Venus is actually longer than a year on Venus – it spins so slowly that it takes more time to turn once on its axis than it does to orbit the Sun!
Looking forward to sharing ideas here.
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Hi everyone,
My name is Darren & I currently teach first class in a school in Louth. I find the students always enjoy learning about all things space and I’d love to be able to provide them with more learning options and activities.
A cool fact (I think so anyway) is that we could not walk on Jupiter, Saturn, Uranus or Neptune because they have no solid surface!
I enjoyed the simplicity of the water investigation in the slides- questioning the children and getting them to come up with their own materials to clean up the spill. I look forward to using that when we go back to school.
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Hi Darren,
the inquiry framework has been developed to be simple to use with children. As you note: ask a question, wonder together and share knowledge, then allow the children to guide their investigation with their own thoughts and ideas.
Science at its core is about investigation and checking understanding – and simple predictions that are based on a child’s thinking are key, as is the activity to verify or refute that prediction.
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Hi, my name is Susanne and I will be teaching Senior Infants in September. I have a love of all things space and would like to share that with the class with the help of this course.
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Hi there,
My name is Sarah and I will be teaching Senior Infants in September. One of my favourite facts about Space is that footsteps on the moon will last millions of years which highlights the significant of the achievement of those who have walked on its surface.
One of my favourite lessons to do with Senior Infants in relation to space is the story of Neil Armstrong – I have used the book “I am Neil Armstrong” to teach this to the children. Following on from this we have made our own moons using cornflour and conditioner. There are huge possibilities for integration with this topic in other curricular areas- Shape and space in maths- Making rockets in art. Reenacting the moonwalk in P.E.
Another fantastic way to teach the planets is to design in a whole class approach and display them so children can see the order and size difference between the planets.
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What a nice looking book:
https://www.ordinarypeoplechangetheworld.com/Books/I-Am-Neil-Armstrong
A way to make the “our own moons using cornflour and conditioner.” into an inquiry approach is to wonder: “how much cornflour and conditioner will work?” and to let the children explore different mixtures, rather than giving the children a ‘recipe’ for them to follow. It takes a bit longer, but the learning is deeper as they mix and find out the proportions. Even better if they can start to explain that the mixture ‘works’ because…
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That sounds like a brilliant lesson to do with Senior Infants Sarah! I most definitely will be using that one next year. There’s a great amount of integration amongst subjects in the curriculum too. Project work works really well with Senior Infants and is a great way to develop their Oral Language and Problem Solving skills. Thanks for sharing the link to the book Frances!
You could also give them the challenge of experimenting ways to make their rockets ‘fly’ and they could use the iPads to record their results and then display them to the class on the IWB. In Art they could have the opportunity to create their ‘First Man on the Moon Footprints’ and use the open ended question ‘what materials could we use?’ ‘what would work best?’ and discuss different textures and then ask them to explain why different materials/ingredients work better than others.
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I remember using the same book when I was teaching in England. We also made moons using plaster of Paris which was so effective. To begin the Space topic I showed a short film about Neil Armstrong’s journey to the Moon which was a fantastic starting point for learning about the Earth and space. I also made small planets from balloons and large model to hang on display boards.
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Hi Sarah. I really enjoyed reading your post! I love your favourite space fact that footprints on the moon will last for a million years. Your idea for using Neil Armstrong as an inspiration in the classroom sounds really engaging. I think my students would enjoy that too. Thanks for the inspiration!
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I love this lesson idea Sarah. Thank you so much for sharing. I’ve a few ideas to keep some small people busy over the Summer while trialling a few ideas for the classroom in September! I think the infants just adore anything to do with messy play and it really engages with the learning through play methodology.
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My name is Ciara, and I teach Second Class. I decided to do this course because I did a unit of work with my class about Space in June. The children were so engaged and interested and the topic is so vast, that we spent the entire month of June learning about Space and were able to integrate it across a lot of different curricular areas.
My favourite space fact is that you could fit over a million Earths in the Sun. The Earth, that seems so vast to us, is so tiny and insignificant in the greater scheme of things.
One of my favourite inquiry based learning tasks is to have the children design and create their own towers. They can choose the materials and design and they have to try to make one that can withstand wind. The children work in groups, which encourages collaboration, critical thinking and reasoning skills. The children are questioning, predicting, conducting experiments and modifying based on their results. I am always amazed by their abilities and the scientific language I hear them use so informally during the task, as well as their ability to engage in creative problem solving. This lesson always reminds me of the value of active, hands-on learning and allowing the children to take ownership of their learning. They are engaged and curious and I also find these types of collaborative lessons build a classroom culture of openness and willingness to take risks in their learning without fear of getting it wrong.
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Hi Ciara,
you can connect towers to space by using the idea of Newton’s cannonball. Newton (he of the apple falling out of a tree), suggested that to get an object into orbit, you just had to get it to go high enough and throw it sideways fast enough that by the time it came down it would have fallen over the horizon.
That’s the idea behind rocket launches for satellites to go into orbit. The rocket carries the up and gives them the sideways speed. Then then (mostly) stay up because there isn’t anything to slow them down in space, and the Earth keeps pulling them down, they keep falling, but keep missing!
https://physics.weber.edu/schroeder/software/NewtonsCannon.html
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Hi Ciara,
I really enjoyed reading about your tower-building inquiry task. The younger children love building towers with anything they can get their hands-on. It’s a fantastic example of how student-led learning sparks genuine engagement in an activity. It’s inspiring to hear how your pupils naturally use scientific language and collaborate so effectively and the use of scientific vocabulary is something I hope to promote with my 1st class next year. I agree that these open-ended, creative challenges not only develop STEM skills but also help build confidence and a positive learning culture.
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Hi Ciara, this is an excellent example of a great lesson. Having primarily taught infants I have yet to find a child who doesn’t like building and knocking towers. They love using various different materials and this is a great example of a lesson which can be done outdoors as well. I also agree with you that the children are very good to use scientific language and I am always amazed at their own ideas and how creative they can be.
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One of my favourite inquiry based learning tasks is to have the children design and create their own rockets.
Introduce space and how they think you would get there hoping to elicit the word rocket from them.
Create the Rocket:
They can choose the materials and design and they have to try to make one that can travel through the air. We tend to do this in groups first with the help of children from 6th class.The children are questioning, predicting, conducting experiments and modifying based on their results.Question them on the Journey to Space with their Rocket.
Extension
Letting the children create rockets during playtime during Junk Art Station. The children work in groups, which encourages collaboration, critical thinking and reasoning skills.
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Hi, Fearghal here.
Teaching second class the last year, I’ve always enjoyed teaching space and found the kids love it and get really into the topic. My classes prior were a little older (3rd and 4th) so I wanted to see how could I adjust my teaching for a younger classroom.
One fact we always liked looking at was the scale of the universe, whether it be modelling the solar system in the yard or watching videos on it.
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A super view of the solar system to scale is with this crowd who created the solar system in the desert.
https://youtu.be/zR3Igc3Rhfg?si=26Xxb1fPtfkkjAUj
With young children you can use the ideas from the Solar System resource from spaceweek.ie: https://www.spaceweek.ie/for-organisers/for-teachers/
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My Reflection on Module 1:
Using the Gravity (Falling Objects) activity in my classroom offers an exciting opportunity to get the children curios and thinking scientifically. Aligning the activity with the Curious Minds/ESERO Framework for Inquiry, I would begin by using a playful prompt: dropping a soft toy or object and asking, “Oops! Why did that fall?” This would hopefully naturally sparks engagement and wonder. We’d then predict what might happen if we dropped different objects (a feather, a rubber ball, a paper clip) and record these ideas through simple pictures and arrows.
The investigation phase involves safely dropping the items and hopefully discussions would build observation and vocabulary skills, using phrases like “falls quickly,” “floats,” or “spins.”
We would reflect on what was noticed and consider new questions: “Would this happen on the Moon?” or “Why does the ball fall faster than the paper?” This leads to the next steps, such as watching a video of objects falling in a vacuum or comparing falls in water.
I think this type of inquiry activity supports inclusive learning and differentiated access as the children can participate through drawing, talking, or hands-on engagement. It encourages children to think critically, collaborate, and communicate their ideas which are all core aspects of the Curious Minds Framework. Most importantly, it makes science meaningful and exciting for the younger children in the school and it helps them see themselves as scientists and investigators of the world around them.
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Hi Veronica,
With a 1st class you may find that they have a good grasp on objects falling down and you’ll be able to help them wonder why different objects fall down at different speeds. The ESERO activity falling objects was designed for Infants, but can be adapted for an older group if they can ask their own questions about the objects and try different ways of tossing/throwing up in the air etc.
Note that “Speed is measured as distance travelled per unit
of time.” only appears for 5th/6th class Maths, so I’d be careful introducing it – it might be easier to use the idea of which hits the ground first and have “races”. -
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Some great ideas here Veronica around the idea of gravity. While many children would be able to accurately predict which item would fall the quickest, I think it really lends itself to the inquiry based learning style as they acquire the concepts and vocabulary to explain their predictions and outcomes. I really like your prompt also, nice and simple but definitely attention gaining!
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Hello everyone,
My name is Amanda and I have nearly 20 years experience of teaching across the age ranges. I was teaching Senior Infants this year and I will be moving up to first class in September. I have always had a personal interest in Space and remember teaching it to my first class in the UK and creating large modules of the planets along the corridor which was so engaging and fun using a variety of materials.
I am looking forward to learning during this course and hope we have a chance to engage with each other throughout the next few weeks.
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Hi all,
My name is Emma, I have been teaching 1st class for the past 4 years but moving to Senior Infants in September. Space is always my favourite topic to teach 1st class, they love it. My favourite Space fact is; there are more stars in the universe that grains of sand on the beaches of Earthe
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I love the grains of sand and beach analogy. I also really like the author of the cartoon XKCD/ What If? has taken that idea and extended it (for adult level readers!) by considering the sizes of different types of stars>
“The little sand patch would contain 99% of the pile’s individual grains, but less than 1% of its total volume. Our Sun isn’t a grain of sand on a soft galactic beach; instead, the Milky Way is a field of boulders with some sand in between.
But, as with the real Earth seashore, it’s the rare little stretches of sand between the rocks where all the fun seems to happen.”
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I am already looking forward to exploring fingerprints with my class next year having studied the activity in this module. I would begin by posing a problem to my class, such as somebody broke my star pupil jar-how will we know who broke it? Look at our own fingerprints, explore the patterns and lines. Using ink, the children would stamp their own fingerprints on balloons and inflate to explore. Other groups could have fun exploring their fingerprints in playdough. Fore a more detailed view, we could use baby powder to explore our fingerprints and stamp them on sellotape or black paper. The children could extend their learning by investigating areas most likely to have fingerprints. They could use baby powder and make up brushes to dust for prints. Magnifying glasses would be a fantastic resource here. We could explore a range of story books to further extend our knowledge of fingerprints and their uses for example, The Great Pie Robbery and The Missing Mitten Mystery. Children could have fun at home dusting for fingerprints also and determining who might own each print.
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Louise – I love your suggestion of extending the activity “by investigating areas most likely to have fingerprints.”
This really allow the inquiry thinking to come to the fore, as the children have developed the skill of taking fingerprints, have tried to make patterns from what they have seen and are now being challenged to apply this to a new context.
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Icebreaker!
Hi everyone,
My name is Becca. I have taught Infants for the last six years and have Senior Infants next year. I find that the children are always so interested in the topic of Space, but I myself don’t know enough about it so I am excited to learn more in this course! I would love to incorporate it with Play and enable them with the opportunity to explore more themselves too. I love the fact about Space that Emma mentioned above, the fact there are more stars in the universe than grains of sand on the beach! Another fact I love is that on Venus, a day is longer than a year on Earth! If you lived on Venus you’d have your birthday before you see the sunrise!
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Good morning,
My name is Treasa. I returned to teaching after taking carer’s leave this year and undertook my first year in S.E.T. I’m returning to the same setting in September but have a very enthusiastic space loving cohort for E.A.L. and am hoping to find a few nuggets to encourage their oral language, writing and general communicaiton skills through the subject of Space.
Not quite a space fact but we went to see Helios in St. Finbarr’s Cathedral in Cork last weekend. It was great to see the depiction of Earth and the Sun to scale using the tiny glass globe to show comparrison with the suspended sun. I thought it would be a great idea in a classroom but perhaps needing to be scaled down further again.
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Treasa- ack – I missed Helios! The scale comparison is 1:100. so if you have meter sticks you can have the children mark out the meter – and the Earth will be 1 cm.
If you have string you can prepare a 3.14m length of string, tie into a loop and have the children shape it into a circle (which will be 1m diameter), then you might ask them to make a circle of paper the size that they think the Earth is – most are very surprised at how small the Earth is vs the Sun.
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Icebreaker!
My name is Olivia and I will be carrying my Junior infant class into Senior infants next year. My class are very interested in Space. So therefore I am undertaking this course to expand my own knowledge in the area so that I can integrate all things space into next year.
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Hi all, my name is Eleanor and I am working with 1st class in Cork City.
My fact about space is that space is completely silent!! There is no air to carry sound!
I am really looking forward to getting stuck into this course. I find resources etc on the topic of space more aimed at the older classes so it will be great to gather ideas for the younger classes.
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Hi I’m Ciara. I have been teaching First Class for three years but I will be going back into Special Education next year. I recently became AP1 in my school, and one of my responsibilities is teaching and learning in STEM, hence my interest in this course!
A recent space fact that I have learned is that there may be a planet made of diamonds! It was discovered in 2004.
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Hi everyone, my name is Rachel and I am originally from Offaly but moved to Dublin 4 years ago.
I had been teaching Junior Infants for the last 4 years and will be moving up to First class this year which I am very much looking forward to. The kids love the topic of Science each year and Youtube have some great Science lessons done by astronauts in spcae that we love each year. My fun fact is that a day on Venus is the same as a year on Earth meanign the sun only rises once on Venus. -
Hi, my name is Karen and i will be teaching the junior classes this year. I have previously taught in the senior end of the school. I really enjoy teaching about space so it will be great to gather information and resources for the the junior side. Fun Fact: A year on Mercury is less then a day on Earth.
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I think the children enjoy making marble runs. As a science experiment they can explore concepts such as gravity, friction, and potential and kinetic energy through building and testing different marble runs. The children can manipulate the marble run design and use a variety of materials to stall or speed up the marbles progress. They can observe how these forces affect the marble’s speed and movement. It is also a good activity that allows for various age groups and skill levels. Infants can explore simple constructions using pool noodles and recyclables to older classes using more complex designs to explore bends, angles, etc.
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Susanne, there is a whole pedagogy “Ramps and Pathways” that is worth exploring from the University of Iowa. It has a superb page of questions to probe different types of reasoning and understanding:
Attention-focusing Questions
Where do you notice the marble coming off the track?
What have you noticed about the way this object moves down the track/along the pathway?
Why did you decide to put it here?
What did you do first?
Measuring and Counting Questions
How far did the marble travel/roll across the floor after it left the ramp?
How far did the marble fly off the end before it landed on the floor/hit the surface?
How high do you need to elevate the start of your ramp to make the marble travel all the way to this target?
Comparison Questions
How do these objects move differently on the track/pathway?
Which marble travels the farthest off the end of the ramp?
Is there a difference when you use a big marble versus a small marble? Heavy marble versus a light marble?Curious Minds have: https://www.sfi.ie/site-files/primary-science/media/flash/act23/Investigating_Slopes_Activity.pdf
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Suzanne I also love doing marble runs and Lego projects with my Senior Infants. The children really enjoy building and testing their own marble runs. It’s a fun way to explore and integrate gravity, friction, and how things speed up or slow down. They love changing the designs and using different materials to see what happens. It’s great for learning through play. We use simple things like pool noodles or cardboard tubes so everyone can take part. Lego projects are also a big hit—they help with creativity, teamwork, and problem-solving. These hands-on activities keep the children excited and curious. Once we I provide the resources the children are free to explore, investigate and most of all have fun!
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Marble runs are always a great one for children of all ages. I recently saw a colleague explore this topic with her 4th class and adapted it for my infant children. They worked cooperatively, problem solved together, enhanced their fine motor skills with cutting/tearing/gluing etc. all while having a lot of fun!!
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This is such a great idea! Children love marble runs. In the past I have let children design their own ‘Marble Mazes’ using PlayDoh, a cardboard box and whatever other materials they can think of! They then put a marble in and try to get it out of the maze. They can then let other groups try them out! The resource shared about ‘Ramps and Pathways’ is great and I have saved it. Thanks for sharing.
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Using Gravity for our inquiry based learning lesson.
the theme we will use is “why things fall”
To spark interest and curiosity i will start by asking the question; What happens if this falls? while holding different objects. I will ask questions like why do you think things fall down and not up? Ask the children to make predictions.
then using hands on investigation i will ask children to predict what they think will happen before they drop different objects.
The children really enjoy the hands on experiments and this sparks lots of emerging interests, we could further develop the lesson by moving it to the playground and talk about force, push and pull.
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My enquiry based learning would also look at the questions of “why things fall”. This can be linked nicely with how the children fall in the yard, if something is hanging onto the edge of a table and is knocked it can fall. The children will have lots of personal experiences with falling!!
I would then show them different objects (bouncy ball, plastic cup, water balloon for example) and being the “I wonder” part of the lesson. I would imagine a lot of them would know what would happen if these objects fall but the main thing is they would all have different outcomes. I would have the class working in pairs and each would be given a predictions sheet. Some students can write their preditions, others might represent their predictions with drawings.
We would then take our objects and prediction sheets outside and allow the children to do the experiement with each object.
Once fully completed, we would head bck into the classroom, reflect on if any of the predictions were correct, if any were different and display results on a results sheet.
At this age, kids really enjoy being Scientits and exploring everything hands on so it would be very important that although they would be learning the facts about gravity, they gt to try out the experiments too.
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My Enquiry Based Learning Approach would begin with the open ended question ‘What Would Happen if We Went to Space?’ this can be integrated with all subject areas as a fortnightly theme to enable the children to explore and engage with the topic. I would link in the lovely lesson idea from this module of Gravity, enabling the children to engage in group work using various prompts such as:
– What do we need to live and travel in Space?
– What is Gravity?
– What does it feel like to be in Space?
I would then have various stations such as a Gravity Station, Build a Rocket Station, Creative Expression Station ‘What I saw in Space’ and a Role Play Station where the children are going to the moon. This enquiry based learning approach will give the children the opportunity to question and think critically, observe and predict and express their ideas through art and drama all of which are key aspects of the Curious Minds Framework. As a result, it is extremely inclusive and it will enable me to differentiate for each child in the class.
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Hi my name is Sean. I have been teaching in the older classes for most of my (long) career and am now making the move down to 2nd class. I love teaching various SESE topics so when I saw this course I thought it would have some great ideas for me for next year.
My simple space fact is that the moon is slowly moving away from the earth!
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My name is Jessica Markey and I am a Junior Infant teacher in a DEIS Junior school. I decided to do this course to expand my knowledge on space and hopefully use that in my current teaching position. My favourite fact about space is that it is completely silent.
An inquiry based activity that I would like to do with my Senior Infants is “storm in a glass”. I have done this experiment with older children and think that it would be a great hands on activity for an Aistear based lesson.
The trigger for this inquiry based activity would be a previous Literacy lesson about the book “One Stormy Night” and a follow up activity to the theme of weather/Winter.Throughout my years of teaching, I have seen how children wonder and often question where rain comes from or “why is there more rain today?”. I would begin this activity by showing the children a wet sponge and say “let’s pretend this is a cloud”. By adding more water to the sponge, more water comes out etc. This would give children a little idea of what happens when it rains more – more water/rain comes down. We would then move onto a glass or clear container 3/4 full of water. We would make a “cloud” using shaving foam. I would ask though provoking questions such as “what do you think will happen if I add water to the cloud?” “what would happen if I add more water?”. Eventually the children will be able to identify what happens to the cloud when we add more water or “rain”.
I think this is a brilliant hands on and “messy” water activity for infants.
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Hi Jessica!
I like how you used a literacy stimulus for this activity. My class love this story and going forward I will definitely use this activity to enhance their learning whilst giving them the hands on inquiry based experience. This is great for the infant classes as they enjoy sensory activities.
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I love your ideas for this lesson Jessica. Using a sponge is an excellent choice of stimulus and is very visual for the children. The use of the shaving foam for a cloud is also very appealing and you could even add blue food colouring to add to the rain effect,providing an extra sensory experience for the children!
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Hi Jessica,
I like your cross curricular link with literacy and geography and your use of the story ‘One Stormy Night’. I have senior infants next year and I think they would really enjoy the hands on activity of the sponge and the water and the shaving foam to make the cloud. Thanks so much for the idea.
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My Inquiry based learning would stem from the question: “How can we build a bridge strong enough to hold a toy car?”
Investigating: We’d start by looking at different types of bridges (pictures or simple models). Discuss the shapes and materials used. What makes a bridge strong? What makes it weak?
Designing: Each child will draw a bridge design. I will show them the materials available and they would explore their textures. I would encourage them to think about the materials and the shape of the bridge.
Creating: Provide the materials (straws, lollipop sticks, cardboard, recyclable materials, tape, glue, magnet blocks, blocks etc). Let the children build their bridges based on their designs. Encourage them to experiment with different construction techniques. I would model these for the children that may require prompting.
Evaluating: Once the bridges are built, it will be time for testing. I will encourage the children to place a toy car on each bridge. Which bridges hold the car? Which ones collapse? Why? Discuss the strengths and weaknesses of each design. What could they change? what materials didnt work? relate to their everyday lives of additional ways to use the various materials.
Communicating: Each child explains their bridge design, what worked, and what they would change. This fosters communication and helps them understand the relationship between design and function.
My class love a problem-solving activity.
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Olivia – you could use the ideas you have suggested and make explicit links to the Inquiry framework as “design and make”.
You have identified your prompt – the question “can we make a strong bridge” and the children can wonder and explore as they look at images or find examples of bridges in their locality.
Then the investigate section becomes: Explore > Plan > Make > Evaluate
The sharing of results is a “next step” particularly if they consider what they would change if they were to do this again.
You might find the curious minds resource useful: https://www.sfi.ie/site-files/primary-science/media/pdfs/col/Curious_Minds_Resource_-_Design_a_bridge.pdf
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For my enquiry based activity I like the idea of exploring gravity using the prompt “Oops! I dropped it!”
In an enquiry-based activity on gravity, I would ask the children a simple question: “What happens when we drop different objects?” We could use balls, feathers, paper, and blocks to explore this. The children would predict which objects would fall fastest, then test their ideas in pairs. I feel this would instill curiosity as they might notice that heavier objects don’t always fall faster, especially when we dropped a paper and a block together. Some children might began to wonder about air and shape, leading to a rich class discussion. I would engage the children in questions, and use observation to guide their understanding. I realise that enquiry-based learning doesn’t need to be complicated—it just needs space for exploration. I feel before this module I expected certain topics to require a lot more resources in the junior classes, however you can keep it simple and spend more time on appropriate questioning to engage the children more in the topic.
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Hi everyone, my name is Leana. I am heading into my 5th year teaching Senior Infants. We always cover Space in Term 3 and it is my favourite SESE topic to teach. I am looking forward to getting some new ideas.
My fun fact is that a day on Venus, is longer than a year.
When planning an enquiry-based activity on gravity, I would start with a ‘starter question’: ‘Why do things fall down?’ I would ask the children to share there ideas- encouraging them to explain their answers. I often use the phrase ‘Tell me more’- which I learned at one of new Maths Curriculum training days. For example if a child says ‘it falls’ instead of asking ‘why’ say ‘tell me more’. Following this I would demonstrate dropping a teddy at the top of the room. We would discuss what happened… did it fall down or float up? Did it fall slowly or quickly? I would then show the children a number of different items at the top of the room. (Lego, teddy, 3d shapes, feather, glue stick, paper and a pencil). The children would work in groups of 3 to predict which objects would fall fast or slow- using a worksheet. Each group would then get a box of materials to enable them to conduct the investigation. I would circulate the room asking the children prompt questions to elicit knowledge- encouraging them to compare how items fell. I would then ask each group to share their data and as a class we would engage in a discussion applying their learning and making connections. This is a great opportunity for the children to learn from each other. Following the lesson I would reflect on the lesson
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“Tell me more” is just brilliant.
Inquiry in science is all about using the scientific method to enable deep learning of science by ‘doing’ science – and by using this phrase you are deliberately stepping back from being the “expert” with the answers, to be being a guide to help the children formulate science explanations and test them.
Great stuff.
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An inquiry based activity that I would teach would be to examine different materials and see which would keep a drink the warmest. For example, pouring warm water into four cups and wrapping each cup with cloth, tinfoil, paper etc and keeping thermometers in them for 10 – 15 minutes.
As a stimulus, I would ask the children to name different hot drinks and what type of containers they see people drinking them out of (e.g. flask, mug, lid over cup). I would encourage the children to guess which material would keep a drink the warmest in advance of the experiment taking place and to justify their answer.
I would then ask the children how this connects to Astronauts, i.e. What would their suit need to do? (Protect them against cold weather). We would then decide what type of materials would be best for an astronaut suit based on the results of the experiment.
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Hi Laura,
I like how you have included “guess which material would keep a drink the warmest in advance of the experiment taking place and to justify their answer.”
Science happens when children explore their world with science eyes – and make predictions based on their understanding and check if those expectations come to pass. A pure guess doesn’t improve a child’s understanding, and if a child knows nothing about a topic, then guessing is all they can do. This is why the wonder and explore section of the inquiry framework are so important – children need time to share their knowledge and explore how things work.
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Module 1 Reflection
This coming school year, I will be working as a Special Education teacher, while also having responsibility for STEM throughout the school in my role as AP1. I hope to have many opportunities for inquiry based learning with the children and groups that I will be working with, as I seek to support EAL learning and also support social and emotional development for children with complex needs. I hope to try out the fingerprint topic as depicted in this module. I think it would readily promote much discussion, fun and also a deeper sense of identify and belonging. I think I would go with a different prompt however, in order to prevent any agitation or fear, perhaps something along the lines of ‘I labelled the pencil boxes/rules etc., after yesterday’s session but there are two that I can’t figure out who they belong to’. Depending on the children’s’ sensory tolerances, we could explore finger prints using sticky tape, pencil markings, ink, baby powder, magnifying glasses and playdough. I think it could be a nice ‘early in the school year’, getting to know one another activity that would reveal a lot about the children’s approaches to inquiry based learning. -
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An inquiry-based activity I’d like to try with my class focuses on exploring the concept of day and night. I’d start by encouraging the children to brainstorm what they already know or wonder about the Sun — when we see it, where it goes at night, and so on. After that, I’d introduce a simple investigation using a toy globe and a torch to help them to understand how the Earth’s rotation causes day and night. I think the hands-on element would really appeal to the children and spark lots of interesting questions. It also creates good opportunities for cross-curricular integration — you could link it with story writing, drawing shadow patterns in art, or even sequencing day and nighttime activities in Maths. I like that this activity invites curiosity and lets the children drive the learning through their own observations and ideas.
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Hi Everyone,
My name is Caroline Broderick. I am a SET for the Junior end of my school. I chose this course as I find having structured activities for social groups work well with children I work with and STEM activities are always a great hit!!!! I wanted to get some new ideas. Also I find that working with older children doing experiments/hands-on activities along with reading instructions motivates children to read. My fact about space is a year on Mercury is 88 earth days because it is the closest planet to the sun.
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Hi all, Laura here. Working as a primary school teacher in Dublin. Love the topic of space and always enjoy teaching about it in school. ALways a greatly loved topic by kids with so much scope for hands-on learning.
Fun fact about Saturn: The ring that surrounds it is mostly made of ice particles, some the size of a grain of salt and others the size of mountains! -
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How you would use one inquiry-based activity in your classroom
Activity
Title: What’s in Space?
Inquiry based Question: “What do you think is in space?”
Learning Aims:
• Explore and ask questions about space.
• Identify basic space objects (sun, moon, stars, rockets).
• Develop language and imagination.
Materials:
Picture cards, flashlight, black paper, crayons, star stickers, books like Whatever Next!
toy rocket or box.
Activity Steps:
1. Introduction (Circle Time):
Show a “space box” with mystery items (moon, rocket, star). Ask, “What’s this? What else might be in space?”
2. Exploration Stations:
• Light & Dark: Use flashlight to show how night/day happens.
• Rocket Building: Build a rocket from blocks or a cardboard box.
• Star Art: Create starry skies with black paper and stickers.
3. Share & Reflect:
Discuss what they discovered and want to know more about.
ASSESSMENT:
I will observe the children curiosity, use of new words and engagement.
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Sandra,
you might want to narrow the focus down to a more specific topic to use the Inquiry approach. The idea of “engage/ investigate/take the next step” works best with a narrower prompt/topic.
I think “What is in Space” is too broad , and would be tricky children to answer without a research approach. This might be more suitable for older children who are independent readers.
Each of your
2. Exploration Stations:
• Light & Dark: Use flashlight to show how night/day happens.
• Rocket Building: Build a rocket from blocks or a cardboard box.
• Star Art: Create starry skies with black paper and stickers.
could be an entire inquiry activity – and the children could make actual functioning rockets using one of the activities from Curious Minds (see also module 5 when we look at rockets in more detail).
This could definitely be an Aistear theme for a extended period.
The Whatever Next! story https://www.youtube.com/watch?v=6c5cb0u0rPM
could make a lovely prompt – particularly if the children compare it to actual space travel (and realise that we don’t go past ‘millions of stars’ on the way to the Moon!).
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Hi my name is David and an interesting fact I found out about space is that Venus is the hottest planet in our Solar system.
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Reflection:
A time I used an inquiry-based activity in my class was during a science lesson on plants. I began by showing students different types of seeds and asking, “What do you think these seeds need to grow?” Students worked in small groups to plan and conduct simple experiments—planting seeds with different variables such as sunlight, water, or soil type. They observed and recorded changes over time, drew conclusions, and presented their findings to the class. Throughout the activity, I would guide them with questions like “What did you notice?” or “Why do you think that happened?” This method promotes curiosity, critical thinking, collaboration, and communication. By allowing students to explore their own questions, they become more engaged and develop a deeper understanding of the topic through active participation rather than passive listening.
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Hi David,
did you look at seed germination or plant growth? This could make an interesting “next step” for the children if they consider 1st the germination (sunlight not needed) vs growth (sun needed).
Children should be encouraged to make predictions – but to do that they do need some background/experience – so with young children you might want to have a class plant that someone is responsible for watering/describing/monitoring etc over the course of a month or more -then use their understanding of this plant to plan an inquiry that allows the children to explore more deeply into plant growth.
(This is from a person who has killed more plants that anyone else she knows!)
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Hi everyone,
Elspeth anseo. I’m teaching in Co. Wexford, where the sun has disappeared. I’ll be teaching first and second next year.
Hoping to have lots of space facts after this course. My space fact is – Ireland once had the title for having the biggest telescope in the world and it remained so for 75 years. The Leviathan in Birr Castle.
A fab book for the junior rooms is “Adam’s Amazing Space Adventure” by Benji Bennett. A fun space book with lots of rhyming.
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Hi Elspeth – I love that fact too. There’s also a radio telescope on the grounds of the castle called LOFAR that is connected with others across many European countries to create a telescope essentially the size of Europe! I did an internship there 6 years ago and I got to walk the beautiful grounds every day and see the Leaviathan.
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I really appreciated the example of the fingerprint lessons, particularly the whole-school approach. It’s a strategy I’m excited to bring back to my own school. We might implement it at various points throughout the year, providing both structure and the flexibility to incorporate a range of inquiry-based activities.
One of my favourite inquiry-based activities to do with young children, one that always sparks curiosity and leads to a lot of great questions is: “Will putting a coat on a snowman stop it from melting?” This prompts discussion around what snowmen are made of and how we might recreate one using an ice cube. We explore which materials could be used to cover our “snowman,” whether we should leave one ice cube uncovered, and which materials are most effective at preventing melting. The children are encouraged to make predictions, observe the outcomes, and draw conclusions about how and why insulating materials can slow down melting. There’s always a sense of wonder in the final conclusion!
I also forgot to mention in my initial introduction that we recently attended the Carnival of Science at Fitzgerald’s Park. It was a fantastic event organised by Cork City Council, completely free and a thoroughly enjoyable day for everyone.
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Caroline,
the snowman activity is great isn’t it. Particularly if the children think that the snowman has a source of heat inside itself (like a human does), so think that in order to keep it cool, the heat from the snowman needs to be let out — so a thin shirt would be better than a thick overcoat.
The Inquiry Framework is designed for children to check their understanding via experimentation – so for the child who thinks that a thin shirt will keep the snowman cooler… they can then test their ideas.
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An inquiry based activity on gravity for 2nd class students would link with the children’s story “Jack and the Beanstalk.” This classic fairy tale provides a fun and imaginative context for exploring gravity.
Before the hands on experiment, I would read the story aloud, emphasizing the scene where Jack climbs the beanstalk and later chops it down, causing the giant to fall. This sets the stage for a class discussion:
“Why did the giant fall down?
What made him come down instead of floating?”
These questions naturally lead into an inquiry about gravity.
After reading, we would conduct the “What Falls Faster?” experiment, using small props such as a toy giant, beans and leaves to simulate the story. The children would be encouraged to link their observations back to the story: “If Jack had dropped a feather and a stone from the beanstalk, which would have landed first? Why?”
This storytelling link helps children connect scientific inquiry to narrative thinking, making the concept of gravity more relatable and fun.
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I really like how you’ve linked gravity with Jack and the Beanstalk. Using a story the children may already be familiar with lets them focus on the higher-order concepts, like gravity itself, rather than getting caught up in understanding the story.
The questions you ask are simple but get children thinking about what’s happening and why. The “What Falls Faster?” experiment sounds like a fun, hands-on way for them to see gravity in action. Using props from the story helps make the science feel relevant and real. This year, my class grew sunflowers, and we often called them our “beanstalks,” so it would be lovely to tie that in with this activity.
I think combining stories with experiments like this is a great way to introduce tricky ideas. I will definitely try this with my class next year.
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Lots going on in the science of Jack and the Beanstalk – you’ve falling things and air resistance, mass and gravity. Using simple props and encouraging the children to explore via play is perfect – they can then spot patterns and develop their own explanations, test them, and then check if their predictions were correct.
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Hi everyone,
My name is Shauna and I teach First Class. My favourite space fact is that there are more stars in the universe than grains of sand on all the beaches on Earth. It sounds unbelievable, but scientists estimate that it’s actually true — with around a septillion stars up there!
This year, one of the most rewarding inquiry-based activities we completed in First Class focused on waterproof materials. The children were tasked with helping our class teddy bear stay dry by designing and creating a raincoat. They made predictions, tested various materials, observed the outcomes, and discussed why some materials performed better than others. This simple activity was highly engaging and provided a great introduction to scientific thinking, sparking curiosity and meaningful conversation.
Building on this, I would love to adapt the activity next year by having the class design a spacesuit for a teddy astronaut. This would enable us to explore related concepts such as insulation, waterproofing, and durability in a fun, imaginative context. I think drama could also be integrated here to deepen engagement, by role-playing scenarios like astronauts preparing their suits or scientists testing materials.
I enjoyed the water spill investigation shown in the slides—encouraging children to come up with their own ideas for cleaning up a spill is a straightforward yet powerful way to foster problem-solving and creativity. This activity is easily adaptable across different class levels. I look forward to using this approach when we return to school, as it encourages active learning through discovery and discussion.
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Hi Shauna,
I think incorporating the teddy bear into your lesson is an excellent idea. I think the younger children would really latch onto this. Designing a space suit for the teddy bear allows for integration with other subjects, e.g. art (designing the suit), drama (role playing teddy in space), etc.
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I love this idea Shauna and if definitely something that the infants in my class would enjoy. It would be interesting to see what different materials they would use to test their hypothesis and can easily be differentiated to make it easier or harder based on the class level. his is something I would most definitely like to try in my classroom next term.
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Hi all, I’ll be teaching 2nd class this coming Sept. There are lots of very useful ideas throughout module 1 so looking forward to learning more as I progress through the other modules.
My random space fact is: Stars come in different colours depending on their temperature. Cooler stars appear red, while hotter stars look blue or white. Our Sun is a medium-hot star, so that’s why it appears yellow.
There were lots of ideas for inquiry based learning in the module but one I have used in the past is: What do plants need to grow?
Identify the basic needs of plants.
Make predictions based on observation.
Record simple data from an experiment.
Communicate findings with peers.
It can be done with cress seeds and needs very little materials for the lesson. The finger print activity was really well explained and it was great to see the progression at all class levels.
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Mary,
I like how you have noted a key concept:
Make predictions based on observation.
Children cannot make predictions without have some experience of the concept/topic that is the focus of the activity. The Inquiry Framework offers that through the Engage section, and children in junior classes should have playful opportunities to manipulate materials, hear stories and chat to each other about their own understanding.
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Hi all,
My name is Edel and I’m from Cork but living in Kildare. I will be teaching Senior Infants in September.
My favourite space fact is that a day on Venus is longer than a year on Venus because it takes Venus about 243 Earth days to spin once (a day), but only about 225 Earth days to go all the way around the Sun (a year). So, its day is longer than its year!
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My Reflection on Module 1
The activity I would use with first class but could be differentiated accordingly depending on the ability range in my class is the Falling Objects gravity activity. I believe it would present an interesting, engaging and fun opportunity for the children to collaborate and interact with each other allowing them to think scientifically and become curious by asking relevant questions posing different inquiries. This would correspond with the Curious Minds and ESERO Framework for Inquiry. Starting a series of lessons by introducing an inquiry by a playful prompt- as playful learning experiences are so important throughout the curriculum. For example dropping a familiar object such a toy and presenting the simple question ‘Why did that toy fall?’ might encourage the children to openly question the idea, explore further and engage with potential answers amongst their peers. Having an opportunity to pair and share ideas with peers would allow them time to become infused in the ideas and naturally engaged. As group work a small enquiry may be set up, and the idea of making sensible predictions first could be modelled by the teacher.
Children should be given the opportunity to decide what they would like to investigate for example, different objects something that is significantly different to another object such as a feather and a tennis ball. Taking recordings of ideas is key and in the lower classes can be as diagrams and pictures to illustrate what items were tested and results if needed. This takes the pressure off children who are less literate and unable to write.
When children are given the opportunity to investigate and carry out the experiment it is important that they have time to converse with their peers and feedback their findings as they go along. This gives time for the children to build vocabulary skills. Providing children with key vocabulary and sentence starters at the beginning in useful in allowing them to use phrases that are relevant. Reflection time should be given at the end and children should talk about what they noticed. Giving ample opportunity for the children to consider new questions is fundamental in them understanding the bigger picture and how it links to the overall topic of space. Showing a video of what might happen on the moon for instance would work well here. Posing deeper thinking questions such as Does the heavier objects fall quicker than the lighter ones? Making Science exciting and fun yet meaningful and engaging is so important for the curious minds. Allowing them to become young scientists from an early stage in their education is key in ensuring they will continue to enjoy Science later in life especially at Secondary Level.
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I would use an inquiry-based activity focused on the Moon and its phases to engage infants in exploring space. The activity could start with showing children pictures or videos of the Moon in different shapes — full, half, crescent — and asking simple questions like, “What do you notice about the Moon?” or “How is the Moon changing?” This encourages curiosity and observation.
Children would then have hands-on time to explore moon shapes using playdough or paper cut-outs to recreate the phases they see. Through guided discussion, I would encourage them to describe their models and compare them to the pictures.
This activity is great because it invites children to explore, ask questions, and learn through doing — key elements of inquiry-based learning. It taps into their natural curiosity about the world and supports language development, fine motor skills, and early science concepts. By observing and manipulating materials, children connect what they see in the sky with something concrete and understandable, building a foundation for later learning about space and science.
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Teaching About Space to Young Children
1. Engaging Curiosity
Ask big questions: “What’s in the sky?” “Are there aliens?”
Use storytelling and imaginative play
Picture books and space-themed songs
2. Foundational Concepts
Day & night
The Sun, Moon, and Earth
Planets in our solar system
Gravity
3. Teaching Strategies
Hands-on activities (e.g., planet models, orbit demos)
Use of visuals (e.g., cartoons, animated videos)
Role-play (pretend astronauts, mission control)
Outdoor observation (looking at the moon/stars)
4. Cross-Curricular Links
Math: Counting planets, sizes, distances
Literacy: Space-themed reading & writing
Art: Drawing planets, rockets, aliens
Music & Drama: Space-themed
5. Resources & Tools
Picture books
Apps and games
Classroom materials
Virtual field trips
6. Inclusion & Accessibility
Simplified language
Multi-sensory learning
Adaptations for diverse learning needs
Representation in stories
7. Reflection & Assessment
Use drawings or stories to express understanding
Ask open-ended questions to gauge learning
Observe play-based exploration-
Aisling,
In Ireland the key concepts for Earth and Space are found in SESE Geography:
Infants: The child should be enabled to
• identify and discuss the sun, the moon and stars
• recognise the difference between day and night.1st/2nd: The child should be enabled to
• recognise the sun as a source of heat and light
• identify the sun, the moon, stars, day and night
• develop familiarity with the spherical nature of the Earth.Gravity appears in Science explicitly for 5th and 6th class – so I would lightly touch on it – as the force that pulls us down – with more emphasis on how we experience gravity near the Earth rather than “orbit demos”.
In outdoor observation, you can plan for the Moon when it is at 3rd quarter and visible in the morning sky. BCO produces a Moon calendar each year to help you plan this: the current version (good until October) is at https://www.spaceweek.ie/for-organisers/for-teachers/
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Hey there,
I’m Aisling and I will have third class for the second year in a row. I have had younger classes before and have always found the topic of Space to be a big hit.
A fact I like is that ‘Space is silent- Sound cannot travel in space, so it’s completely silent’.
One engaging inquiry-based activity, I would use a student-led investigation titled “Why Can’t We Hear Sounds in Space?”. This could begin with a thought-provoking question such as, “If an astronaut screamed in space, would anyone hear it?”. In small groups, students can explore how sound waves require a medium (like air) to travel. I’d provide student guided resources such as YouTube videos and basic experiments, such as a vacuum bell jar to show sound reduction.
This approach would encourage curiosity, collaboration and critical thinking. It helps students make sense of abstract scientific concepts like the vacuum of space and wave mechanics through real-world connections. By letting them ask questions and discover answers, students take ownership of their learning, which leads to deeper understanding and retention.
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My name is Meadhbh and I teach in a Junior School in Jobstown in Dublin. Next year I will be teaching an early start class. So while the children are very young they will enjoy the concepts from this module.
The initial concept I will introduce to the children is the idea of space. looking at pictures of planets, rockets and satellites. Then will will have structured and free play with all our space toys to reinforce the language they will need to continue to learn about space.
I will use the curious minds website. And we will also learn how to use magnifying glasses and our microscope to look at fingerprints we have printed in play dough and with paint.
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Hi Meadhbh,
I really like how you decided to, after introducing your class to the space concepts, undertake structured/ free play for your early start class. I think that is so important that they have a chance to develop the language needed around this topic before conducting any further, more challenging experiments/inquiry based tasks and often we forget that the children are so young and need the time to develop their skills over a number of days before launching into other tasks. 🙂
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Hi all,
Sorcha here and I love teaching and learning new facts about all things space related. Ireland will have its first female astronaut heading off to space soon on a Virgin Galactic flight where her team will conduct microgravity research. I’ll also be visiting the Kennedy Space Centre during the summer and I hope to share this trip with children in my class to engage and excite them in the topic.
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Sorcha,
it’s exciting times in human space exploration. ESA’s first Irish/UK Astronaut has finished her training – you can read more about her at
https://www.esa.int/Science_Exploration/Human_and_Robotic_Exploration/Astronauts/Rosemary_Coogan
(born in Northern Ireland makes her Irish for me)
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Hi everyone,
My name is Claire and I am a teacher in Co. Westmeath. I was always interested in space exploration so I am very excited to do this course. My fun space fact is that the Sun is 400 times larger than the Moon, but also 400 times as far away, making both objects appear to be the same size in our sky.
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Reflective log: I enjoyed the presentation on finger printing. The use of balloons to enlarge the print in the infant room was interesting. I would engage my pupils by displaying a fun cartoon mug shot photo of Goldilocks or perhaps the Big Bad Wolf and brainstorm how we could catch them.
Pupils would observe, collect, and compare fingerprints to explore patterns and understand individual uniqueness.
Statement: “Did you know that no two people have the same fingerprints—not even identical twins? Let’s find out why fingerprints are so unique.”
I would display images of fingerprint patterns: loop, whorl, and arch. I would encourage them to use magnifying glasses to observe patterns more clearly. I would have pupils compare their fingerprints with classmates and answer:
Questions: What patterns do you see? (loop, whorl, arch)
Do any fingerprints look exactly the same?
Why do you think fingerprints are useful in real life (e.g., security, forensics linking back to Goldilocks/Big bad Wolf)?
Linkage with visit from Garda, Literacy activities with fairytales, Maths – sorting patterns
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My name is Gillian. I work in an Early Start Preschool. I think my 3 and 4 year olds would be really excited to learn fun facts about space. My favourite fact about space is that it is silent. It would be a great way to try role play with the children and find a quiet ‘space’.
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Inquiry based activity
I love all the ideas above on getting children thinking and learning about space. The children I work with are 3 and 4 years old so I would keep it really simple. Goldilocks is a firm favourite in our class and each year we do it we go for a walk to allow the porridge to cool down. Miraculously on our return baby bears bowl of empty and the chair is broke. Every year the children are baffled and look all around. I look forward to introducing fingerprints to our investigation. To explain how all are individual and so different and each one special, just like the children.
To extend on this I would blow up a copy of each, laminate them and allow them explore the swirls, curves and fine lines on each.
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Hi Gillian,
I like this mystery investigation around the story of Goldilocks- a common favourite among the smallies. The introduction of fingerprints would be a great additional activity for the little detectives.
We carried out an experiment for Science blast a few years ago with third class where they investigated whether identical twins shared the same fingerprints or not, as they had a set of identical twins in their class. I like the idea of enlarging the prints on the balloon, suggested in this video, especially for the Junior classes.
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Module 1- Inquiry Based Activity
“Why does the moon change shape?”Engage the learners with prompting stimulus of pictures or videos of full moons, half moons and crescents.
Pose questions of wonderment- “Have you seen the Moon look like this before?” “Why do you think it changes shape?”
Explore with a hands on investigation- using a darkened room and a torch the children have styrofoam on sticks standing in a circle around the sun (a child holding the torch) and discuss how their moon appears from where they’re standing.
Predict what will happen if they turn their bodies. Investigate further and apply their learning. Extend and make connections such as sequence the phases or draw a moon phase chart for the classroom.
Reflect and evaluate by asking questions to assess their understanding.-
Hi Eve, I really like this lesson. It’s very simple and easy to demonstrate but so effective. The environment of being in a dark room and investigating this themselves is so engaging.
You can expand on this lesson, or have a continuation where you do effectively the same thing to demonstrate day and night on Earth.
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Icebreaker: Hi I’m Mags and I am teaching in a DEIS 1 school in Cork City. I will be teaching Junior Infants in September for the 3rd year in a row.
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Hi Everyone,
My name is Claire and I’m a teacher in Co. Westmeath. My fun fact about space is that the Sun is 400 times larger than the Moon, but also 400 times as far away, making both objects appear to be the same size in our sky.
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Hi,
My name is Aine. I have been and will be teaching in our Autism class in school. Their ages vary in the class so I think this course will be really interesting and I can differentiate for the older children.
My interesting space fact: Mercury and Venus are the only planets that don’t have a moon.
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Hi,
My name is Aine. I have been and will be teaching in our Autism class in school. Their ages vary in the class so I think this course will be really interesting and I can differentiate for the older children.
My interesting space fact: Mercury and Venus are the only planets that don’t have a moon.
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I would use and inquiry-based activity in my classroom based on Rocket Building and Launching. I would show the children some rocket launchings on youtube as a stimulus. We would have a whole class discussion on what features a good rocket might have and why. The students would have free reign to design and build simple rockets using materials like paper, plastic bottles, or foam. The children would then work in small groups to launch their creations and take note of which rocket went the furthest/highest. The children could come up with their own ideas about why the winning rocket went the furthest/highest. They could then explore and discuss the following topics: What makes a rocket fly? How can we make it go higher or faster? What forces are involved?
This lesson can be nicely integrated into other subjects e.g. Artwork is involved in creating a cool rocket, Mathematics: measuring the distance and height of the rockets, Drama: the children could role-play being the astronauts in a rocket launch.-
Making and launching rockets is SO much fun. It really doesn’t seem to matter with the juniors what the rockets look like, or how fast or how far they fly. The main criteria with the kids I have taught over the years seems to be the love and energy that went in to making each rocket. I agree that integration of the theme of Space across all subjects of the curriculum is a way of enriching and enhancing learning in the infant classroom.
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The enquiry based lesson that I will discuss is how materials absorb liquid. This lesson is a lovely idea, especially in the junior classes as It provides so many opportunities for investigation. The children will be able to explore a range of materials e.g. paper towels, cotton balls, sponges, tinfoil etc.
To start of the lesson, I would get the children to brainstorm about what happens when we spill water. Allow time for discussion and reflection and introduce them to the word ‘absorb’. Have a range of materials for the children to explore with. Using droppers or teaspoons they can drop water and explore which materials are the best for absorbing. As an extension to this lesson, the children will be given the task to design a raincoat for their teddy bear. Which materials would be the best to keep teddy dry in a rainstorm? Also discuss which materials they wouldn’t use and why.
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Hi, My name is Amanda and I will be teaching junior infants next year. I chose this course as I briefly touched on space with my class this year and they loved learning about space, but i felt there was a lot of questions from the children that I couldn’t answer. I am hoping this course will help me next year with my new class. Also a favourite fact I learned this year is that space is silent!
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Hi,
I love the idea of the children designing a space suit for an inquiry based lesson. It just seems to me to be a really fun way for the children to investigate that different types of clothes and materials have different ways of keeping us dry/cool/ warm etc.
I would ask the children what sort of weather it was when they came to school this morning. What clothes were they wearing? Was it rain-
ing? What do you wear when it rains? Why do you wear a raincoat? Explain that
a raincoat keeps your clothes dry. It keeps the water out. Do the children know
something that keeps them warm? Come to the conclusion together that you
wear warm, thick clothing when it is cold outside. Explain that you can change
your clothing according to the weather.We would then talk about astronauts/divers/farmers and some other occupations and discuss the type of clothing these people would need.
We would look at how some people need to wear special suits(with oxygen tanks) and some don’t. I would give the children a range of materials and get them to design their own spacesuit for an astronaut reminding them that he must be warm and dry and he needs to be able to breath and needs oxygen as part of his suit.
When the children are finished we would then have a chat about what they have made and listen to their reasons for each of their designs, why they chose certain materials etc for their astronaut.
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I would like to continue with the gravity inquiry based activity and combining it with different materials. I would have a simple plank of wood and get the pupils to predict what will happen if one end of the plank of wood is raised to a height and the car is placed on top and released without any force being applied to it. Then place different materials on the ramp (and cover the surface of the ramp with them) and get the pupils to predict what will happen with each material.
Everything should still stay the same (same car, same ramp height, same release of car) after predicting, conduct the investigation and then interpret the data.
Take the next step by designing a fun marble run out of recyclable materials to ensure the marble runs fast and free, older pupils could incorporate twists and turns in their model.-
I really like this inquiry based activity about gravity Wendy. Using different materials is a great way to introduce the topic of friction also. It’s always interesting to get the children to predict first as it really gets them thinking.
Making a marble run with recyclable materials is a great idea. I look forward to trying this in the near future, sustainable and encouraging their scientific minds.
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The enquiry-based lesson that I will discuss is about “dancing raisins.” The strand is “materials” and the strand unit is “properties and characteristics of materials .” The question posed with be “what do you think will happen if we put raisins into fizzy water?” Children will observe how carbon dioxide gas in a fizzy liquid affects the movement of raisins. Lots of questions can be asked. Show the children two glasses of liquid, side by side, one with fizzy water and the other still. Question the children on what they can see (bubbles). Ask the children if they think they raisins will float, sink or do something entirely different. If they like they could draw their prediction. They can then put a few raisins into the fizzy water and observe what happens. They begin to sink and then rise and fall as if they are “dancing.” Discuss the fact that the bubbles/gas stick to the raisins which makes them float and when the bubbles pop they sink again. To take the next step they could try this with other materials, e.g. pasta.
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Module 1 :
Hello ! My name is Deirdre. I love teaching about Space. The children are always so interested and I’m always learning new facts, there’s infinite learning opportunities 🙂 I’ll be teaching 1st class in September.
My favourite space fact is:
There are more stars in the universe than grains of sand on all the beaches on Earth.
Scientists estimate there are around 100–200 billion galaxies, and each galaxy can have billions or even trillions of stars. So the number of stars adds up to something like 1,000,000,000,000,000,000,000,000 that’s a septillion stars!
Compared to that, all the sand grains on Earth’s beaches which number in the quintillions actually fall short. The mind boggles! -
Lesson Description: Exploring Day and Night Through Inquiry (Senior Infants)
For this inquiry-based lesson, I begin with a really simple question “Why do you think the sky changes? Why is it bright sometimes and dark at other times?” It’s amazing the range of answers you get at this age.
Then we move into a hands-on, visual activity. I use a torch to represent the Sun and a small ball or globe to represent the Earth. With the lights dimmed, I shine the torch on one side of the ball so they can see how one half is lit up, like daytime, and the other is in shadow, like night. As I slowly spin the globe, the kids start to see that it’s not the Sun moving, it’s the Earth turning. They love taking turns spinning the ball and holding the torch. It’s a very tactile way to help them grasp a big concept. And if there’s a few globes/ torches available it’s lovely to let the children do this in their groups.
After the demonstration, I let them show what they’ve learned through drawing. Each child creates two simple pictures: one of daytime (with the Sun, blue sky, birds, etc.) and one of nighttime (stars, Moon, people sleeping).
To wrap it up, I ask “So why do we have day and night?” and most of them can now explain it in their own words. Even if they just say “Because the Earth turns,” that shows understanding of the concept.
It’s a lesson that blends discussion, exploration, and creativity, and it opens the door to loads of other questions about space!-
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Deirdre,
this is such a simple idea but sounds amazing! I don’t have blinds in my classroom next year but think i will invest just so i can do lessons like this! I remember doing something similar years ago with a torch and a styrofoam ball. I even love the drawing of pictures afterwards to see their understanding of what day and night is.
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Hey, my name is Lisa! I’m really excited to be here and connect with other educators. I teach Junior Infants and I love bringing space topics into the classroom…students are always so curious about the unknown! One of my favorite space facts is that a day on Venus is actually longer than its year. It really surprises students and sparks all kinds of questions about how planets move and rotate.
One of my go-to inquiry-based activities is something I call the “Build-a-Planet” challenge. Students work in teams to design their own planet from scratch. They decide things like how far it is from its star, what the atmosphere is made of, what the surface looks like, and if it could support life. I give them a few prompts to guide their thinking, but most of the work is driven by their own questions and ideas.
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I have really enjoyed completing this module and I have lots of lovely suggestions for teaching space in my class next year. I feel space is a topic that always interests adults and children and I can’t wait to teach it next year.
I would teach an infant lesson about floating and sinking. It is an interactive lesson that allows all children to participate. I always teach this lesson during good weather- when people can use multiple basins outside. It allows all children to work in small groups and it is a very hands on activity.
I would begin the lesson by teaching the children the vocabulary of floating and sinking and ensuring the children understand these terms. The children will brainstorm some items they think float and sink. Then I would introduce the prediction section using objects i have in a bag. All the children predict what objects will float and sink.
After this the children will experiment with the objects to discover what objects float and sink.
Then as a class we will discuss the results.
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Hi, my name is Mary and this coming year I will be teaching a multi grade second and third class. I really enjoy teaching SESE using inquiry based learing and in particular I love teaching the children about space.
My favourite space fact is that all the other planets can fit between the earth and the moon. -
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I have really enjoyed exploring the course content along with the esero website, the curious minds website and the spaceweek website, all have lots of great ideas for teaching and learning. One lesson I would love to teach using inquiry based learning is the Space Technology- A Real Spacesuit lesson from the curious minds website.
I would begin by using a KWL to determine what the children already know about the topic.
We would then spend some time talking about the weather and the different types of clothing we wear depending on the different types of weather.
Following this we would look at youtube clips of astronauts through the ages and focus on their suits. The children would discuss the materials and the reasons for them. After this the children could work in pairs or small groups to mindmap the design of their astronaut’s suit.
Finally I would give the children the sheet of the astronaut and an array of materials to choose from to design their suit. The children would present their work at the end and discuss their reasons for picking certain materials (lightweight, waterproof,warm etc).
There are lots of cross curricular opportunities here too- art, literacy, maths. -
Inquiry-Based Activity
I would use the “Float or Sink” activity to introduce early science skills in a fun and hands-on way. Junior/Senior Infants are naturally curious, and this activity encourages them to make predictions, test ideas, and observe results. I would begin by showing a range of everyday objects and asking the children to guess which will float or sink. This promotes thinking and discussion, even before any testing begins.We would then test each object and talk about what we notice. I would use simple questions like “What do you see?” and “Was your guess right?” to help them reflect. As an extension, children could design something that floats using materials like LEGO or playdough.
This activity supports skills such as predicting, observing, and reasoning in a playful, age-appropriate way. It also encourages language development, teamwork, and confidence in sharing ideas.
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Module 1 Reflection
Inquiry based learning activity- junior classes
· Prompt/Starter Question
Does everyone in the group have the same fingerprint?
· Prediction – What do you think?
Pupils could record their prediction using a variety of methods depending on ability- written, smiley/sad faces, verbal yes/no, gesture thumbs up or down.
· Investigation
Using ink on an un- inflated balloon and then expanding it or using ink on paper and a magnifying glass to examine more closely
· Interpreting the data and conclusion
Examine and compare the evidence- same or different? Has our question been answered?
· Making connections/using your findings in another context
Examine how this learning could apply in the wider world- could link in with Aistear- get the local community Garda in for a visit
Could link to drama/role play/art- drawing activities.
I also loved the way this activity could be expanded to use in older classes or even to stretch some more able pupils in younger classes.
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Hi everyone!
My name is Orla and I will be teaching 1st and 2nd class next year. I always enjoy teaching Space as it’s a topic the children absolutely love. They always impress me with their knowledge about this topic and always have extensive questions so I am looking forward to learning more about it myself through this course. My favourite space fact is that you could fit one million planet Earths inside the sun.
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An inquiry based activity I would use would be exploring how seeds grow. I would do this activity with 1st and 2nd class.
I would introduce the topic by asking the children to discuss in pairs what we need to grow. They would record their discussion on a whiteboard before feeding back to the class. We would then discuss what other things grow – animals/plants etc. I would then show the children different types of seeds and ask them what they think will happen when the seeds are planted.
We will then use some of these different seeds to plant. The children will choose what seeds they will use.
The seeds will be observed daily and the changes will be recorded. Questions like ‘What do you see happening?’, ‘How have the seeds changed?’ and ‘What do you think the seeds need to grow?’ will be asked. We will discuss what the students think is happening and connect their observations to the basic needs of plants – water, sunlight etc. We could also discuss what would happen if one of these elements were missing and how the plant’s growth would be affected.
We could create life cycles of different plants/seeds as a follow up activity. We could also discuss are there any similarities/differences between what we need to grow and what plants need to grow. We could also research different plants that are found in different countries e.g. cacti
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Hi Orla,
The children always love to explore seeds and how they grow. It is a simple way for them to observe growth, especially if you use see through containers for them to grow in as they can see the roots. Schemes like the incredible edibles are great as they supply everything you need and there is always great excitement when the box arrives in the classroom!
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Hi Orla,
I love this idea of exploring how seeds grow with 1st and 2nd class. It is so hands-on and really gets the children thinking about cause and effect. I like how you start with a paired discussion because it is a great way to get them talking and sharing ideas before diving in. Letting the children choose the seeds and observe them daily makes it really inquiry-based as they can test their own predictions and notice changes themselves. I also like the connections you make to basic needs and life cycles. Adding comparisons to different plants around the world is a lovely touch for extending their learning.
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Dia dhaoibh,
My name is Caitlin Nic Niallais and I will be teaching Rang 5 next September.
My interesting fact about Space is that NASA hopes to send astronauts to Mars as early as the 2030s. A fast Mars mission is possible in 245 days or 8 months, in round trip with on-orbit staging.
I would teach the children the importance of light in the world, starting with the various types in our classroom e.g. daylight versus light bulbs, computer light, mobile phone light, fire warning light etc
I would develop the lesson with a short discussion and listing of natural sources of light in the outside world and how natural sources versus artificial/man made sources of lights differ in terms of availability, cost, supply, benefits etc.
Then the children would pick one source of light each e.g. torch or traffic lights or lamp light or x-ray light,and give the advantages / disadvantages for us in performing daily activities/ tasks/jobs/challenges.
I would get the children to predict what light types/ products/aids could be designed in the future that we do not have at the moment e.g light that would correct homework mistakes perhaps.This would be a lovely creative exercise and we could conclude by getting the children to sketch their original creation /design. -
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I enjoyed Mary Comiskey’s lesson on designing a space suit and what properties it should have in regard to weight, warmth, waterproofness etc. This would be a very exciting lesson as the children could explore how spacesuits have evolved and improved since space exploration began in the late fifties with the launch of Sputnik 1 and Yuri Gagarin’s first human orbit in Vostik 1 in 1961. I will definately teach a lesson on this in the coming year.
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everyone,
My name is Mary.
The number of stars in the Milky Way is probably higher than the number of humans that have ever been born, is a pretty mind- boggling thought about space. I will be teaching second class next year and am looking forward to trying the lessons as children have a great interest in storage at that age. I’m also looking forward to getting lots of ideas in the forums.
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An inquiry-based activity I would like to explore with my second class is having them design a space mission to a specific planet or moon. First, they research their chosen planet’s conditions (temperature, atmosphere, gravity, presence of water). Then, they brainstorm and design the equipment, food, and habitat needed for humans to survive there. Finally, they present their mission plans and explain their choices, addressing any challenges they foresee.
I would integrate it with art, maybe responding to Van Gogh’s Starry Night and other art pieces as well as drama and creative writing.
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Module 1 – Reflection
Children naturally want to get involved in activities and are curious about figuring out solutions to problems. They are constantly learning and they don’t see a problem and not search for a solution in the same way we might avoid a problem or ask someone else for the solution. Children are inquisitive and assertive and they enjoy problem solving.
Prompting children such as using the spill clean up challenge allows children to be hands on and problem solve. It encourages independence and teamwork skills.
The children use many scientific skills in such an easy activity from beginning with predicting, planning to the end of evaluating and comparing their results with their peers. Children can learn that there may be multiple ways to complete the task and they can work with their class mates to decide what might be the best solution going forward. While the activity can be done individually or in pairs or groups this allows for differentiation in the class room where some children may enjoy working alone and others may prefer working together. The piece at the end where they can compare which method was most effective allows the children to share their methods and to compare, so even the children who worked independently are enabled to listen to other children’s ideas and compare them to their own.
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Hi,
My name is Aileen Kelly. I have been an SET for the last 5 years between junior and senior sides of the school. Next year I will be returning to Junior Infants and chose this course as I have always been fascinated by space and always find the children are too so thought this would be a really good course to undertake.
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Inquiry based activity: Exploring on the moon.
Trigger question – What would it be like to live on the moon? How would you get around?
Watch a video about moon buggies.
Investigate: Design and make a moon buggy.
In groups children design a moon buggy that
- has to be stable and not easy to blow over
- has to be able to move forwards
- has to be able to move over obstacles
Predict what materials would be most suitable, focusing on size for wheels etc. and what might happen if they use different materials.
Create their moon buggy with assistance if required.
Reflect
What do the buggies look like? Does each buggy look like its design?
Encourage the children to test their space buggy.
Is it strong? Encourage the children to blow against their buggy to see if it falls over.
Can it move over obstacles? Challenge the children to move their buggy through the container with sand and stones.
Encourage the children to adapt their space buggies so that they are better able to meet the requirements. -
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I would use and inquiry-based activity in my classroom with Junior Infants based on Rocket Building and Launching. I would let the children watch some rocket launchings on youtube as a stimulus – those from years ago and more recent ones. This will really grab their attention, what child doesn’t love a rocket launch? I could even bring in my rocket launcher toy from home.
We would next look at different pictures of rockets and have a discussion on what features a good rocket might have and why. What do all the rockets have in common?
I would then let the children do some junk are. They would be asked to bring in recyclable materials from home and then could be given freedom to design and build simple rockets using these materials as well as glue and masking tape.
The children would then work in groups to launch their rockets and come up with their own criteria to take note of which rocket launch was best. Was it because it went the highest or the furthest? How did we measure this? They could then look at the rockets that went highest/furthest and discuss why they think these ones worked best? What’s different about these and the others?
This lesson can be nicely integrated into other subjects and Aistear e.g. Art — using junk art, glue, paint, etc. , Science – designing the rocket, Maths – measuring the distance and height of the rockets, Drama: Being Astronauts, scientists, etc.
Its something I think the children would really enjoy as would the adults in the room!
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Great lesson – a good addition for this age group would be the rocket mouse activity (https://learning.sciencemuseumgroup.org.uk/resources/rocket-mice/)
Rocket Mouse is a great because it uses inexpensive materials and a really simple task for them to get involved in!
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Inquiry based activity Junior Classes – Start by engaging the class with a playful “Drop Zone” game, the children guess what will happen when different objects are dropped, eg, ball, paper, feather. Turn it into a “Will it fall fast or slow?” challenge.
Introduce the word gravity as the “invisible helper” that pulls everything down. Set up a Gravity Play Area where the children explore the idea of gravity; dropping various classroom items and talking about what they notice; race two objects at once and see which hits the ground first.
Get the children to make paper parachutes, mini paper helicopters, or use scarves to float and catch. Ask: “Can you slow gravity down?” Let them run a mini contest to see whose parachute or helicopter stays in the air the longest.
Add a “Moon Walk” roleplay; “You’re on the Moon, jump in slow motion!”
Carry out some drawings….“What would happen if there was no gravity?”
Storybooks……Papa Please Get the Moon for Me by Eric Carle or Whatever Next by Jill Murphy.
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I absolutely love your playful and hands-on approach to introducing gravity in junior classes! The “Drop Zone” and “Will it fall fast or slow?” challenges are such engaging ways to spark curiosity and encourage observation skills in young learners. Using gravity as the “invisible helper” is such a child-friendly way to explain a complex concept—it really helps to make the abstract more tangible.
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Hi everyone,
My name is Michaela Barrington. I love teaching about space and the children love it too.
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Hi everyone,
My name is Michaela Barrington. I’ve always enjoyed science education and love sparking curiosity in my students. One of my favourite space facts is that a day on Venus is longer than its year—it takes about 243 Earth days for Venus to rotate once on its axis, but only about 225 Earth days to orbit the Sun.One inquiry-based activity I would use in my classroom is a “Design a Space Mission” project. Students would work in groups to select a planet or moon to explore, research its characteristics, and propose a mission objective (e.g., search for life, study atmosphere, etc.). This activity encourages critical thinking, collaboration, and creativity. It also connects scientific knowledge with engineering design, fostering deeper understanding through hands-on exploration.
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Hi I’m Áine and I am a junior primary teacher. My fun fact is: A day on Venus is longer than its year!
I would use the question: What does gravity do? the ESERO activity is an excellent resource and is very useful to initially introduce the concept of gravity. I would include lots of open ended questions “What would happen is there was no gravity?’ The ESERO activity uses everyday resources which I think is great, like dropping objects etc. To link to gravity you could use videos of astronauts in space. I think it a good inquiry led activity and children can draw a lot of their own conclusions.
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I am Adam, and I will be working with 2nd Class in September. I am really excited to teach them about space, as it’s a topic I’m passionate about and one that children always engage with enthusiastically from a young age. My favourite space fact is a simple one I found on a really good resource called The Space Elevator by Neal.fun, space is only about 100 km above ground level, which is roughly the same distance you could drive in just one hour on the motorway! I would highly recommend this resource because the children really enjoy it, and it helps them understand how we actually travel from Earth into space, something I’ve noticed they can sometimes find tricky to grasp.
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Hello everyone!
My name is Catherine and I will teach second class next year. I have a keen interest in fostering curiosity and critical thinking in children.
Favourite space fact: Did you know that one day on Venus is longer than its entire year? Venus takes about 243 Earth days to rotate once but only 225 Earth days to orbit the Sun.Reflection on an Inquiry-Based Activity
One inquiry-based activity I would use in the classroom is a “Design Your Own Planet” project. This activity allows students to apply what they learn about space (e.g., planet characteristics, gravity, orbits, atmosphere) while engaging their creativity and critical thinking. Students would be prompted with guiding questions like:
• What kind of star does your planet orbit?
• Is it habitable? Why or why not?
• What is the climate and atmosphere like?
• Are there any moons or rings?
The children would work in small groups to research, design, and present their planet to the class, encouraging collaboration and communication skills. This activity encourages exploration and ownership of learning, as the children can decide the direction of their inquiry based on their interests (e.g., alien life, weather patterns, or gravity).
Through this, the children will begin to understand the scientific concepts behind planetary science while developing inquiry skills such as questioning, researching, evaluating evidence, and drawing conclusions. I think it would be a fun, open-ended way to bring space to life in the classroom. -
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Hi, I’m orla. I will be doing in class support with second class in September and space is fascinating for pupils this age. They love all space related lessons.Just a sample lesson to teach concept of night/day…..earth/moon. For infant classes. Keeping it simple is key.
PART 1: Night and Day – Earth’s Magic SpinStorytime Hook:“Imagine you’re on a magical ride called Planet Earth. Earth is spinning like a top—wheee! But you can’t feel it because it’s spinning slowly and smoothly.”Key Point:Earth spins around like a top.One side faces the Sun (☀️) = Day
The other side faces away = Night (🌙)
🌀 Big Word for the Day: Rotate
(Earth rotates or spins once every 24 hours!)Visual Aid / Activity:Use a ball as Earth and a flashlight as the Sun.Shine the flashlight on one side and slowly rotate the ball. Kids can see how it gets light (day) and dark (night)!The Magical MoonStorytime Hook:The Moon is like Earth’s best friend! It follows Earth around and plays hide and seek in the sky.”Key Points:The Moon goes around Earth. (That’s called orbiting.)Sometimes we see a full Moon, sometimes just a slice—that’s the Moon’s phases!The Moon doesn’t make its own light. It reflects the Sun’s light.🎨 Activity:Show phases with Oreo cookies (full moon = full cookie, half moon = half, crescent = small bite).Paper and flashlight activity to show how the Moon reflects light. -
Planting seeds is always a popular lesson in my Infant classroom. The children absolutely love the process, waiting and watching our seeds grow. In order to look after our seed/plant we would discuss what a plant needs to grow. I would begin by showing the children a healthy plant and a wilted one, asking a question like why do you think this plant looks different to the other? This would spark curiosity and lead to student-generated questions like, “Do plants need sunlight or water?” Together, we would plan a simple experiment using three pots: one with sunlight and water, one with water only, and one with sunlight only, labelling each. Over the next two weeks, students would observe the changes, record their findings through drawings and share their observations. At the end of the investigation, we would revisit the original question and discuss what plants really need to grow.
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Hi Kim here, been teaching infants last 7 years, moving to 1st class love the topic of space at every level as so much we can all explore and learn about – always something new!!
one of my favourite facts is based on the ‘Hidden Figures’ movie, nasa African American mathematicians based on true story of ‘Katherine Johnson (née Coleman; August 26, 1918 – February 24, 2020) was an American mathematician whose calculations of orbital mechanics as a NASAemployee were critical to the success of the first and subsequent U.S. crewed spaceflights’.
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Hi all, I’m Laura and will be teaching Senior Infants in September in a DEIS 1 school. I’m looking forward to this course and in particular to upskilling and bringing some new ideas into my classroom in September. One of my favourite space facts is
The Sun is HUGE: You could fit 1.3 million Earths inside the Sun!
An inquiry based activity that I will try with my class will be around the area of forces and push and pull. The children will be put into small groups or pairs and be tasked with moving a small toy car without using their hands. They will first brainstorm and discuss together how they think they can move their car without using their hands. As a group we will discuss the different ideas and decide which ideas we think will work best. A variety of materials will be available for the children to use, such as straws, magnets etc. Children will then get the opportunity to test out their different ideas to see which works best. I will also pose the question to the children of Why do the cars slow down? This will be a way to introduce the idea of friction and how it will slow things down when a force is placed upon them.
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Hi Laura – A similar sort of thing we do at Blackrock Castle is something Frances calls ‘Silly Robot’. Frances is great at this, she will have something like a chair in front of her and ask the children to tell her how to move the chair forwards. They cannot show her, they have to describe in words. She tells them that she is a silly robot so she needs very direct instructions. The children will then proceed to say things like ‘Push the chair!’ and Frances will feign confusion, ‘what is push?’. This is great fun and really gets children thinking about different ways of phrasing or explaining actions.
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My Inquiry based learning activity!
For my senior infant class, this would stem from the question: “How can we build a strong house for the three little pigs?”
Investigating: I would let the children explore different kinds of materials, such as straws, sticks, lego blocks, cardboard, paper, cotton balls etc. I would ask them leading questions such as which ones feel strong, which ones are wobbly, which materials are easy to blow down.
Designing: Can they show what the house might look like. I would let the children draw/discuss/ create their houses using blocks to show what their house might look like, encouraging them to talk about the process, prompting them using questions such as what will your house be made of, how will you make it strong?
Creating: I would encourage the children to use their chosen materials to construct their house for the little pigs.
Evaluating: This is where we would explore if the children’s houses could withstand the big bad wolf! I would encourage the children to take turns being the big bad wolf to see if their houses could stay standing when they are blown on. We would then reflect and discuss what worked well, what could we change.
Communicating: At the end, the children would get the opportunity to present their house, explain the materials used, what worked well during the experiment and what they would change next time.
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Hi my name is Orla. I will be teaching 2nd class next year and I think they’ll be so excited to explore Space as a topic.
I have previously taught infants so my favourite space fact is the rhyme to remember all the planets:
“My very energetic mother jumped straight up nine planets.”
Since Pluto was down graded I think I’ll need a new rhyme! Maybe someone can help me out- I’m here to learn and upgrade my Space knowledge.
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Icebreaker activity-
Hi my name is Michelle. I teach in 2nd class. I have found Space to consistently be one of the most fun topics to teach. Children from every class are always so engaged in this topic and really enjoy learning about Space! I hope to get loads of new ideas from this course and do a Space themed month of work with my class in the autumn term incorporating SESE, Literacy and Art!
One space fact I love is that space is silent because sound needs air to travel and there’s no air in space! -
My name is Rachel and I will be teaching junior and senior infants this year. It will be my first time teaching infants! My favourite space fact is unlike all the other planets, Uranus is tilted over by about 98 degrees, meaning it essentially rolls around the Sun on its side. This means its poles take turns facing the Sun, leading to 42 years of daylight followed by 42 years of darkness!
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My inquiry-based activity: Help young children explore and wonder about the moon and stars, encouraging them to ask questions and express what they think about space.
I’d start by asking the kids what they know about the moon and stars. Something like, “Have you ever looked at the moon or stars at night?” This gets them thinking and sharing their own experiences. Then, I’d show them some pictures of the moon and stars and explain how the moon changes shape over the month (those phases) and why stars twinkle.
Next, we’d turn off the lights and use a flashlight to be the Sun. I’d shine it on a ball to show how the moon actually shines by reflecting sunlight. The kids could take turns holding the ball and flashlight so they can see it for themselves. I’d ask them questions like, “Why do you think the moon looks different sometimes?” and “Why do stars twinkle?” and let them share their ideas.
To finish, I’d give them paper and crayons to draw their own moons, stars, or space scenes. Then we’d talk about their pictures and what they found interesting about space. -
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I would try the mighty materials lesson. Children love to problem solve and to see a teacher create a mess, they would be itching to clean it up.
I love how something so everyday and relatable like spilling a glass of water acts as the connector to jumpstart this lesson. The resources needed are easy to gather and could be prepared and carried out on the day of lesson.
Second class would be the ideal age to write and reflect on paper their ideas. I’m looking forward to doing this lesson with them in the coming year! Thanks for the great links and resources.
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I would try the mighty materials lesson. Children love to problem solve and to see a teacher create a mess, they would be itching to clean it up.
Question: ” Which material might be best to soak up the spill?”
I love how something so everyday and relatable like spilling a glass of water acts as the connector to jumpstart this lesson. The resources needed are easy to gather and could be prepared and carried out on the day of lesson.
1Carefully spill water on the table and use four different chosen materials to clean it up. Observe and record findings.
Second class would be the ideal age to write and reflect on paper their ideas.
Make a pictogram of their results. Reflect on results: which was the best/worst material? Why?
This lesson is great for integration of Science and Maths. I love the why question at the end as this would lead to some great higher order thinking and discussion. I am always so impressed with the chat after these “fun” investigations. Such a great way to learn.
I’m looking forward to doing this lesson with them in the coming year! Thanks for the great links and resources.
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My inquiry-based activity: I would use the question: “How does the Moon affect life on Earth?” This would guide students to explore things like tides, moon phases, animal behaviour, and even how the Moon helps keep Earth stable. I would start by showing a video or some pictures of the Moon and asking what students already know. From there, they could come up with their own questions, like “Why do tides change?” or “Does the Moon really affect animals?”
Students could work in groups to research different effects of the Moon—some could look into the ocean, others into farming or folklore. They could record the moon phases over a month and match that with local tide times or animal patterns. To finish, they could create posters, drawings, or short presentations to share what they learned.
This activity makes science feel connected to everyday life and helps students build inquiry and observation skills.
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I would ask the kids to ‘Design Your Own Planet”
I would begin by posing an open-ended question: “What would a planet need to support life?” This would spark curiosity and allow students to draw on prior knowledge about Earth and what living things need to survive.
We would then explore features of planets in our solar system—temperature, atmosphere, distance from the Sun, and presence of water—through videos, hands-on models, and guided discussions. Students would work in small groups to design their own planet using craft materials, labeling important features and explaining why they chose them.
This activity encourages critical thinking as students evaluate what conditions are necessary for life. Through this process, students are actively constructing knowledge rather than passively receiving it, which leads to deeper understanding and lasting engagement.
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One inquiry-based activity I would use is the “Design a Spacesuit” challenge. This activity invites students to investigate the needs of astronauts in space and creatively design a suit that addresses those needs. I would begin by sparking curiosity with images and videos of astronauts working on the International Space Station, then pose the question: “What would you need to survive and work in space?” Students would work in small groups to research the conditions in space (such as temperature, lack of air, and microgravity) and brainstorm solutions.
Throughout the activity, I would facilitate discussion, encourage questioning, and support students as they test materials and present their ideas. This inquiry-based approach empowers students to take ownership of their learning, develop problem-solving skills, and connect science to real-world applications. By reflecting on their designs and sharing with the class, students build confidence and communication skills. Ultimately, this activity fosters curiosity, collaboration, and a deeper understanding of space science in an engaging, hands-on way.
Here is a link to my Mind Map as it is at the moment. I am looking forward to adding to it as the course continues.
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One inquiry-based activity I would use in my classroom to Design Your Own Planet. We could start with a mind map asking questions such as:
What makes a planet livable?
What would the weather, surface, and atmosphere be like?
We would investigate basic features of planets in our solar system. Based on their findings, they would then design their own imaginary planet, incorporating scientific concepts such as gravity, temperature, and moons. This activity promotes curiosity and critical thinking, as students construct knowledge through exploration and creativity. I would guide discussions, encourage questioning, and support collaboration among peers. Presentations at the end of the project would allow students to share their discoveries and practice communication skills. This activity helps make abstract space concepts more concrete and meaningful, while fostering a sense of wonder and ownership over learning. -
Module One
reflection (150 words min) on how you would use one inquiry-based activity in your classroom
Lesson on floating and sinking for Junior Infants using the curious minds framework of inquiry.
I would begin the lesson by singing the song ‘row, row, row your boat’. At the end of the song I would tell the children that the boat was floating on the river. I would ask the class do they know any objects which would float or sink.
Following this I would give the children float or sink cards. I would have a box with 8 items in it. I would take each item out and ask the children to predict if the object would sink or float. I would record the predictions on the board. As a class we would do the investigation together using a clear water tray. I would ask different children to add one object at a time and check if the result was the same as the predictions or not. I would repeat this for each of the 8 objects.
After this I would discuss with the children why they thought the object may have floated or sank. I would use the water tray for the week as part of aistear for self exploration that week with a basket of items that they could investigate with.
At the end of the week I would reflect if the children understood the concept of floating and sinking. I would see if they were confident to make predictions and see if they were participating in their own investigations when doing aistear.-
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Hi Gráinne,
I really like this idea you’ve shared. It ties in so many areas of the curriculum which will really entice the children. It gives the children an opportunity to work on their group work skills too, where they can learn a lot from each other by sharing their thoughts and predictions on what objects may float or sink. These type of lessons are great as children often feel like they are just playing with water and the amount of hidden learning through water play is fantastic!
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An inquiry based project I would do with my students is to design a craft to take them to the moon. We would discuss the types of craft that have made it there or attempted to get there and watch a video about it. The students would work collaboratively and start choosing materials they feel would work best and draw up their design. They would do practical research on their chosen materials and pick the advantages and disadvantages to using those particular materials. There would development of critical thinking as they proceed with their experiment
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An inquiry based activity that I would use in infants is rocket building whereby the children will design and build their own rockets.
We would start the lesson by singing the song ’zoom, zoom, zoom’. I would then ask them how we might get to the moon. Once we have decided on building a rocket we will discuss what materials will make a good rocket – cardboard tubes, construction paper, sellotape, glue, scissors, pipe cleaners, paint. I would also ask for examples of some materials which would not work so well when building a rocket. At this stage, we would discuss what shapes are needed for a rocket to fly. The children will have some time to construct their rockets. To conclude our lesson we will attempt to make our rockets fly!
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Hi all, my name is Mary and I teach in Tipperary. Looking forward to this course- it’s different to what I have completed before. Fun space related fact: We once had astronaut Chris Hadfield live stream to our school from the International Space Station. An absolute core memory for students and teachers!
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Hi my name is Jenny. I will be teaching Senior Infants this coming September. Looking forward to getting some new ideas from this course. My favourite space fact is that there are more stars in the universe than grains of sand on Earth.
One inquiry-based science activity I would use with senior infants is a “Sink or Float” exploration. This hands-on investigation encourages curiosity, prediction, and observation—perfect for young learners. I would begin by presenting a variety of everyday objects (e.g., a rubber duck, spoon, crayon, stone, sponge) and asking the children to predict whether each item will sink or float when placed in water. We would record their predictions on a simple chart using pictures or symbols to support early literacy.
The children would then test each object in a water tub, observing the results and discussing why some items float while others sink. This activity fosters critical thinking and introduces basic scientific concepts like density and buoyancy in an age-appropriate way. It also supports language development as children articulate their ideas and reasoning.
By encouraging questions like “What do you notice?” or “Why do you think that happened?”, I would guide them to think like little scientists. This activity not only builds foundational science skills but also nurtures a love for discovery and learning through play—an essential part of early childhood education -
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Hi my name is Kerri. I have been a teacher for the past 8 years in my lovely school in D12 but this summer myself and my husband have bought a house where I’m from up in Monaghan and I’m trying to make the move to a school up there!
My favourite space fact is that the footprints that were left on the moon by astronauts will remain there for millions of years because there is no wind or rain to get rid of them!Reflection on Inquiry-Based Activity:
An inquiry based activity that I would like to try with my class would be the Mighty Materials one from the Curious minds/ESERO framework. I would start my lesson by spilling water on a table and using the prompt “Oops!” to get the classs engages. The children would then see how they could absorb the spill the best using a range of different materials. They would predict which material would soak up the spill the best and why they thought this. It is a very simple investigation but it gets the students thinking and using their problem solving skills. It would help them develop some scientific vocabulary, help with their observational skills and how to work in a team. This would also encourage them to ask questions and reflect on the different materials that was presented to them. I would then follow up on this lesson by creating an experiment for the students where they could come up with creating a waterproof coat for one of the teddies in our classroom. -
An inquiry-based activity that I would use in my classroom is a parachute experiment.
This activity will foster curiosity and critical thinking. I will begin the lesson by posing different questions to the children e.g. ‘How do parachutes work?’, ‘What makes a good parachute?’
I will organise the children into groups and encourage them to brainstorm various materials that their parachute could be made from. I will supply each group with a selection of materials so that they could design and make their very own parachute. The children will then conduct the experiment by dropping their parachute from a height and record its time in the air.
Once the experiment is complete, we will analyse the results and compare which designs worked best and why. This reflection stage promotes discussion, allowing the children to explain their findings and revise their understanding. This method encourages active learning and deeper comprehension of the experiment being carried out.
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Enquiry-Based Activity: “What Would It Be Like to Live on the Moon?”
Class Level: 2nd ClassBig Question (Enquiry Focus):
“What would it be like to live on the Moon?”Steps of the Enquiry:
1. Ignite Curiosity
Show the class a short video clip or images of astronauts on the Moon.
Ask:”What do you see?”
“What questions do you have about the Moon?”2. Question Generation
As a class, brainstorm questions. Write them on a large “Space Wonder Wall.”
Example questions:
How do astronauts breathe on the Moon?
Can you grow food there?
Is it night or day on the Moon?
What would we eat or wear?3. Research & Investigation
Split the class into small groups. Assign each group a question to explore. Use:
Age-appropriate books
Teacher-prepared fact cards
Safe websites or videos
Models or visual aids
Each group gathers simple facts to answer their question.4. Creative Response
Each group presents their findings in a creative way:Make a Moon Habitat drawing
Role-play astronauts preparing for a Moon mission
Write a short story or journal entry: “A Day in My Life on the Moon”5. Reflection & Discussion
Revisit the Big Question: “What would it be like to live on the Moon?”
Have students reflect on what they learned.
Encourage them to ask follow-up questions.Learning Outcomes:
Students develop questioning and research skillsGain basic understanding of the Moon and space living conditions
Practice working in groups and communicating ideas
Apply imagination and scientific thinking to a real-world context
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Hi My name is Triona, i teach a multiclass rural setting junior infants -2nd class in the Gaeltacht. My favourite space fact is that space is completely silent!
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I would try the might materials lesson and am delighted it’s available in Irish as it can be hard to find resources through Irish. It would work well within the multiclass situation also.
As an introduction I would ‘spill’ water on my desk and ask children what we could use to help clean it up. Then would then go and search for a variety of materials that we might use to clean up.
We would conduct a pole to see who thinks what materials will have the best soakage.
This predicting part of the lesson is usually the children’s favourite. We will then discuss how to make this experiment fair (they should come up with spilling the same amount of water for each different material.)
Within the multiclass I find the younger children love to draw pictures of the experiment while first and second class are well able to record the information. -
Triona,
thanks for sharing tips on multiclass implementation. We have tried to have material in Irish – and I know that Research Ireland are keen to have material shared in Irish when possible.
In PolarStar – a previous project that I worked on, we created Irish versions of the teacher resources – but not all are suitable for younger primary level. Scroll down to each activity and you will find links in a range of languages:
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Hi everyone,
My name is Sinéad and I’ll be teaching Junior Infants in September. I have taught JI before and the children love learning about space. My interesting fact about space is: The average distance from Earth to the Moon is about 384,400 km. If were able to line up all 7 other planets side by side from Mercury through to Neptune and they would still fit with room to spare.
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To deliver an inquiry-based learning activity on space to Junior Infants,
I would begin by sparking curiosity with a simple question: “What do you think is out in space?” I would use visuals like images of stars, planets, and rockets and I would encourage the children to share their ideas and questions. Based on their responses, we would create a “Wonder Wall” to document their thoughts. This would be on display in class where the children could then add to it if they wish.
We’d then explore these ideas through hands-on activities, such as creating planets with paint and sponges, building rockets with blocks or recyclable materials, and simulating a moon walk in the yard. I would support their investigations by introducing simple facts in response to their questions, encouraging critical thinking and exploration. This approach allows learning to emerge naturally from the children’s interests while developing oral language, creativity, early scientific inquiry, collaboration, and problem-solving skills.-
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Hi Sinead,
Your wonder wall sounds like a lovely way to capture the children’s initial understanding and to share and record that.
To use the inquiry framework as structured in this module you don’t need to be prepared to “introducing simple facts in response to their questions,”
since the questions that can be addressed through inquiry are simple testable questions that the children can make predictions about, that can then be verified through activity or research.
So – for juniors, a child might wonder about the moonwalks – and might watch a video of the original astronauts on the Moon (such as this one: https://youtu.be/CwTTx-dEurk?si=UGbw92ncPGefyPwl)- and see that they jump up and down really high. This might lead to a testable question of “how high can I jump” – or “do taller people jump higher off the ground than shorter people?” (maybe because they have bigger muscles if they are taller??) . This can then be tested.
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Hi Sinead,
This is a wonderful idea to create a wonder wall as a place to pose questions from the children that could lead to inquiry-based learning.
There are many options here: to create a single theme on stars, the moon, the earth, falling things, or rockets and focus on one theme or to simply write space.
Quite often it can be challenging to come up with an inquiry that the children will be interested in investigating. The idea of a Wonder Wall may help to create an inquisitive mind and create more questions about their world and outer space.
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The Enquiry based activity I would like to try in the class would be the mighty materials – Materials and properties for the junior classes
I liked the trigger & wondering
Oops I spilled my bottle of water and how do I mop it up?Exploring different materials – plastic bags, newspaper, kitchen roll
Then having a starter question for the investigation -Big Question (Enquiry Focus):
“What materials would work best to mop it up? – Ireally liked how they explored that further by using most absorbant, strongest, softest?Using predictions then before conducting the investigation – choosing the best material and further investigating – did it mop it all up, was it the strongest? etc
and sharing, discussing this together.I really like the idea of taking the next step in the investigation and discussing which was the strongest or best brand for the job. When would it be important to use stronger or softer material and go on to design something like a waterproof jacket for their teddy.
I found the workbook so helpful in helping me with these enquiry and wondering questions to really open the discussion more in the classroom.
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Hi Niamh, That is a great inquiry based activity. It is really suited for junior classes. The Oops I spilled my water trigger is such a relatable and engaging way to spark curiosity, and it naturally leads children into asking meaningful questions and being engaged in the inquiry. Exploring different materials and their properties gives them hands on experience with scientific testing, and it is great how you have emphasised using predictions, testing, and discussion. The activity of designing a waterproof jacket for a teddy is creative and fun for the children that also makes the lesson cross-curricular.
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Niamh,
the mighty materials is a very accessible intro to the Inquiry framework, really allowing children to make their own questions, in a context that is quite familiar to them.
You could emphasis maths and measurements (of quantity or time), science and close observations, and it lends itself to fair testing and the importance of fair testing very well.
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Hi, I’m Dee. I teach in Kilkenny and next academic year, I will have Junior& Senior Infants and First Class.
My favourite space fact is-Footprints on the moon will last for millions of years:)
One effective enquiry based activity I would use in the classroom to explore space is a “What would it be like to live on the Moon” investigation.
I would begin by showing a short video or picture book about astronauts and the moon, then pose the question-“Could we live on the moon?”
Children would work in small groups to explore this using simple resources like toy astraunauts, moon surface models(sand, foil, rocks) and pictures of spoace habitats.
We would discuss what humans need to live-air, food, water… and whether the moon can provide these.
Children could record their ideas through drawings. This activity encourages curiosity, observation and teamwork, while developing early science skills such as asking questions, predicting and drawing conclusions. It also integrates literacy, oral work and creativity.
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Hi Dee,
the inquiry activity you have proposed would be a “research” variant of the inquiry framework outlined in this module.
You have a clear prompt to engage the children, with plenty of scope for the children to wonder and explore.
The investigate section is more of a “research”, unless you could adapt some of the moon surface models to be a investigation – perhaps by considering the design of the lunar buggy and then using models to test different types of landscapes. In Module 5 we look at this in more detail, and look at how to bring practical investigations into the idea of a Journey to Space.
Also check this video (from 15 years ago) about the Mars rovers and how they are tested on Earth: https://youtu.be/bWR0tJbY7zc?si=rC_5JYjcOzexM7r9
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Hi Everyone, I’m Assumpta, teaching in a DEIS 1 school in South Dublin. After 3 years in an Autism Unit and 3 in Resource I will be teaching 4th class this year. As a teenager I dreamt of being an astronaut, I loved all things space. Study of the planets and constellations really interest me and I believe all children must be encouraged to explore and study The Earth and The Universe. Since Sputnik 1 was launched in 1957 by the Soviet Union, thousands of satellites have been launched into orbit around The Earth. It would be very interesting to investigate the pros and cons of satellites and could be another area for study by senior classes.
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Hi Assumpta,
pros and cons of space flight appears for Junior Cycle – so could definitely be introduced for senior classes.
But even for younger classes, since satellites are becoming so much more common, a short spell of stargazing in a darker sky will show them a handful of satellites moving across the sky.
All ages of children can hunt for the ISS in the sky – use https://www.esa.int/Science_Exploration/Human_and_Robotic_Exploration/International_Space_Station/Where_is_the_International_Space_Station
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Inquiry based Activity
My children loved this
It provides plenty of scope for discussion and oral language. There is scope for worksheet activity after where they can write, label and draw their activity.
Title: Chemical Bonds: stretch when freezing so that ice becomes less dense that water
I have great fun asking them to explain how they can watch this property in action!
Activity
So we pour the water into a plastic bottle
We note where the water level is at.
After leaving in a freezer
We compare the volume of the liquid and solid after freezing.
I then ask them how can this work in reverse/where should we leave the water/how long should we leave it there for
We make a jug of ice water. Again mark the level the water is at.
Allow the ice to melt and note the new level
This whole activity allows the children to see two activities around one concept
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Helen,
I’d take care with the explanations on this – I think it is enough that the children explore the freezing process within the curricular statement:
Materials / Materials and Change
• explore the effects of heating and cooling on everyday objects, materials and substances
They might compare freezing water to freezing a different liquid – say oil (although cooking oil doesn’t have a set freezing point – see https://distributionskatrina.com/blogs/the-katrina-blog/frozen-vegetable-oils-what-to-do-when-oil-freezes), or butter, or coconut oil.
Children might also link the second part – the water level when ice melts, to environmental awareness by using this ESERO resource, written for an older class, but the practical can be adapted for younger children: https://esero.ie/wp-content/uploads/2015/01/47_The-ice-is-melting.pdf
Careful observations will show that the water level doesn’t change if you have floating ice that melts – since the ice has already taken up the space that it will fit into when it melts.
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One inquiry based activity I have used is based on the planet Earth from space inquiry. it is an engaging and fun hands on exploration for the children. Starting with a real image of Earth to hook the class into the topic. The question would be Why is Earth blue and white? They would enjoy sharing their ideas and opinions on their understanding of the blue and white planet and why it looks like this.
To investigate, they would be manipulating real materials such as water, cotton,blue food colouring, paper or other materials suggested by the children, in groups they would work together to physically model the planet and see how light behaves making abstract concepts concrete. The children could be encouraged to shine a torch over their experiment to mimic the Sun, observing which surfaces reflect light and how it looks from space. They could record their observations through pictures/pictograms whichever is age appropriate for the class to represent their findings. Creating an Earth postcard showing the planet from space but labelled with their observations and share it with their peers is also a good way to reflect on their inquiry.
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Tara,
this has me pondering on “next steps” – the children might look at astronaut pictures of the Earth – see NASA Gateway to Astronaut Photography
They could compare their model Earths to the pictures and evaluate how well their models show the Earth. I think it would really well as a design and make activity.
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Thanks for your warm welcome and for facilitating the forum. The idea of connecting with others around “all things spacey” is really exciting. I’m particularly looking forward to exploring how real space images and inquiry can spark curiosity in the classroom. I think using space as a theme offers endless opportunities for cross-curricular learning, especially when children are encouraged to ask their own questions and investigate using hands-on materials. Looking forward to hearing more ideas as the forum progresses!
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Hi everyone,
My name is Elizabeth. I am teaching 3rd class but I support other teachers in their teaching of STEAM. Every year we celebrate Space Week and Science Week as we prepare for our submission for the Curious Minds Awards. I look forward to learning some new ideas for teaching about space to junior classes.
We have enjoyed watching Chris Hadfield in space and how they live in a space station. An interesting space fact is how space has no gravity and that everything floats around. Chris shows us how he brushes his teeth in space and how he sleeps in a sleeping bag that’s attached to the wall in the space station so he doesn’t float around while he’s sleeping. One of the other astronauts shows us how she washes her hair in space. All very interesting to watch on YouTube.
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I would introduce my enquiry based activity under the Aistear Theme ‘exploring and thinking’ in Space. I would use the following stations
- Crafts
- Roleplay
- Sensory
- Literacy
- For crafts – developing fine motor skills through colouring space themed sheets
Use of playdough to make simple representations of the planets. Manipulating the dough with fingers and palms to make different colours sized planets. - Roleplay: Dress up and pretend that you are walking on the moon. I would also have boxes, tin foil and sand at this station to fuel their imaginations.
- Sensory: Different covered ‘Sensory boxes’ containing glitter, flour, sand, marbles to give an impression of how the moon might feel in our hands.
- Literacy: At this station, this children would listen and make predictions. Possible stories include Space Dog (Mini Grey) or Winnie and Wilbur in Space (Valerie Thomas). At this station we could extend vocabulary by modelling and asking questions ‘I would what Winne might need to take on her trip to space…….?’ I wonder how long it would take Winnie to get to the moon?
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My name is Seán, and I teach in a rural school setting where space—both physical and conceptual—is an important aspect of how children interact with their environment. My favourite space fact is that a day on Venus is longer than its year. I find this particularly fascinating because it challenges our Earth-based perceptions of time and rotation, which can open up deeper inquiry into planetary science and astronomy for young learners.
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One inquiry based topic for wound children would be magnets
Question: What can magnets stick to? , Can magnets go through things?
I would intially ask children what they already know about magnets and to predict which items in the classroom magnets might stick to and why.
Give children a selection of items to test and categorise. Predict and record first, then document results
Then give children items such as paper, wood, plastic to see if the magnet can attract items through each material.
Result : magnets are attracted to metals
Investigate are magnets attracted to ALL metals – record findings
What might be the reason for this?
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Biodiversity through the Seasons
Acorn/Hazelnut Floatation test in autumn
Materials: acorns from nature walk, soil, water, basin, milk cartons.
“Acorns that float are no good for planting.”
The children can observe and make predictions about which acorns will float or sink. They can describe and make small drawings of their acorns. Children can test to see if each acorn will float or sink.
Can we verify the truth of this statement? Will acorns that float not grow? Can we test this prediction?
Create a table—recording data. Number of acorns using this chance to count out loud and, secondly, creating a pictogram on the table separating the acorns with a stick. Float and Sink.
Planting acorns that sank and clearly labeling that they sank and the date, and then a second group that did not sink, and seeing which will germinate.
Leave milk cartons planted with acorns out in the school garden and observe growth in spring. Discuss findings.
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Elizabeth,
Great to see the Biodiversity framework in use, I’ve used it a few times in teacher CPD and it is popular.
How easy do you find it getting acorns? I cycle to work and carefully watch to see when the oak trees drop their acorns – and grab as many as I can when it happens!
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Link to my mindmap
https://miro.com/app/board/uXjVIg-f3uQ=/?share_link_id=72309693551
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This is a link to my mind map so far
https://miro.com/app/board/uXjVIgaKQBA=/?share_link_id=593827899998
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One inquiry based learning activity I would use in the classroom is fingerprint discovery. The video shown here was excellent in showing the interest generated in all children and the curiosity as they developed their knowledge through the various activities.
We would begin with a focus on what are fingerprints and examples of fingerprints developing the language the children will use throughout their discussions. The children would then use ink pads to stamp their own fingerprints in a fun activity. Bringing in an art fingerprint activity this week would also work well.
Our local garda station is situated beside us and they are always welcome to school tours so I would plan our garda lessons and visit during this time also as they allow the children to stamp their fingerprints to bring home. These could be used in the classroom for further inspection. The garda visit always highlights fingerprints and how they can be used in their investigations so pupils will use this information for detective style activities back in the classroom similar to the empty jar in the video.
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Hi Mary,
The fingerprints activity can easily be extended in incorporate more inquiry – as the video showed when the children wondered if identical twins have similar fingerprints. Children can be encouraged to wonder what might affect the appearance of fingerprints — this will be based on their own curiosity and understanding. One child might notice that their hands get puffy when they do the washing up – and wonder if their fingerprints are larger when their hands are wet — they could then test that.
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An inquiry-based lesson that I carried out with the children is ‘what is the best way to melt ice?’.
Our topic is winter and we were learning about polar bears and the Artic region. We read the story ‘Big Bear Little Bear’ by David Bedford. We discussed how snow is made (when it is cold enough water freezes and turns into snowflakes. It then falls to the ground as snow) and we used a KWL chart and discussed different ways we could melt it. We discussed what items we could use to melt it (hairdryer, radiator, water (warm/cold), child friendly knife – plastic) and then the children predicted how long it would take. We carried out this experiment during our Winter themed Aistear play time. The children carried out the experiment in small groups. We put small animals in small see through containers with water and I put them in the freezer overnight. Each group used a different way to melt the ice while I timed it. They were very excited when they saw the ice melting and the closer they got to the toys the more excited they got. Once all the ice was melted and the toys were free we all discussed what was the best and quickest way to melt the ice.
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Niamh, thanks for sharing this detailed look at inquiry in your classroom.
You have captured the essence of the framework that was shared in Module 1 – an engaging context that promotes wondering and exploration, followed by a discrete starter question “which way of melting is fastest”, and a simple but clear investigation to let children find out.
Did the children refer to their own understanding when making predictions? ie the hairdryer will be fastest because it is hotter. Warm water will melt faster than cold water because it warms up the ice….
Were there any unexpected results? They can be a rich source of discussion – perhaps the ice was uneven, or an air bubble was caught by one toy, so that the ice didn’t surround it etc.
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Hi Niamh,
This is a lovely idea for a lesson and one i would never have thought of using in the junior classes. It is such an engaging and active lesson, and it is one that the children would remember vividly. I would love to try these ideas maybe as part of Aistear or station teaching so that other teachers would be involved and help to keep the lesson running smoothly
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Hi everyone,
My name is Grace and I will be teaching SET next year, but I always love learning about Space. Yesterday I read that NASA’s New Horizon’s spacecraft flew past Pluto in 2015 and found that it has towering mountains made of frozen ice, vast plains of frozen nitrogen and strange patterns on the surface that suggest internal activity. One of the most iconic features is a giant heart shaped region called Sputnik Planitia which is a vast icy basin that may still be reshaped by underground processes. These discoveries challenged everything that was previously thought about small icy worlds. Despite being over 5 billion kilometers away from the sun, Pluto is still geologically alive! -
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Hi Everyone,
Working with the junior classes, I would start with a simple theme for an inquiry based activity: Why Do We Have Day and Night?
In this lesson, students would explore the central question: “Why do we have day and night?” This activity is designed to develop curiosity about Earth and space, while encouraging observation and discussion. It is also a nice introduction to the concept of our world in Space for the younger age group.
I would begin by asking the children what they notice about the sky during the day and night. I would record what they already know and the questions they wonder about, such as “Where does the Sun go at night?” or “Why is it dark?” etc.
Next, I would explore through storybooks and visual aids, including a simple globe and torch demonstration. I would darken the room and shine a torch on the globe to show how the Earth spins, helping children understand how one side is lit by the Sun while the other is in darkness.
In small groups, students would create their own “day and night” paper plates—one half showing daytime activities and the other night—illustrating their understanding through art and discussion.
Finally I would have a class reflection where students share what they discovered. This hands-on, inquiry-based activity promotes questioning, collaboration, and scientific thinking in an age-appropriate way.
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Grace,
day and night seems like such a simple concept – until you ask infants “why do we have day and night” and you get answers such as “so we can have darkness when we sleep”.
Using globes and torches lets young children see for themselves that only one side of a three dimensional shape can be light up at a time from a single light source.
Of course, you can bring in Maths: Time as a child “Describes and sequences events in their daily routine ” linked to the hours of daylight vs the hours of night-time.
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Inquiry-based activity: Marshmallow Constellations
– To begin, I would play a game of hangman on the board to introduce the term “constellation”
– In pairs/ groups I would ask the children to brainstorm the term to gather their prior knowledge about stars.
– We would then explore the many constellations, discussing the stars, their formation and positions. I would do this with pictures/ PPT/ YouTube Video
– In groups, I would invite the children to examine printed pictures of the constellations. I would use a mixture of closed and open ended questions to extend thinking. This would act as a form of differentiation.
– Staying in their groups, I would give the class marshmallows and cocktail sticks, inviting them to recreate models of the constellations. I would assign one constellation per group.
-As a conclusion to the lesson, I would ask other groups to identify the constellations as a sort of game!
– As a follow up lesson, we would revise the learning, talking through the lesson. I would then invite the children to draw the constellations on the yard in chalk.
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Caoimhe,
I see this as being a “design and make” version of the Inquiry Framework.
You have the engage section beautifully started with hangman and constellation (I also love hangman when introducing a new topic – for aliens I use “Doctor Who”), then wondering and exploring from discussion and inspecting images.
The investigation is then
Explore | Plan | Make | Evaluate as a variant to
Starter Question | Predicting | Conducting the Investigation | Sharing: Interpreting the data / results
with marshmallow constellations the effect of the viewer’s direction of view on how the object looks becomes so clear – and this links to Maths : Shape.
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Hi, I’m Niamh, I will be teaching First Class again next year, I love teaching science as all children at this age are interested in it, especially when there is an experiment involved.
My interesting science fact is that you could fit a million planet earth inside the sun but the sun is still just the size of an average star. -
One of the lessons I like to teach during space week is about the solar system; planets, their positions and facts etc. I would begin the lesson by engaging the interest of the children First I would ask a question such as “What do you think it would be like to live on another planet?” and follow this with showing a short video clip of the solar system. We would have a short class discussion on space where children share their current knowledge
The class would then be divided into small groups with a planet assigned to each group for them to explore. Each group would have access to books, images and simple fact sheets about each planet. I would provide prompts to guide exploration e.g. the planet’s position from the sun, temperature, number of moons, size.
Each group would have the opportunity to share their findings with the class and as an extension each group would record a report of their work using the green screen app.
Finally, we would have a class reflection so that the children can share what they discovered and I can assess what they have learned.
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An inquiry based activity I would like to try in my classroom next year is “How Do Rockets Launch?”
Objective: To help students understand the basic concept of how rockets work and the factors that influence their flight.
Start by asking the students what they know about rockets. Prompt with questions like, “Have you ever seen a rocket launch?” or “What do you think makes a rocket go up into the sky?” Record their responses on the board.
Provide each student with a simple straw, paper, and tape. Guide them in making their own mini “rockets” by attaching paper fins to the straw. Then, show them how to launch the rocket by blowing through the straw to propel it forward.
After several launches, ask the students to reflect on the results. Discuss questions like, “What made the rocket go higher or farther?” or “What happens if we change the angle of the straw?” Encourage them to share their findings and test different angles or forces.
Conclude by showing a video of a real rocket launch. Ask the students to compare it with their own experiments and think about how real rockets might be similar or different in how they launch.
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Fiona,
we include rockets in depth in Module 5 – this sounds like you are looking at the Paper Straw rocket (you can find it at Curious minds in English and in Irish)
Check the guide, since the fins need to go on the paper rocket, with the straw being the tube that the children blow through.
For senior infants, a bit of sticking and cutting support might be needed, since these are slightly fiddly. You could look at making a slightly simpler version, which uses a template that can be taped on one side to make a long slender paper rocket – no rolling needed. This is from the NASA Rocket Educator’s Guide “3…2…1…PUFF! ” page 47 has the templates.
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Hi there.
I’m Donna and i will be teaching infants in a rural school again next year. Love Space as a theme each year.
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Link to my mindmap…. I hope, tried every way to attach it as a pdf to no avail!
Lesson Idea
Fieldwork: Go outside. What do we see in the sky during the
day? Develop vocabulary to describe the sun.
Discuss what do we see in the sky at night – the moon, the stars and develop
appropriate descriptive vocabulary. Simulate the moon’s surface e.g.
a bowl of white flour, drop objects into bowl and remove, observe
indentations and relate to craters on Moon’s surface.
Identify, ‘The Sun’, ‘The Moon’, and ‘Stars’ from junior solar system charts or website images.
Identify ‘The Earth’ and relate to globe as a model of the earth.
Make a Star Box e.g.
Long, narrow, rectangular box with hole at one end big enough to insert a
cardboard tube similar to tissue paper tube
Cut open one side leaving flaps that can be resealed and paint inside of box
black
Stars: balls of tin-foil, cut different lengths of thread and tie around each star
Stick the threaded stars/tinfoil balls in a row inside the box
Loosely tape shut the open side of the box and now look through the tube:
all the balls seem to be grouped together because it is black all around them.List activities we can do during the day and during the night: Matching Game
Two hoola-hoops one labelled for day one for night, lay on floor slightly
overlapped
Children have pictures of various activities and decide, ’Do I do this during
the day or night?’ Once they decide, they walk to the most appropriate hoop
and place their picture in the hoop
Have some activities which will raise debate e.g. washing my teeth. When do we do this?…such activities can be placed where the hoops over lap as they can be done during the day i.e. morning or at night i.e. before we go to bed.Stories introducing children to idea of day and night, what is in the night sky. e.g.
The Dancing Tiger by Malachy Doyle
How to catch a star by Oliver Jeffers -
Donna-
sorry you are having link issues – I’m the same this year too! All the techniques that worked last year are not functioning – and it seems to be just this course!
You should be able to share a link to a file held in something like google docs or slides: I have shared a sample google slide here.
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Hi everyone . I’m teaching in Wexford town . I’ve been in SET for the past few years but moving to Junior Infants in September for the first time ever in my 33 years teaching . My favourite fact about space is that it is silent because there’s no air for sound to travel through . Some days , in a noisy classroom , it would be blissful to be in space 😉
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When I move to Junior Infants in September, one inquiry-based activity I’m going to try is exploring the question, “What would it be like to live on the moon?” I think a question like this really sparks children’s natural curiosity and leads to lots of playful, hands-on learning.
I’d start by reading “Whatever Next!” by Jill Murphy—it’s such a lovely way to get them thinking and imagining. We’d then chat as a class and see where their questions take us—things like “What do astronauts wear?”, “What would we eat?”, or “Can we jump really high on the moon?”
We could use role play to bring their ideas to life , They could become astronauts – building rockets with blocks, and making helmets with junk art. There’s so much scope to integrate it with literacy, maths and oral language too.
It’s a fun, creative way for them to explore and learn.
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Hi Audrey, I reaaly like the ideas you have for the moon. I think books are just so important and bringing up any topic organically. The discussion after reading the story will allow all the children to think of questions to ask and answer.
Integrating the topic into other activities definitely makes it more memorable and consolidates the learninf. Your ideas sound like great fun!
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Audrey,
when we reference Inquiry learning, we are really getting at the children asking questions, making predictions based on understanding, then verifying those predictions via investigation or research.
So ““What would it be like to live on the moon?” could be the engaging prompt, then the children might ask questions about some aspect of Moon living. Perhaps they might watch a video of the astronauts moving around the Moon and notice that they jump and seem to go higher.
This could then lead to a question: what affects how high you can jump? with predictions based on understanding — “taller children can jump higher / older children can jump higher / people who play sports can jump higher because… (their muscles are stronger…?) etc
It’s a bit hard to experience Moon gravity on the Earth, but space scientists have tricks to help – see this article: https://www.esa.int/Science_Exploration/Human_and_Robotic_Exploration/The_science_of_Moon_hopping
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Hi Audrey, I love these ideas. Books are such good stimuli for infants to pique their interest in a topic. There are so many about space. I love the idea of just letting them freely explore the questions about what it would be like to be an astronaut etc before teaching the content. This is something that I do not do enough. I can tend to go in and teach the content that I find interesting/that I want covered. Your way would ensure that I was capturing the interests of the kids and the things that they wanted to learn about space; kind of like a KWL chart for infants.
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As part of our space month theme I would introduce a mystery postcard into our oral language lesson. Our classroom receives postcards throughout the year from any students that go away on holidays or visit family in different countries. This time we will receive a postcard from a mystery planet from a child/alien in senior infants.
We will then look at pictures of the planets in our solar system, we will discuss what planets the postcard could come from, what planets are most habitable etc.
The children will be split into small groups and tasked with thinking of questions to ask the alien to help figure out what planet our alien is from. Together the class will dictate a reply to the postcard enquiring, what the landscape looks like, what the temperature is, how far away they are to the sun, what planets are next to them, how many moons they have etc.
This activity will encourage students to investigate their knowledge of space, the planets, language and creativity in a fun way all whilst integrating oral language, science, language, reading and writing skills. Critical thinking is required here as the children will have to rule out certain planets and explain why the mystery postcard can’t have come from there.
We could integrate this lesson into an art lesson where the groups could draw what they think the child who wrote the postcard looks like, what their landscape looks like and so on.
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Aisling,
to prime the children for this you might want to use the Exoplanet travel bureau posters from NASA – they are gorgeous!
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Hello,
I’m Gráinne and I work in a ‘Super Diverse’ DEIS school in Dublin. I’ve been a SET teacher the last number of years and am returning to the classroom in September. I found myself covering a class earlier in the year who were learning about space and am ashamed to say I knew very little on the topic and felt out of my depth! Hence me choosing this as my summer course. I am also a parent two young boys who became obsessed with the solar system and space this year having learned about it in playschool.
For my inquiry based learning I would investigate: Does Saturn float?
Purpose: To show that Earth and Saturn are made from different materialsI would begin the lesson as a whole class by re-visiting the planets of the solar system and ask the children to look at pictures of the planets and observe are they all the same ( looking at shape, size, colour, rings etc) and discussing any similarities and differences.
Next we would look more closely at Earth and Saturn using photos and also items to show differences in scale of size e.g. a football and a marble.We will then move on to comparing two balloons – one filled with sand (Earth) and one with air, as big as it can go (Saturn). The children will predict if they will float or sink and discuss their reasoning. We will then place both balloons in a container and observe what happens. After observing the Earth balloon sinking and Saturn floating we will chat about why that is, despite the size difference, with a focus on density.
The children will then work in groups to experiment with other objects in the class to see whether they float or sink, recording their results on a prepared sheet.
To conclude we will discuss the differences they know between Saturn and Earth. They will share their results from their investigations, hopefully identifying the link between the materials their objects are made from effecting whether it will float or sink as opposed the size of the item.
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Hi Gráinne,
welcome to this course!
I like the Saturn investigation too – since floating and sinking is such a practical activity, but has unexpected results that will challenge children’s thinking and push them to develop a deeper understanding of forces around buoyancy.
It’s great that is uses the same bank of materials as the falling objects that we have described in this module.
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I do like to use a picture book as a springboard for cross curricular learning in infants. For this moon focused learning I would use Jill Murphy’s Whatever Next. We would examine the illustrations and discuss/name craters. We would discuss how earth’s atmosphere protects us from most similar impact damage.
Geography
Strand – planet earth in space
Science
Strand- energy and forces
Strand unit- explore how the shape of objects can be changed by forces/ investigate how forces act on objects
Moon crater investigation
You need a large tray, flour, cocoa powder and balls of different sizes.
Fill a tray with flour and sprinkle cocoa powder across surface of the flour. Children will then prepare to drop balls of different sizes into the tray, first predicting the outcome. We can drop from various heights, stand on desk and also throw the balls upwards, predicting and observing the various results. A ruler can be used to measure crater size.
I’ve done this with infants and they love it. Especially when they get to stand on tables.-
Fiona,
the standing on tables sounds like you know your class well and know who will behave safely! I tend to ask a tall colleague to pop over if they need to have a greater height for their drop.
This activity is so suitable to inquiry led investigation, as there are often unexpected results and fair testing often gets thrown out the window! This means that there can be lots of discussion about the results – do the results actually tell the children what makes a bigger crater?
I have had groups try the smallest metal ball at one height, and the largest plasticine at a different height – so of the three variables, they have changed all three at the same time.
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I really think the curious mind Framework is a great planning tool for science lessons. It is very well structured. I would use the framework to develop a lesson on floating and sinking as follows :
Engage : Read the story “The Duck Who Didn’t Like Water” to the class as a prompt. Investigate Starter Question: Discuss how we will design a boat for the duck that won’t sink. I wonder what materials we could use etc ?
Predict which materials will sink / float therefore be un/suitable to use. Investigate by testing materials. Interpret results and select best materials.
Take the Next Step: Apply Learning : Children plan and make a boat for duck. Test out their boats in a basin of water. They can interpret and share their results through demonstrating their boat in use.
Reflection : Allow kids to reflect: Discuss tweaks we could make to our designs.
Teacher Reflection : What went well ? What would I change next time?-
Shona,
I’d be careful about extending a simple float / sink activity to designing a boat. Perhaps call it a raft? With younger children where the focus is on floating vs sinking, a raft behaves a bit more like a lump of material.
The design of boats is quite a bit more complex – and they are made of materials that would sink if they were in a solid block. The shape of the boat and the amount of water it displaces is key.
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One inquiry based science activity that I would love to use in my classroom would be to ask the children to create space vehicles. We would read a story about rockets and other space vehicles such as ‘ Zoom Rocket Zoom’ by Margaret Mayo and Alex Ayliffe. We would then discuss the beginning, middle and end of the story. I would invite the children to share their favourite part of the story and then I would ask them to tell me if they liked the story or if they didn’t like the story. Then I would ask the children to draw a picture and design their own space vehicle. I would invite them to share their creative ideas with the other children in the classroom. Another day we would revise the learning from the previous lessons and then I would ask the children to create their own space vehicle, they could use straws, magnets, cardboard and recycled materials or play dough. The possibilities are endless!
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Jennifer,
would the children create a model that would actually move or be evaluated in some way? If so, then this is the design and make version of the Inquiry Framework that we have described in this module.
The children might draw rocket ships – but with the understanding (for example) – that a rocket that launches from the Earth has to be streamlined to go through the air, but a launch from the Moon (with no air) can look like anything!
Compare the rockets that took the astronauts to the Moon vs the Moon lander.
https://en.wikipedia.org/wiki/Lunar_Module_Eagle#/media/File:Apollo_11_Lunar_Lander_-_5927_NASA.jpg
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When I trained in Glasgow about 17 years ago, we used lots of inquiry based learning through purposeful play and SESE/STEM, over arching themes and writing thematic plans linked to the children’s questions for each topic – predominantly using KWL grids from the outset. Putting the learning needs and desires of the children first.
I like int the younger years to use a picture book or current favourite characters of the children to engage them with a posed question.
Previously I have used traditional tales – Three Little Pigs
Reading the story, asking the children what they recall from the story and starting a STEM topic on materials for building the houses
Children brainstorm materials from the story and extend it to other materials in the class room which would be better/ stronger/ more ‘wind proof’
How would we experiment to see if the house is strong enough – ‘wolf breath’ or portable fan
This could be repeated at home, using video post to seesaw/ google classroom etc to show how they reflect on their learning and bring it to outside the classroom.
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Kim,
thanks for sharing the inquiry approach that you have used. Each step of the Curious Minds framework is clear –
you have an engaging prompt – the story of the Three little bears
The children can wonder and explore what they know about building materials before deciding to test their understanding with a design and make activity, and you have a planned a next step for the children to share what they have learnt with those at home.
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Hi, My name is Victoria Healy. I am a 2nd class teacher in Carrick-on-Suir in Co. Tipperary. My fun space fact is one which was told to me this year by a pupil: there are more stars in the universe than grains of sand on Earth. I love teaching about space as the children have so many facts themselves, that the children end up being the teachers as well as being the learners.
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Hi everyone!
My name is Alex and I teach in a DEIS 1 primary school in Cork City in an autism class. I have a big interest in making learning as engaging and inclusive as possible, especially when it comes to integrating science and digital tools.My favourite space fact is that a day on Venus is longer than its year!One inquiry-based activity I would use is: “Why does the moon change shape?” I would begin by showing a time-lapse video of the moon over a month. Then, I’d encourage pupils to share their own ideas and observations. This would lead into an exploration where pupils use Oreo cookies or foam cut-outs to model and investigate each moon phase. Pupils would work in pairs, using torches and balls to simulate the Earth, moon, and sun. They would record their findings in a digital journal using Seesaw or Book Creator, including drawings, photos of their models, and simple explanations.
This activity promotes curiosity, collaborative learning, and hands-on exploration, perfect for supporting a range of needs in my classroom. By integrating visuals, movement, and technology, I can offer multiple means of engagement and expression, allowing all children to access and enjoy the learning experience.-
Hi Alexandra,
thanks for sharing the Moon activity – I like how you have emphasized the collaborative learning, since in this particular example (Moon phases) it is the wider curriculum that is being supported. The phases of the Moon appear in second level, in primary school children are expected to
Infants • identify and discuss the sun, the moon and stars
5th/6th • develop a simple understanding of the interrelationship of these bodies [Earth, Sun and Moon], including day and night and seasonal movements
I find that even junior cycle students are challenged to explain the phases of the Moon, and this is backed up by research.
I’d use this to talk about light, shadows and how we can see something when it is lit up, but not when it has no light on it.
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Module 1 :Assignment
Using an inquiry-based science activity with 1st & 2nd class is a great way to spark curiosity and develop thinking skills. Here’s a simple, effective activity example and how to use it:
Activity: “What Do Plants Need to Grow?” 🌱
Science Strand: Living Things – Plants and Animals
Inquiry Type: Guided InquiryStep-by-Step Use in the Classroom
1. Ask a Question (Engage)
Start with a big, open question:
🗣️ “What do you think plants need to grow?”
Write down all their ideas on the board—sunlight, water, soil, air, etc. Let children share experiences from home or school gardens.2. Make Predictions (Explore)
Tell them:
📌 “We’re going to test what happens when a plant doesn’t get one of these things.”
Split them into groups. Each group plants seeds (like cress or beans) and gives them different conditions:Group 1: Water + light (control)
Group 2: No water
Group 3: No light
Group 4: No soil (try cotton wool instead)
Each group predicts what will happen to their seeds.3. Observe and Record (Explain)
Over 1–2 weeks, children:Water the seeds as needed
Keep daily or every-other-day observations (drawings, photos, simple notes)
Encourage questions: “Why do you think this plant didn’t grow?” “What’s different about yours?4. Share Findings (Elaborate)
Groups report what they discovered. Use visual aids—charts, drawings, even a short presentation or poster.5. Reflect (Evaluate)
“What did we learn about what plants need?”
Ask: “What would you change if we did it again?”
Let them think of new questions (“What would happen if we used juice instead of water?
Why It WorksHands-on: Kids love planting and watching things grow.
Discussion-rich: They practice talking, listening, and explaining.
Scientific skills: They learn about prediction, fair testing, observation, and drawing conclusions.-
Hi Eileen,
you’ve used a different inquiry structure to the one we mention in this module, but there are plenty of similarities:
Engage: for the prompt would you just use the question, or would you have images/ show a video?
You then go into seed germination – which is bit tricky, since what a seed needs to germinate isn’t the same as what a plant needs to grow. I’d suggest splitting this into two separate investigations. You can get the seeds to germinate, and then with the baby plants you might look at conditions for growth.
The children do need to have some experience and background knowledge to draw on, so be sure to let them share what they know by wondering and exploring before they make their predictions.
Children might know that you need to water plants, so could look at “does the amount of water make a difference to how well a plant grows?” and be encouraged to set up a fair test to find out the answer in their investigation. If different groups have different types of plants, there could be a very useful sharing of results.
I like your next step – try juice!
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Hi,
My name is Audrey and I will be teaching Senior Infants next year. I am looking forward to increasing my knowledge and learning new fun and engaging ways to teach the space theme to this age group. One of my favourite space facts is that the sun is so big that over one million Earths could fit inside it and yet the sun is considered to be an average sized star!
An inquiry-based lesson my students enjoyed last year was a lesson based on “Floating and Sinking”.
I introduced the lesson by asking them what they thought would happen if we put different objects into a basin of water.
I then showed them various objects (coin, paper-clip, cork, marble, leaf, pencil, crayon and Lego brick) and asked then to predict whether each object would float or sink. The children recorded their predictions on a simple worksheet.
In small groups, the children were given a basin of water and a set of the objects to test. They carried out the investigation, observed the outcomes, and discussed their findings together. Afterwards, we came back as a class to share and compare results, discussing why some objects floated while others sank.
To extend the lesson, I gave each group two pieces of play-dough and challenged them to make one piece float and one piece sink.
The children loved this hands-on activity and were enthusiastic to try the experiment using other objects found around the classroom.
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Audrey,
I really like how you extended this activity with your “next step” of giving two similar pieces of playdough – hence controlling mass and size, and linked it to the previous floating.
There could be nice discussions about the need for fair testing – and how the first activity used different materials (which all have different masses, are made of different stuff and are different shapes). To really narrow the focus to just one material and to explore the effect of shape is great. This could then lead to boats and how they are made.
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In my Junior Infant classroom, I would introduce an inquiry-based activity called “Exploring the Moon” to spark curiosity and creativity about space. The activity would begin with a simple question: “What do you think the Moon is like?” I would show a short, engaging video or use a storybook about astronauts and the Moon, highlighting the key features—its surface, craters, and its role in Earth’s tides.
Next, the children would be asked to imagine what it would be like to visit the Moon. They would work in small groups to create “Moon Maps” on large paper, where they would draw what they think the Moon looks like, including things like the Earth in the distance, craters, and perhaps an astronaut. This would encourage them to think critically about what they already know and what they’d like to discover.
We would discuss the children’s ideas, and I would introduce some basic facts about the Moon, emphasizing its importance for our planet. Later, they would have the opportunity to make simple models using playdough or clay to form the Moon’s surface with craters and valleys.
This inquiry-based activity is ideal for young learners because it encourages them to ask questions, think creatively, and engage with space exploration on a personal level. Through drawing, constructing, and discussing, children actively participate in the learning process, while the hands-on approach helps solidify their understanding of space. By nurturing their curiosity, they develop a sense of wonder and excitement about the world beyond Earth, laying the groundwork for future scientific exploration.
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Ceire,
in this module we are specifically referencing the Framework for Inquiry as developed by Curious Minds and ESERO.
Have you a particular “short, engaging video or use a storybook about astronauts and the Moon” that you would use as the prompt?
The drawing activity is a nice way for the children to wonder and explore as they share what they already know.To investigate they should be able to state a starter question, then make a prediction, carry out research or a practical as an investigation before sharing results.
So, depending on their interests, they might wonder ‘why are some craters bigger than others?’ (particularly if you have photographs of the Moon’s surface), and might make craters from playdough or sand and see if they can create big craters by dropping rocks into the sand. A next step might be to see if different materials also make craters.
The key with this science inquiry is for the children to have a chance to compare their prior thinking with the results of their investigation.
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With my class, I would like to look at gravity. I have 2nd class so they have some knowledge of it to start a discussion. Firstly I would ask them what is gravity and can they show me what gravity is. Make a mindmap on the board of “What gravity is?” I would then ask them to record what they used to show me what gravity is. We would then look at the different resistance to gravity which different objects have and we would have a gravity race of the different objects. The children would then discuss why some items took longer than others to fall. We would then do a whole class reflection of the lesson. Is there anything the children would change? Id there anything which they would like to test at home? Finally we would talk about what worked and what didn’t work.
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Victoria,
I’m interested in the language you have used “different resistance to gravity” – are you talking about inertia? or about air resistance or other drag forces.
In 3rd and 4th children should “investigate falling objects” so it might be easier to explore the effects of gravity with 1st/2nd class children by using ramps or slopes, as suggested in the curriculum:
observe and investigate the movement of objects such as toys on various materials and surfaces
level and inclined surfaces
rough and smooth surfacesToys will roll down the slope due to the force of gravity, but the speeds are much slower and it can be easier to distinguish the different effects of the various forces on the toys.
Air resistance does act to slow down objects. In air, more massive objects are less affected by the air resistance and so fall faster. Less massive objects are more affected by air resistance, so fall slower. In the absence of air, both will fall at the same speed.
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Hi everyone! My name is Eimear, and I’m excited to join this course. I’m passionate about inquiry-based learning and love encouraging curiosity in my students.
One of my favourite space facts is it rains diamonds on Neptune!
Deep inside the planet, the pressure is so strong that it can turn gas into diamonds, which then fall like rain. -
Inquiry-Based Activity – “Build a Space Home” (3rd Class)
One activity I would love to do with my 3rd Class is called “Build a Space Home.” The children would work in small groups to design a home that people could live in on another planet, like Mars or the Moon. They would think about things like: How will people breathe? How will they stay warm? What will they eat and drink?
To start, I would show the class a short video about life in space or read a story about astronauts. Then I would ask: “What would we need to live on another planet?” After talking about ideas, the children would draw pictures of their space homes and label the important parts. We could also build small models using boxes, bottles, and other recycled materials.
This activity helps children think, ask questions, and use their imaginations!
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Hi Eimear,
I love this idea of building a Space Home and designing a home for another planet. It gets the children thinking about the food/drink and how it would grow etc. The fact that they get to design first and then make the house is such a collaborative process. And as you said, a great use of recycled products.
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Hello! My name is Katie and I have been teaching Junior infants with the last few years. I wanted to bring more about Space into my teaching when I came across this course. I would love to incorporate the Curious Minds Framework into my teaching. A fun fact about Space is that one million Earths could fit inside the sun!
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When looking at the theme of water in junior infants we link in the topic of sinking and floating, always a hit in the infant class. I would introduce the lesson with a basin of water and a variety of different objects that would sink and float for the children. These would include toy, ball, a coin, a block etc. I would have 2 visual cards to ask the children which will float and sink and then record their predictions. As a whole class we would investigate all of the objects to see what happens, while asking questions like ‘why do you think that happened’, to have them engaging and exploring. Afterwards we would complete an activity linking it to our predictions we made. I would then encourage the children in pairs to explore with other different objects during water play etc to allow them to investigate and question with their peers.
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One of my favourite inquiry based science activities involves a challenge called “Design a Raincoat for the Bear.” This hands on lesson focuses on the properties of materials and gives children the chance to explore which materials are most suitable for keeping something dry.
Each group is given a small toy bear and a selection of different materials—such as fabric, foil, plastic bags, kitchen paper, and bubble wrap. Their task is to design and create a raincoat that will protect the bear from getting wet. The activity encourages discussion, prediction, and problem solving as pupils consider which materials are waterproof, absorbent, or strong enough to act as a coat.
Once the coats are made, we bring the bears outside, and the pupils get to test their designs by using spray bottles, watering cans or simply waiting for a rainy moment & making the investigation feel even more authentic and exciting. They observe the outcomes and reflect on which materials worked best and why.
This activity not only links strongly to the science curriculum under Materials and Change, but also supports collaborative learning, design thinking, and allows children to apply their learning in a real-world context. It’s always a high-energy, engaging lesson that gets them thinking like young scientists and engineers.
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Hi Kate,
I also love this experiment. I like the idea of using spray bottles to test the materials used to make the coat. It offers plenty of opportunity as you say for prediction, discussion, problem solving and reflection. They can also apply their learning to their own coats making it applicable to their loved experiences.
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Hi Katie.
I will be teaching junior infants this year. I love reading posts and ideas that are relevant to my class level. This is a gorgeous inquiry based learning experience. Infants learning without even realising it as they having so much fun with this hands on experiment on the bears. Motivation will be high.
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I enjoyed the simplicity of the water spill investigation in Module 1. I feel like using the tag line Ooops! and the pictures of the various foods that we all enjoy would really grab the children’s attention and have them wanting to know more. Using the smiley face and the sad face to record their observations is very child friendly and would be really effective in the junior classes. All children could take part in recording their findings, whether it be to draw a smiley or sad face or use stickers to stick in the correct space. The use of the pictogram would also work great to show the class results as a whole. Modelling the language and vocabulary you want the children to use is also so important throughout the investigation aswell as giving them simple prompts and questions to think about, for example what materials worked best to clean up the spill? Why do you think it worked best?
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Elma,
Curious Minds agree with you on the use of language, and one of the support they have for this is a “new words” chart, very simply made as a laminated poster that you can use a whiteboard marker to note any new words as you go along.
It would be very straightforward to make your own version of it.
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Hi all,
My name is Anne and I teach in Cork City. I have always loved learning about space personally and found it fascinating when I was younger. I am looking forward to this course as a means to get the kids I teach excited about Space.
My favourite fact is that sunsets on Mars are blue as the sky colours on Mars are opposite of earth- pink during the day and blue at night.
This is the link to my Mind Map-https://miro.com/welcomeonboard/UXloeDFCOXhGcGhXeHRqSXVOcW9NZ3k2SU9zcDQyZ0NaSlJEdGZnd3IwSWZqd1YrdjhzSllNcHhURzBLY1pWRjFENXc3OVJFSWxMNjN0UU9zWFBmalNmV0l1MnQ4WS9adEs4c2VWK2tqZUNTMlMyZEMzMW8rOCt3T09Xb2tpaDNNakdSWkpBejJWRjJhRnhhb1UwcS9BPT0hdjE=?share_link_id=131697335851
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For my enquiry based activity I’d look at “what sinks and floats-and why?”
Floating and sinking and anything water related intrigues my class of junior infants. There’s great scope to encourage curiosity and questioning, predict and test those predictions and use science specific language (float, sink, heavy, light).Prompt: I would start with a short story “Who sank the boat?” by Pamela Allen and ask the children if they’ve ever dropped something in the bath or a river? Did it float or sink?
Question: Ask the children what they think makes something float or sink. Record their answers.
Investigation:using an array of items, have the children predict which will float or sink. This is a great activity for the good weather when it can be done outside limiting mess or fear of spillages. pupils can work in pairs or small groups with a basin or bucket of water between them and test which items float or sink and how the results compare to their predictions. What do you see happening? Was your prediction correct? Why do you think it floated/sank?
Class discussion: Discuss results -Did anything surprise you? Did you notice the floating objects had in common?
Lesson extension: Challenge pupils to make a boat that floats using foil, cartons, plastic bottles, corks. See whose boat can hold the most animals before it sinks.
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Enquiry based activity.
How does the moon shine?
I love the template for enquiry based learning. I would engage kids with the discussion about the moon to elicit prior knowledge. I think concept cartoons are amazing for allowing kids to express their opinions on a give topic and begin a discussion. I would show a concept cartoon such as this one to formulate thoughts about whether or not the n=moon shines-https://x.com/millgate_books/status/1313503275463913473.
We would then examine photos of the moon in space- what colour is it? Is it shining? What is it made of?Investigate-
How do different objects change how light is reflected? Children make predictions based on the objects available. Which ones will reflect light? What colour/texture will reflect light best?
Using a torch and various materials shine the light onto the wall and put various objects in the path of the light to see how it reflects off objects onto the wall and how the reflection may be impacted by texture and colour. This can be done in groups. On a record sheet determine which objects reflected light best?Next step.
Apply learning to knowledge about the moon- colour, surface etc to formulate a conclusion. Consolidate learning via a YouTube video- How does the moon shine?-
Anne,
you might look at this ESERO resource that helps young children distinguish between sources of light and objects that don’t have their own light.
My amazing space fact is that the Moon is actually the colour of a lump of coal – it only reflects about 7% to 12% of the sunlight that hits it back to us.
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Prompt: Packet of baby wipes left on the experiment table
Wondering: I wonder how long it would take for a baby wipe to dry up
Exploring: Discuss various brands of baby wipes / wet wipes
Starter Question: How long would it take for a wet wipe to dry up?
Prediction: Various packets of branded wet wipes / baby wipes / fragranced / non-fragranced
Conduct investigation: Lay various wipes out on the experiment table listing as A, B,C,D,E and monitor how long it takes for them to dry up and which is the longest to stay wet. Children monitor at breaks, at home time over 3-4 days.
Interpret Data: Data noted on the whiteboard and afterwards all the wipes that are dry are hung up on the Science wall on a chart showing how long it took for each one to dry up
Applying learning: Discussing at home which wipes stay wetter for longer
Making connections: Connecting with Maths and the price of certain wipes and whether cost is a factor for wipes to stay wetter for longer
Thoughtful Actions: Consider the environment and the use of wipes0
Reflection: Teacher/Student reflection and discussion on what would happen if this experiment was carried out in June vs December and the weather conditions.-
That’s a nice investigation you have described, and cheap to set up especially if you can ask colleagues to donate a few wipes from brands they use.
It offers an opportunity to predict the drying time and then to refer back to predictions. It could also be used to create graphs and link to maths- create a graph to show how many days it took for each wipe to dry out, a graph to show how many families use each wipe brand at home, which brand of wipe smells the best?
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Hi my name is Jayne, I’m a teacher in Dublin.
I teach 1st class and next year I am teaching a junior class.
I love teaching the younger kids science as they are absolutely enamored by the outcome of science and the steps involved.
I loved teaching about space and the kids enjoyed it so I’m here to learn more before I go on holidays to Japan ! -
Hi, my name is Vera and I work in SEN with 3rd and 4th class. I am looking forward to learning a lot about space so I can share with our pupils. Last year we got Beebots on loan from our local education Centre and the pupils loved engaging with them.
I would use the following inquiry based activity in the classroom-Floating and sinking
The “Sinking or Floating: Buoyancy Exploration” experiment introduces young children to the concept of buoyancy through hands-on exploration. By predicting and observing the behavior of different objects in water, children develop critical thinking skills and gain an understanding of why objects sink or float.
Engage:
Present the children with a wide range of materials.
Pose various questions to the children such as “ Do you think this plastic will float or sink?”
Materials:
Container of water
Various objects (wooden block, plastic toy, metal spoon, rubber ball, foam ball, paper clip, etc.)
Notebook or chart paper
Pencil or markers
Paper towels for cleanup
Wondering- The children will brainstorm ideas on what makes an object float or sink.
Exploring- Allow the children to go through the items and try classify objects according to whether they float or sink
Investigate:
Starter question-why do some things float and why do some things sink?
Prediction-Do you think the items will float or sink-record your predictions on worksheet
Introduce buoyancy and discuss sinking and floating objects.
Have children predict whether each object will sink or float based on its characteristics.
Fill the container with water and invite children to take turns placing objects in it.
Record observations in notebooks or on chart paper.
Facilitate a discussion on patterns and similarities between sinking and floating objects.
Summarise buoyancy concept and encourage reflection on predictions
Reflection-
Ask children to consider what materials they would use to construct a boat. Pose questions such as ‘What other factors other than buoyancy would you need to consider in order to make a boat‘-
Vera,
be quite careful when looking at buoyancy and boats, since a detailed explanation goes into density, weight etc, which are beyond the primary curriculum.
There is a bit at the start of this video about Archimedes Principle and density: https://youtu.be/MkcMRB_xFh8?si=QqlnJsOLwdfLqApw
There is also this from RTE Junior on floating or sinking https://youtu.be/lsIAkVR9uIo?si=6uxejj9Ui6WVxFEr
Rafts that float are an easier version of this topic that still allow for rich learning and inquiry approaches.
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Hi everyone!
My name is Katriona, and I teach Junior Infants. I’m really excited to be part of this course and to learn from other educators who are passionate about bringing curiosity and wonder into the classroom—especially when it comes to space!
Here’s one of my favourite space facts: Did you know that a day on Venus is longer than its year? That’s right! It takes Venus about 243 Earth days to rotate once on its axis, but only 225 Earth days to orbit the sun.
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In my classroom, I love using inquiry-based learning to get little minds thinking big and asking questions about the world—and the universe—around them. One of my favourite activities is setting up a “Mission to the Moon” exploration corner. This area becomes a dedicated space for curiosity and creativity, where the children imagine what it might be like to live, work, and travel in space. We start by asking questions like, “What do astronauts need to survive in space?”, “What does the Moon feel like under your feet?”, or “What would you take with you on a trip to the Moon?”
The children are encouraged to explore and investigate through books, videos, and hands-on activities. They work together to design and build their own rockets and Moon buggies using recycled materials, and role-play space missions in groups. This activity not only supports science learning, but also promotes teamwork, communication, and problem-solving in a really fun and meaningful way.
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Hi Katriona, I also chose the activity ‘Mission to the Moon’ however I took a different approach and it is great to see other ideas along the same theme and activity. I like the idea of creating a designated space/corner for the children to engage in. Leading to more informal learning and motivating them to engage.
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Hi everyone. I teach infants in a large rural school. Infants love space as a topic and I would like to widen my own knowledge/ideas on the topic.
My favourite space fact is that space is completely silent.
An inquiry based activity I would do with my class is on the topic ‘What do plants need to grow?’
I would try catch their attention by showing them two plants: one that is alive and one that is dead.
We would discuss the differences/why this may be so.
We would carry out a simple experiment together.
4 pots: one with sunlight/water/air, one with sunlight/air, one with water/air and one with water/sunshine (pots will be labeled)
Over the next week or two pupils would observe the simple changes.
They will record their findings through drawings or simple writing.
They would share their observations with their peers and myself.-
Hi Mera, welcome to the course.
Plant growth is a nice topic for inquiry – since many children will have some familiarity with plants in their own homes, they will have some suggestions of how plants should be best treated to not die. (I know many ways to kill plants!)
Check with your colleagues of 1st and 2nd class, where children should
• investigate how plants respond to light
that you aren’t snaffling this nice activity.
In infants the curriculum has:
• explore conditions for growth of bulbs and seeds
in soil, damp moss, wet paperso you might have cress or radish seeds and see what is needed to get the seeds to sprout -and then in 1st/2nd they can explore the plant.
When I taught 2nd level students, there was lots of confusion about germination vs plant growth, so best to keep them very separate as children are learning about them in primary.
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Hi Mera, I have undertaken a similar activity in the past. Children just love getting a chance to get stuck in and experiment themselves. I always find engagement excellent when children have to monitor results over a number of weeks and get to physically see changes. It can be useful to have monitoring activities assigned to children who need movement breaks etc
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Mind map Module One
https://photos.google.com/photo/AF1QipOnl_gu3ODVC6LR-kiB90mbp8rfTz-WANVQSNJ5
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Lesson idea
Adapted from the Curious minds resources for teachers
How can we plan what clothes we will wear?
The idea of this lesson is to help children decide on appropriate clothing based on temperatures.
The trigger would be a suitcase full of different clothing items for children to explore. They could name the items, discuss what ones they have themselves, what the clothes feel like, perhaps name the materials the items are made from and the properties. They will explore the current weather conditions/ forecast (temperature)
Children could wonder what items in the suitcase would be suitable to wear that day, giving them their starter question. Is the weather hot or cold?
Children will build a thermometer following the instructions from the Curious minds activity “Class Weather Station”
They will observe the what happens the thermometer in warm and cold conditions, and discuss how they can use their instrument to measure temperatures.
Children will discuss their results from measuring temperature and what that means for the clothing items in the suitcase.
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Claire,
I’d recommend checking with the 3rd and 4th class colleagues in your school before introducing lots of thermometer work with infants. The Science curriculum doesn’t mention them until 3rd/4th.
• recognise that temperature is a measurement of how hot something is
• measure changes in temperature using a thermometerInfants are expected to
recognise the difference between hot and cold in terms of weather, food, water and the body
but measuring that appears in 1st/2nd
• learn that temperature is a measurement of how hot something is
• measure and compare temperatures in different places in the classroom, school and environment.It is reasonable to expect children in 1st/2nd to be able to read one of the little LCD temperature cards, or to read the thermostat setting in the classroom (if you have one!).
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A good hands-on inquiry-based learning activity I would do with my class is “Sink or Float?”. Children love to get hands-on, especially with water. To begin, I will gather the class around a large, clear container of water and display a selection of everyday objects (e.g., a plastic spoon, a metal spoon, a stone, a cork, a coin, paper). I will prompt their thinking by asking, “What happens when you drop something in water?” and “Why do you think some things float while others sink?”
Children will have time to handle the objects and explore how they feel. In small teams, they will predict what will happen to each item, recording their ideas on a simple chart. As each team tests their objects, they will observe closely and note the results. I will circulate to ask questions like, “What did you notice?” and “Was your prediction correct?” Finally, each group will share their findings and reflect on patterns they observed.
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Module 1 has provided me with a wealth of information and resources. I find the Curious minds interactive teacher resources particularly good. Knowing that you can simply type in a topic and age appropriate material is available means I will be more likely to integrate teaching space into plans. I love the simple experiment for hot and cold and how it affects an ice cube. I would definitely love to use the stellarium soft ware to encourage the children’s observations of the sky. I think it would be a great whole school activity that classes visit a nearby Discover Centre during space week
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The activity I would use would be named ‘Mission to the Moon’. Directed for children aged 4-6. This activity would turn the classroom into Mission Control. We would begin with a story ‘We’ve been chosen to send a rocket to the Moon! But first, we need to build it!’ Displaying of images of rockets, the moon and astronauts to spark excitement. Questioning: ‘What do we need on our rocket?’/’How will it get to the moon?’/ ‘What should we pack for space?’. Children will brainstorm and plan their rocket designs. Then using recycled materials, they would work in small groups to build large, imaginative model rockets. I would encourage open-ended problem-solving probing; ‘How can we make our rocket stand up?/ ‘What shape will help it fly best?’/ ‘How do we keep the astronauts safe?’ Possibility to add dramatic play, count down and launch the rockets with sound effects and role-play. Incorporate movement such as pretending to float in space, and close the lesson with children drawing their favourite part of the mission.
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My name is Bríd and I’m currently teaching in a school in the northside of Cork city. I have senior infants next year anf have spent all of my teaching career thus far teaching in the junior end of the school. I absolutely love teaching the younger children and seeing how fasinated and curious they are about so many subjects. I always find that children of all ages, but especially young children, are fasinated with all things space related. I am always surprised at how much prior knowledge they have on the subject. Obviously, with the younger children, you have to keep it simple but there is so much scope for learning in this topic.
My favourite space fact is that since Neptune was discovered it has only completed one full orbit of the sun as this takes it 165 years!
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Shadow Detectives
Students will explore how shadows form and change, using observation and prediction to guide their inquiry.
Materials:
Flashlights
Small toys or objects
White paper
Pencils
Sunlight (optional)
Procedure:Begin with the question: What makes a shadow?
In pairs, have students shine a flashlight on an object and observe the shadow it creates on the paper.
Ask: What happens when we move the light closer or farther? Can we make the shadow longer or shorter?
Let students experiment, record shadow shapes by tracing them on paper, and draw conclusions.
If outside, observe how shadows from trees or playground equipment change throughout the day.
Inquiry Focus:
Encourages questioning, testing ideas, making predictions, and drawing conclusions. Students become “shadow detectives” by exploring light and dark through hands-on discovery.Extension:
Challenge them to create shadow puppets or tell a story using shadows.-
Tommy,
there’s great opportunity to visit fair testing as the children explore how the shadows change.
Do you have a room that you can make sufficiently dark for this to work? At BCO I have to move into a darker theatre space when I want to do this type of light and shadow work.
Do you have a scenario that the question “what makes a shadow?” would fit into, similar to the story of Moonbear’s Shadow by Frank Asch that we meet in Module 2. This would make a clear start to the inquiry framework structure of the activity.
You have allowed for children wondering and exploring as they play with the torch and objects – this is similar to ESERO29
They can then make a prediction about a starter question that interests them. A child might have noticed that multi-LED torches make overlapping shadows, and might predict how a shadow would look if only one torch LED was shining. This can be quite open for the children to explore – and the key aspect of this type of inquiry activity is for the children to develop science content understanding through comparing what they think will happen to what actually happens.
An older class could look at the angle of the light, and how does that change the length of the shadow. This could link to the position of the Sun in the sky.
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An inquiry based activity that I have previously used with senior infants is ‘How do rockets blast off?’ Children absolutely love watching videos of rockets blasting off from Earth but have probably never considered how this actually happens.
I show the children some short clips of rockets blasting off and ask some questions about what they see happening and ask them for predictions on how the rocket gets into the sky.
We then explore their ideas using a simple balloon rocket experiment. We use different sized balloons and observe what happens.
Reflect and share and return to the initial question. Children use their own words to describe what theyve learnt.
Children can build their own mini rockets as a follow on extention activity.
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Brid,
what have you found when using different sizes balloons? The physics is quite interesting, as described in this video:
A prediction of “A larger balloon has more air, so will have more thrust force, so will go fast. A smaller balloon has less air, so has less thrust force, so will go slower and less distance.” is actually incorrect!
A nice description of the forces involved is here: https://www.iop.org/explore-physics/at-home/episode-7-rocket-balloon
an enthusiastic presenter of this is here:
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An inquiry- based lesson that I would teach on exploring Life on the Moon, with first class students, would include the following- based on the Curious Minds Framework for Inquiry.
Engage- to engage the children with the topic a starter question ‘ Do you think we could ever live on the moon?’ will be posed for the children. The children will be encouraged to expand on their answers and will be asked why they think we could/ why not? I would play a short video of astronauts on the moon bouncing. We would discuss the clip and the children will be encouraged to discuss what they saw, why the astronauts might be moving differently, comparisons between the moon and earth- visual etc. The children will be encouraged to give their own thoughts and they will be recorded on the whiteboard.
Investigate- using a ball and a feather- I will drop them and ask the what happens on earth and then what they think might happen on the moon-where there is no air- Whole class discussions/ answers recorded.
Using different images in order to draw comparisons between characteristics of earth and the moon- e.g. air/ weather on both/ food and water etc- the children will discuss the impacts and this will be related back to our starter question’ Do you think we could ever live on the moon?/
In small groups the children will use mini whiteboards to brainstorm what they now think they would need if they were going to go to the moon and survive- They will write/ draw their recommendations. Time for feedback following activity. Key words will be displayed following the activity e.g. Gravity/ Air/ Food and water/Weather/ Atmosphere- the teacher will lead discussions allowing for student input based on why important consideration needs to be given to these areas. How they would influence their choices.
I will play a short video clip for the children called ‘ Getting Ready for the Moon’ with Spacey Casey to help engage and encourage the children with the next activity- The children will be given different materials art/junk etc and will be given an opportunity to design a Spacesuit suitable for space. They should consider what we discussed and carefully include important features that will help them breathe, communicate and keep them protected.
Take the next step- Discussing findings-/ Applying learning into different subjects etc
Reflection- Did I meet my learning objectives/ What went well?/ What would I change?/ Recorded and Reviewed new vocabulary/ Student feedback- What they liked/ would they do anything differently designing their spacesuits again. -
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Hello everyone,
My name is Niall from Longford and I’m teaching in SET setting this coming year. I find space an area of natural interest for children and am looking forward to picking up new methods of teaching this area.
Fun fact I like is that there are more stars in the universe than grains of sand on earth.
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One inquiry based activity I have used (senior end) was asking the children to design a space craft I let the children sketch what they think it should look like during the design stage and then allow them discussion sessions so groups can share and discuss ideas. They can also create a model using lego, cardboard, plastic cups etc. They then present their craft to the class, detailing why they chose this design, what the craft would be used for and how might they adopt it for better use in future. The children love that freedom to create what they feel is the coolest design. It is difficult to achieve the best balance to make sure children have enough direction while not over loading and stifling creativity. I find small groups work particularly well, as each child can give his/her view and they will understand the benefits of being open minded and collaboration with others.
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Sounds good Niall, and I appreciate the delicacy required for balance, particularly with a cohort who may be used to lots of support, and can’t figure out where to get started with an open ended task.
This resource from SpaceWeek.ie might help other teachers, it is concerned with what goes in the space capsule:
https://www.spaceweek.ie/wp-content/uploads/2022/01/HumansinSpace.pdf
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One Enquiry based activity that I would explore is what food do astronauts eat on the moon/in space.
We might start by exploring what we already know about the space and create a KWL e.g no gravity. We would read a story about the moon and space discuss what it would be like to visit. I would engage the children by showing them a packet of dried space food and discuss what we think it is, who uses it, how do you eat it, etc.
I would then introduce an enquiry question : What would you eat if you were an astronaut in space?
I would engage the children further by watching some videos of astronauts eating in space.
The children would then come up in groups with some menus and foods that they would eat in space. We will discuss what foods they need and what would be possible to eat in space.
The children might start by drawing some menus and then maybe create their menus using playdough to bring them alive.
To conclude we would reflect as a class back to our question on what we would eat in space and add anything we have learned on the KWL.
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Eimear,
Food for astronauts on the ISS is really interesting!
https://collection.sciencemuseumgroup.org.uk/objects/co8598698/space-food
Since they are in microgravity, their sinuses get stuffy, and they can’t taste food very well – you can try this by asking children to eat something with their noses pinched close.
You might use the Space Picnic resource: https://esero.ie/wp-content/uploads/2017/04/Space-Picnic-2016-ENGLISH.pdf
Astronaut Dan Tani, a patron of BCO, told me that they waited for the fresh food delivery and ate onions raw!
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Just attaching my mind map. Finding the process quite difficult and time consuming. Hopefully this works.
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Hi everyone. My name is Mary. I’m currently teaching 1st class in Limerick City.
My space fact is that Saturn could float: If you had a big enough bathtub, Saturn would float in it. -
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Hi Shauna,
welcome to this course. As you may have noticed, the forums are rich with shared experience – so take the time to peruse them.
As for Mars – the reason Olympus Mons is so big has to do with the fact that it is volcanic on a planet that does not have plate tectonics. On Earth, the volcanoes erupt at the margins of the plates, but since the plates move, the volcanoes can’t get too big. On Mars, the eruption happened over and over again, so the mountain got big!
You can explore this idea with a class using this resource: https://www.jpl.nasa.gov/edu/resources/project/make-a-volcano/
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I love using an inquiry approach when teaching. It’s a really great way to encourage the children to take ownership of their learning and add their own opinions as we explore certain topics.
As I teach Junior Infants an inquiry question I have used in the past is ‘What is in the sky?’My objective is for children to explore and name the sun, moon and stars. I like to incorporate play into most lessons with Infants. For this lesson I would set up four different play stations for children to investigate what is in the sky.
1 Moon Craters: children will play with marbles and flour to create moon craters.
2 Planets: children view photographs of different planets and will use play dough to create planets.
3 Day and Night Box: I will decorate stars to the inside of a large cardboard box. There will be a small hole and torch available to children to look into the box and view the stars.
4 Telescope station: Children will use a telescope or binoculars to view sky images.Once all children have had an opportunity play and explore at each station we can engage in a reflection activity with each child being given an opportunity to share their learning.
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Shauna,
The telescope station is a bit like this from My Sky Tonight: Hide & Seek Moon.
With the stars in a box, I wouldn’t use a torch to show them, since stars are their own source of light. Perhaps you could poke little holes in one end of the box and the children could look through to a light source outside the box and see the shapes of the stars?
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An inquiry-based activity I like to do is rolling different objects down a ramp to explore how the force of gravity affects their movement.
To begin we start with a KWL chart to spark curiosity and guide learning:
K: What do we Know about gravity or why things roll or fall?
W: What do we Want to know about how things move or why some roll faster?
L: After the activity, we’ll fill in what we Learned about the force of gravity.
We introduce gravity as a force—an invisible pull that brings everything down to the ground.
The children then build simple ramps using materials like cardboard, planks, or books. They choose a variety of objects to test, such as balls, toy cars, blocks, or apples.
They investigate questions like:
Which object rolls fastest?
Does size or weight matter?
What happens if the ramp is steeper?
Children are encouraged to makepredictions, test their ideasand observe the results. They may even design small races or time their objects to explore more deeply.
After experimenting, we return to the KWL chart and fill in what they learned about how gravity, as a force, affects how things roll or fall.
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Hi Mary,
I LOVE ramps as an inquiry activity – I deliver it via marble rollercoasters using the pipe insulation cut into half lengthways in 1m lengths. Each group of 3 children gets 3 lengths, small bits of masking tape and a marble that has to roll into a cup. The cup means you lose fewer marbles!
There is lots of pedagogical support on using ramps and pathways as a topic for learning about forces via play – you can find it at University of Northern Iowa: https://regentsctr.uni.edu/ramps-pathways
There are video resources, question templates, and as they state:
The most important point to remember when introducing R&P is that this is intended to be an open-ended activity.
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One inquiry-based activity I plan to use in my classroom is a “Design a Space Mission” project. This activity begins with a question: “What would we need to survive and explore if we were going to another planet?” Students will work in small groups to research a planet of their choice, using age-appropriate books and videos to investigate key facts such as the planet’s temperature, atmosphere, gravity, and terrain.
From there, they will plan a mission; deciding what kind of spacecraft is needed, what equipment to bring, and what challenges they might face. I will act as a facilitator, prompting deeper questions and helping students organise their thoughts.
This activity encourages critical thinking, teamwork, and the application of knowledge in a creative way. By presenting their mission plans to the class, students also develop communication skills. Ultimately, this activity fosters curiosity and makes abstract scientific concepts more accessible and engaging.
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Hi Fearghal,
I found your lesson concept really interesting. I think it really showcases an appreciation and value of the children’s curiosity and ingenuity. I also think it would be a fantastic longer-term project for children in more senior classes, possibly even allowing for the possibility, through visual art, of creating the landscape and landing craft needed for exploring the various terrains for their hypothetical missions.
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1. Engage: To engage interest I would show this video “If I were an astronaut” story being read by Serena Auñón-Chancellor (astronaut) https://www.youtube.com/watch?v=9wV8yw7iV8w
We will discuss the story and astronaut.
2. Explore : I will show the children photos of a mix of items (real and toy) e.g. torch, space helmet, boots, teddy etc and we will see what belongs in space.
3. Record : I will tell the children what I would bring to space and why. (My earphones as I like to listen to music and my book as I like to read). I will provide them with a backpack sheet and they can draw in what they would like to bring
4. Share : children discuss what they have drawn and why.We will also colour our own astronauts (https://www.pinterest.com/pin/370210031864459314/) and put in the childrens faces.
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Hi, my name is Barbara and I teach Junior and Senior Infants.My space fact is that there are more stars in the observable universe than grains of sand on all of Earth’s beaches. This highlights the sheer scale and vastness of space.
For my Inquiry based activity, I will be exploring Floating and Sinking with my Junior classes.
I would begin the lesson by setting the scene with a story/poem and trigger their curiosity. One poem that comes to mind is “Buoyancy” by Amy Ludwig Vanderwater or a storybook “Who Sank the Boat” by Pamela Allen. We would engage in lots of talk and discussion around water, swimming and bath time. There are lots of opportunities for development of oral language.
Structured play such as playing with objects in the water would provide lots of opportunities for the development of skills such as observation, predicting, investigating and questioning. I can see lots of opportunities for integration with Aistear. Structured play could include questions such as: predict what can float or sink, do all heavy things sink? Do all light things float? How could we test this out?
I think an important part of the lesson is giving lots of opportunities for children to ask questions and also provide questions that they can explore and investigate themselves-
Barbara,
I completely agree with you on “I think an important part of the lesson is giving lots of opportunities for children to ask questions and also provide questions that they can explore and investigate themselves”
Through play children can observe new phenomena, generate explanations and then test out their ideas – all while trying to sink something!
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What is a Shadow?- Inquiry Based Activity
Engage the pupils in a fun activity by giving them a series of shadow pictures. The pupils must work in groups to guess what the shadows might be. The children can call out many possible answers which makes the activity more interesting. At the end of the activity, look at and discuss the answers as a class.Pose a question- I wonder how are these shadows formed? Discuss possible ideas as a class.
In groups the children must investigate and explore using the materials provided(sheet of paper, small objects, pencil) how a shadow is formed. In groups, predict what might happen when they investigate with the torch. Encourage them to draw the shadows on the piece of paper using the pencil.
At the end of the investigation, the groups can discuss and present their sheet with the shadows drawn on it to the class.
Take the next step-
Think about how shadows are formed on the ground from the sun.
Further investigate shadows using the torch, objects and sheet of paper by placing the torch closer and further away from the objects and discuss the results. -
Hi my name is Arlene and I have been teaching Senior Infants for the last 3 years in County Longford and I have really enjoyed teaching the topic of space to them. I am looking forward to finding out about some new resources during this course on Space. My favourite fact about space is there are actually more stars in the universe than there are grams of sand on Earth.
Inquiry- based lesson I like to complete with my class is “why does the moon change shape”. I usually would begin the lesson with engaging stimulus of videos of the moon and the various shapes it can present itself as to us in the sky. I would then follow up by posing questions to assess their knowledge on the moon and their understanding of why the moon can be different shapes. We would then explore by engaging in a hands on investigation. For this, I usually turn off the lights and close the blinds so the room is as dark as possible for the children. The children will be presented with a torch and a number of moon-like props sitting around in a circle, around the torch(sun). This will allow the children to gain an understanding and present them with how the moon may appear once light it shone from different angles. We will then talk about what will happen when they move their bodies/turn away from the torch and the affects that has on the moon. We will conclude the lesson by discussing the results and I usually use questioning to assess their understanding.
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My inquiry based lesson would centre around rockets, and specifically propulsion.
To engage the children, I will ask them to put on their imaginary spacesuits and helmets, and to strap themselves into their seats before take- off. A short introductory song called “Zoom! Zoom! Zoom! We’re Going to the Moon” would then be played and sung along with from YouTube. This would prompt a discussion using the following questions:-Have you ever seen a rocket? -Where do they go? -How do you think they get up into space?. Toy rockets will be on display along with a picture of a real real rocket for visual learners.This will in turn lead to our starter question and investigation: How do rockets blast off? This investigation will use simple balloon rockets that are inflated but pinched (not tied), then sellotaped to a piece of straw that is threaded on a piece of taught string held between two chairs at an accessible height for the children, and released to propel along the piece of string. The children will be asked to predict what will happen if we let go of the balloon and how fast or slow it will go, with the predictions being recorded on the board.
The experiment will be conducted in a number of ways: Balloons of the same shape but different size will be used; Balloons of different shape will be used (both aerodynamic investigations); The balloons will be inflated to various sizes to show the effect of resistance on surface area of smooth versus rougher objects; The angle of travel along the string will be changed (flat/ sloped upwards/ downwards/ vertical climb). The children will refer back to their predictions after every experiment to see if they were accurate, or to see what they would change. We will discuss our findings as a class, and then take a vote on which we thought was the best and why.
I will then refer back to the starter question and show the children that they just showed me how rockets take off. I will explain how the gases coming out of the balloon produce force to push the rocket up into the sky and into outer space, just like the balloons they had experimented with.
I will get the children to make connections by asking them what else moves by being pushed by air (wind turbines, bubbles, wind chimes). I would then get the children to design and label their own rockets, making sure to use the correct name for each part. Finally, I would ask the children to tell me in their own words (in pairs) how rockets take off, and if they would change anything if they were to do the experiment again.
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Patrick,
lots of science is accessible from the activity you have outline, just check on surface area of smooth versus rougher objects; since I reckon different volume balloons would still have the same type of surface. Did you mean to look at the cross-sectional area of the balloons? If so, use round balloons, since I find the long skinny balloons tend to be the same diameter, just less of the length gets inflated.
SpaceWeek.ie has a vertical take off balloon rocket as part of “Heavy Lifters” for slightly older classes.
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What a brilliant and engaging inquiry-based lesson! I love how you’ve structured the experience around a familiar and exciting theme like rockets and used a multisensory approach from the very beginning. The “Zoom, Zoom, Zoom” song is such a great way to grab children’s attention and create a sense of immersion.
Your use of balloon rockets is a fantastic way to model propulsion in a hands-on, visual way. I also appreciate how you incorporated multiple variables (size, shape, angle) to encourage deeper thinking and prediction-making. It’s clear that children would be developing not only their scientific understanding, but also important skills such as observation, collaboration, and reasoning.
The final step—encouraging the children to reflect on their learning and redesign their own rockets—really highlights the inquiry process and allows for creativity. This is definitely a lesson I’d love to try or adapt for my class!
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Hello,
My name is Ellie and ill be teaching Senior Infants next year! My favourite space fact is that there are more stars in the solar system than grains of sand on all the beaches on Earth. An inquiry based lesson I would like to explore would concern night and day and outlining the earths rotation.
I would use a ball as Earth and a torch as the Sun. I would point the torch on one side and slowly rotate the ball. Kids can see how it gets light (day) and dark (night). We could also explore the moon and how it reflects light from the sun. We will discuss how the moon orbits the sun and how sometimes the moon looks different based on the angle of the suns reflection. The children could show phases with Oreo cookies (full moon = full cookie, half moon = half, crescent = small bite). Paper and torch activity could show how the Moon reflects light from the sun.-
Ellie,
we meet this topic in module 2, so you can check some of the ideas and story suggestions from that forum for even more ideas.
I like how you have a straightforward activity for the children to explore. Be sure to allow time for them to discuss what they think will happen, so that they can work on their scientific understanding and verify it through discovery.
When asked why does the Moon appear to change shape, there are some common misconceptions (as listed here)
The Moon can only be seen at night
The Moon makes its own light, instead of reflecting sunlight
The Moon’s phases are caused by the Earth’s shadow
The Moon’s phases are caused by clouds
The Moon’s phases are caused by Earth’s rotation on its axis
The Moon’s phases are caused by the Moon’s rotation on its axis
The Moon takes one day to orbit the Earth
The Moon orbits the Sun instead of the Earth
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Hi everyone!
My name is Eva and I’m a primary school teacher based in Dublin. I work in a special class for autistic students, and I’m currently doing a PhD in Education focused on Autism and Artificial Intelligence. I’m passionate about inclusive and sensory learning, and I love bringing STEM to life in fun, accessible ways.My favourite space fact:
The Moon is slowly moving away from Earth — about 3.8 cm every year!Looking forward to sharing ideas and learning together!
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Inquiry-Based Learning Reflection – Space and Shadows
One inquiry-based activity I would use in my autism class involves exploring shadows and light as part of a broader “Space” theme. I would begin by presenting a simple question to spark curiosity: Why do we have shadows? Using a flashlight and familiar classroom objects, students would be encouraged to make predictions, test ideas, and observe what happens when light hits different materials.
To support engagement and communication, I would use visual schedules, PECS cards, and opportunities for choice. For example, each student could choose objects to test (e.g., toy astronauts, moon rocks, space rockets). We would document our findings with photos and simple symbols, and display them on a shared class poster.
Even non-verbal learners can take part meaningfully by pointing, matching, or using their AAC device.
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Eva,
check out the resources in module 2 as well, since we look at the Earth-Sun-Moon in more detail in that module.
Would you create PECS cards relevant to the investigation?
I like the plan to document with photos – particularly since this is such a visual activity, and the shadows that one person sees may be look different from a different angle -so having a photo allows for comparisons to be made.
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Thanks so much for your
feedback! Yes, I’d definitely make PECS cards for this activity—with visuals for “light”, “shadow”, “sun”, and the different objects we’ll be testing like a rocket, astronaut, or moon. I find it really helps the children stay engaged and makes the learning more meaningful, especially when we’re predicting or talking about what happened.
Also, thanks for the reminder about the Module 2 resources—I’ll go back and have a look to make those Earth-Sun-Moon links even clearer.
I’ve attached a few of the PECS visuals I plan to use in case they’re helpful to anyone!
Thanks again!
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Afternoon, my name is Ann-Marie and I am an Infants Teacher from County Mayo. Space is such a wonderful topic for enquiry minds and lends itself to all areas of the curriculum, I am looking forward to getting some wonderful ideas to bring back to my classroom in September.
A Space fact that both myself and my pupils in the past have loved ‘ is due to the lack of atmospheric pressure on the moon, the footprints left by the astronauts lucky enough to make that incredible journey are still clearly visible today’. Its like a piece of history preserved for ever.
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An enquiry based lesson that I carried out last year with my infants was ‘ Free the Frozen Jelly Babies’!
As I prompt on Day 1 I showed the children a jelly baby that I had frozen in an ice cube tray. We discussed how he may have got there, it was during a particular spell of cold frosty weather and Jack Frost wasn’t long getting the blame. We placed him on a plate at the top if the warm to melt at room temperature, keeping an eye on him throughout the day and discussed the length of time it was taking the ice cube to melt, the children recorded the process by taking photographs at different times.
Day 2: The following morning the children came in to find numerous Jelly Babies frozen in Ice Cubes and a note from Jack Frost challenging the children to free the Jelly Babies quicker than their friend the day before. He had left supplies: pipettes, warm water, and salt.
We discussed what we might do with the supplies and also was there any other ways of melting the ice cubes in a short length of time. The children were quick to suggest placing an ice cube on top of the radiator and they also suggested simply taking it turns to hold the ice cube. They used the pipettes to squirt on warm water and they sprinkled salt on as well. It wasn’t long before the bears were all free!!
Afterwards we recorded our findings and discussed, what had worked best, why was this the case and made a display chart of the language involved, melting, dripping, slippery, solid, thaw, etc.We likened the ice cubes then to Icebergs melting and the kids quickly made the connection between Global Warming and rising sea temperatures.
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Ann Marie, this is a fabulous idea to really engage the children in learning about solid and liquids in a fun and exciting way. I love how you advanced their learning from day 1 onto day 2 by encouraging them to think of ways that they could quicken the melting process and by providing them with digital tools to record their observations on both days was also a fabulous idea. This is definitely a lesson which I shall use in the coming school year with my junior infants.
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Ann-Marie,
what a lovely way to use inquiry learning. I particularly like how you set the scene one day, giving the children an opportunity to see what happens when ice melts, then extended it the next day. This allows children to have a body of knowledge that they can use when they consider what might happen, and then they can test to check their understanding.
I grew up in Canada, so know that Canadian children would have the experience in using salt to melt ice faster- knowing that you can sprinkle rock salt on a path after an ice storm — did your children have any ideas about the salt?
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One inquiry based activity which could be used in the junior infant classroom would be to explore how different objects move in space or how they would move in the absence of gravity. They could recreate a moon walk area where the pupils could experiment with how their bodies move in different ways with less gravity. The class teacher could design a place in the classroom as the “moon walk area” by adding different materials to change how it feels when they walk such as pillows, padded cushions helping the recreate the lower gravity of the moon.
Building on this the pupils could then make and launch their own rockets. This is something which I have done in my classroom with the assistance of our sixth class pupils. The children used plastic bottles, masking tape and arts and craft materials to design and make their own unique rocket and then teacher posed questions such as how do you think the rocket shall be launched? What forces are going to be used? With the assistance of the sixth class pupils the children then individually launch their own rockets and see whose rockets goes the furthest. Teacher can pose the questions such as why did your rocket fly lower? How could you make it fly higher next time? This teacher based questioning allows the children to discuss their observations. I feel that this inquiry based learning approach gives the children a fun and engaging way to explore the concept of gravity and movement.
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Hi Rachel,
I really enjoyed reading your post! I love the idea of creating a “moon walk area” in the classroom—what a fantastic way to make the concept of gravity more relatable and fun for young children. Getting Sixth Class pupils involved in the rocket-making activity is also a brilliant way to encourage peer learning. I might try something similar with my own class… thanks for the inspiration! 🙂
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Hi everyone! My name is Meagan, and I’m currently an SET supporting Infants in Wexford. One of my favourite space facts is that a day on Venus is longer than a year on Venus! It takes Venus about 243 Earth days to rotate once on its axis, but only about 225 Earth days to orbit the Sun.
One inquiry-based activity I would use with Junior and Senior Infants is called “What Do We Know About the Moon?” I would begin by showing the children a picture of the Moon in the sky and asking, “What do you notice? What do you wonder?” We would record their ideas on a big poster. I would display this poster in the classroom so that as we continue our learning on the moon we could continue to add children’s questions and observations to it.
Using storybooks, simple videos, and hands-on activities (like making crater impressions in flour or drawing moon phases with paper), we would explore what the Moon is, why it changes shape, and whether anyone has ever been there. The children would work in small groups to build their own “moon lander” using blocks and toys, testing how it can land safely.
I think these activities would support oral language, STEM skills, and creative thinking and link well with Aistear and SESE curriculum in a playful, meaningful way.
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Meaghan,
Module 2 looks at the Moon in more detail. The inquiry outline you have shared is a type of research inquiry, with a few practical possibilities.
Using an image of Moon to start the engagement is great – particularly if you start around Full Moon in the winter – when the Moon can be seen by the children fairly early at night.
Moon cratering is a lovely activity – with lots of scope for children to explore what makes a crater big, what makes it deep or wide – so plenty of maths language for them to use.
You can find an outline of this activity from this ESA teacher resource: https://esero.ie/wp-content/uploads/2018/12/PR04a_Tell-tale_signs_of_a_shooting_star-teacher_guide_and_pupil_activties.pdf
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My inquiry based learning centres on melting ice. Our school children are always fascinated by any fall of snow or icy ground. Unfortunately due to safety concerns they do not always get the opportunity to play in the snow or ice and as every teacher knows they love to feel the ice and snow.
I would use a snowy or icy day as the prompt for my lesson with a junior class which centres on why certain parts of our school yard stay icy for longer than other parts. Perhaps I would also show the children a clip of Elmo on Sesame Street chatting about melting ice as a fun prompt for learning.
The investigative part of the lesson involves gathering ice into bowls and setting each bowl up in a different part of the yard i.e. sunny parts and shady parts. I would ensure that each child gets a chance to handle the ice.
The children predict what will happen to the ice in each bowl and as a class they also predict how quickly the ice will melt eg..by lunchtime, by home time.
Teams of children observe at various intervals throughout the school day and report to the class. The bowls are then collected and the children interpret the results. This lesson always intrigues the children as big hunks of ice still remain in bowls that sit in the shade!
Discussion ensues as the children interpret the results and discuss why the ice in the bowls in the sunny parts of the yard melted quickly etc. The children could discuss other things they could try to melt in the sun e.g. chocolate and then compare the results. Which melts faster, ice or chocolate.
One of the most important parts of our lesson would be to encourage the children to make connections with their own experiences e.g the time their ice cream cone melted too quickly in the sun! This lesson can also lead the children into thoughful reflection on why some areas are in shade and others in the sun. It is also a good springboard for lessons on melting ice caps with older classes!
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Inquiry Based Activity: The Effects of Gravity
Engage: I would begin by asking the children what they think makes things fall down? I would record their results to reflect on at the end of the lesson
I would introduce them to the concept of gravity as a force that pulls things towards earth. I would show them a clip about gravity and discuss after.
Discuss and Predict: I would show the children pictures of different objects and in their groups they will discuss what they think will happen to each object
Conduct the investigstion: Each object of varying size, weight and shape would be dropped. We would record the results
Discussion of results; Whole class discussion on if all objects fell the same way, why and why not
To extend their learning and understanding the children would be encouraged to suggest activities they could do at home to explore the effects of gravity.
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Louise,
have you a particular “a clip about gravity” that you would recommend?
There is plenty of scope for the children to get into fair testing with the activity you have planned. Different objects that are different masses, different sizes etc will fall differently, so you could encourage children to notice the differences and think of simple ways to keep as much as they can the same.
A piece of paper as the object lets the children really look at shape, given that it is the same mass each time.
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Hi, My name is Chrys, When thinking about how to bring space into the classroom in a meaningful way, I believe that inquiry-based learning provides students with the opportunity to actively explore and construct their own understanding and develop their thinking. One activity I would use is a “Planet Habitat Challenge”, where students are given a scenario: “Humans must take over another planet—what factors must be considered to make that planet livable?” Students work in small groups to research different planets, using guiding questions such as: What is the atmosphere like? Is there water? How hot or cold is it? Is gravity suitable for humans?
This activity naturally promotes collaboration, critical thinking, and curiosity. It empowers students to ask their own questions and explore real scientific data. I would support the task with visuals, videos and activities provided from the ESERO, and simple models to ensure that all children have access to engage. Reflection journals would help them record evolving thoughts. The hope would be that it turns science into a hands-on, minds-on adventure.
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Oh and one of my favourite space facts is that a day on Venus is longer than a year on Venus. It takes Venus about 243 Earth days to rotate once on its axis but only about 225 Earth days to orbit the Sun!
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Hi Chrys, I really liked this idea as it helps the children to really focus on what they need to live and offers at the same time the opportunity to compare and contrast conditions on Earth and in Space. I think it could be an ever evolving piece of work which promotes scientific thinking and problem solving over time, allowing pupils to reflect and adapt their previous thinking in light of new learning. It’s a good cycle of problem, thought, solution and reflect.
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My name is Martha Lamont. I am a 2nd class teacher and am very excited to delve into all things ‘spacey’ in this course.
My favourite space fact is that space is completely silent! This blows my mind as there is so much happening out there and yet there is no sound to the human ear.
As a Froebel graduate, I am passionate about learning through play and using a cross-curricular approach in my teaching.
From this perspective, I would use an inquiry-based approach to engage my 2nd class pupils in a space-themed activity where they design their own spacecraft and map a journey through space. I would begin by asking, “What do we need to travel safely in space?” to spark curiosity and encourage questioning. I would guide the children as they design and build their spacecrafts in small groups using recyclable materials, linking STEM with Visual Art. I would integrate Literacy by supporting the children to write travel logs or postcards from different planets. I would help the children to map their journey through the solar system, incorporating simple maths skills like sequencing and distance. In Drama, I would encourage pupils to role-play astronauts and aliens, creating imaginative space missions. I would use Music to explore space-themed sounds using instruments or body percussion. Through this cross-curricular activity, I would aim to foster creativity, collaboration, and critical thinking, while making learning about space meaningful and fun.
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Martha,
if you like music, try this music starter with a space theme:
https://gitikapartington.com/training/warm-up-of-the-month/
- 5-4-321 lift off!
- I can’t hear you do you read me…you’re breaking up….
- Rock-rock-rock..I’m in a rocket…rock rock rock…lift off
- There’s aliens in space x2 oh yeah!
check the video on this site for the rhythm.
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Assingment for Module One:
Module one
I think the idea of designing a parachute to prevent an egg from being broken when dropped from a height is an exciting and engaging enquiry based activity for children.
1) Pupils begin to explore the concept of objects falling through exploration of dropping various different objects. Pupils will then extend this activity into learning about the concept of gravity as a force that pulls things downward towards the earth.
2) Pupils will use the nursery rhyme Humpty Dumpty as a starting point for exploring how to keep Humpty the egg safe from breaking.
3)Pupils will explore different materials and consider how the fall to the ground – can they be sped up or slowed down in any way?
4) Pupils will design and create parachutes and baskets for Humpty and convert their drawings into prototypes using recyclable materials.
5) Pupils will try out their designs and those of their peer groups and discover which parachute and basket worked best – which kept poor Humpty together.
6)Pupils can review their prototypes and see if they can adjust them so that a safer landing might be found should Humpty end up a little worse for wear after the drop.
7) Pupils can record and share their learning throughout and share it on the school website as a means of assessment and reflection of learning.
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Hi Treasa,
we refer to this activity in Session 2 of the Whole School CPD that Curious Minds offers – and use this video as a resource: https://vimeo.com/267590704
The video is on Vimeo, and not rated, so you need a free account to view it.
I do a similar activity with second level students, but give them a budget to work with, so they have to work out what they can afford within their budgets.
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I like the idea of the budget Francis. Perhaps it could be integrated in the younger classes in a simplified way – a plastic bottle costs 5c, a carton 10c etc. and allocate a certain number of coins/money to the pupils. It would integrate teaching measures and money to them too. I would be conscious it might limit their chances to explore freely though so maybe it could be added as an extension activity another day.
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One part of this module that really stood out to me was the idea of using Humpty Dumpty as the starting point for the activity. I think this is a brilliant way to connect science with something familiar and fun for young children. It instantly makes the lesson more relatable and meaningful. By linking the concept of gravity and protection to a well-known nursery rhyme, children are more likely to engage with the task creatively and with curiosity. It also helps bridge literacy and STEM in a playful, age-appropriate way, which I really value in early years teaching.
Well Done Treasa
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Hi everyone, my name is Sharon and I will be teaching 2nd class this year. My favourite space fact is that over a million earths can fit inside the sun.
I like to use a simple inquiry-based activity called “What Makes Ice Melt Faster?”. Students are given ice cubes and a variety of materials such as salt, sugar, sand, and warm water. In small groups, they would predict which substance would melt the ice fastest, then test their ideas by applying each material to an ice cube and observe the results. This activity is really visual for the children and creates great discussion amongst them as they complete it. It encourages children to ask questions, make predictions, observe changes, and come to conclusions. I would guide them in recording their observations, doing this using drawings or simple charts helping them to communicate their findings in a way easiest for them. Through discussion, students would reflect on what they learned and how they investigated the problem. This activity makes science fun and hands-on, while building curiosity, critical thinking, and a basic understanding of scientific investigation in an age-appropriate way.
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Hi, I’m Clare, I teach in a school in Dublin. My favourite space fact is that astronauts can grow around 2 inches taller in space, because their spines aren’t compressed with gravity, like on Earth.
Using inquiry-based learning is great to spark curiosity and get students thinking and asking questions. One inquiry-based activity I like is a “Mission to the Moon.” We’d start with a short video or a picture book like Papa, Please Get the Moon for Me by Eric Carle. Then I’d ask, “What do you think it would be like to live on the Moon?”
We’d chat about the students ideas — how astronauts move, what they eat, where they sleep — and write down their questions. After that, the children would explore different stations: jumping games to explore gravity, a moon sand table for sensory play, a rocket-building area with recycled bits, and a writing station to create their own Moon adventure stories.
This kind of activity gets them thinking, talking, imagining, and learning across lots of areas — science, language, art, and even a bit of maths. It really helps them explore the world in a fun, hands-on way.-
Clare,
you have described an engaging prompt (using the language of the Inquiry Framework from this module) – and have allowed time for the children to wonder and explore. Their starter questions should be discrete, answerable with what you have in the classroom – I often recommend that you avoid “why…?” questions and look at measurable “how much….?” or “does changing X make Y happen?” type of questions.
So the children might notice that the videos of astronauts on the Moon have them jumping and bouncing around, so they might wonder what affects how far you can jump (on Moon and on Earth) and then they might think that taller children can jump further… because…. and give a reason. This is then a straightforward investigation of do taller children jump further, linked to the original stimulus.
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Hi Clare, I absolutely loved reading about your “Mission to the Moon” activity! Your approach is such a fantastic example of how inquiry-based learning can inspire imagination and curiosity in young learners. The mix of storytelling, discussion, sensory play, and creativity makes space exploration feel exciting and accessible. I especially liked how you connected different subjects—science, language, art, and even maths—through hands-on stations. Using books like Papa, Please Get the Moon for Me adds a lovely narrative touch that really draws children in. Your lesson sounds both educational and magical—what a brilliant way to foster a love of learning!
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One inquiry based activity that I would use in my own classroom would be the activity in which students investigate how different materials soak up liquids. In my class from last year, I observed the children gain valuable enjoyment out of using different textures in various lessons. In an activity such as this one, there is ample opportunity to include a wide range of materials that can cater for this. For example, a roll of kitchen paper will evoke a different sensation than a bathroom towel, and I know first hand that this difference in texture would be thoroughly enjoyed by my students. Another aspect of this activity that I find great is the predicting element. Predicting the outcome of different events is an invaluable lesson that children should be working on from as early a stage as possible, so being able to incorporate this skill during this activity is really important and worthwhile. If I was to do this activity in my class, I might encourage the students to bring in their own materials from home, and to try and think outside the box as to what they could use in the experiment, for example maybe an old t shirt might soak up the liquid the best!
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Margaret,
I agree with you completely on the value of predicting – and disagree with the curriculum that suggests that infants should “guess and suggest what will happen next in structured situations”
What will happen to the ruler if we place it in water?
I think it will float/I think it will sink”Predictions need to be based on what the child understands -so a child who thinks the t-shirt will be better than a paper towel might suggest that this is because the t-shirt is bigger, so it can soak up more water…
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Hi everyone, I’m Kevin! I’m currently working as a Second class teacher in Wexford. One of the coolest space facts I’ve come across is that a single day on Venus actually lasts longer than its year — it takes around 243 Earth days for Venus to spin once on its axis, but only 225 days for it to complete a full orbit around the Sun. Mind-blowing!
With Junior and Senior Infants, one inquiry-based lesson I’d love to try is called “What Do We Know About the Moon?” I’d kick things off by showing the class an image of the Moon in the sky and asking open-ended questions like “What do you see?” and “What are you wondering?” Their responses would be recorded on a large display chart. This would stay up in the classroom so we could revisit and expand on it as our Moon exploration continues.
We’d bring the topic to life using picture books, short videos, and hands-on experiences—like making moon craters in trays of flour or creating paper versions of the Moon’s phases. In small groups, the children could design and build their own “moon landers” using blocks or classroom toys, experimenting with how they might land safely.
This kind of learning really helps build early STEM understanding, spark curiosity, and develop oral language in a fun, engaging way. It ties in nicely with both the SESE curriculum and Aistear framework, offering lots of opportunities for playful and purposeful learning.
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Hello everyone! I’m Patrice and I’m currently working as a Special Education Teacher (SET) in primary education. I’m excited to share a favourite space fact: A day on Venus (its rotation period) is longer than its year (its orbital period around the Sun)! Venus takes about 243 Earth days to complete one rotation, but only about 225 Earth days to orbit the Sun.
Mind Map: My Ideas About Space
Central Node: Space
Branches: Stars & Planets, Space Phenomena, Human Exploration, Technology & Innovation, Inquiry-Based Learning1. Module A – Stars & Planets
Subnodes: star life‑cycle, types of planets, exoplanets & habitable zones
Reflection: Studying star and planet classification helped me notice that students often misunderstand stellar evolution—commonly mistaking nebulae for dying red giants. I realised that visual timelines and scale models early on help them internalise cosmic life cycles. In future modules, I’ll incorporate more interactive models and digital simulations to support diverse learners, including those I work with in SET settings.2. Module B – Space Phenomena
Subnodes: black holes, supernovae, dark matter/energy, cosmic microwave background
Reflection: These abstract concepts can feel distant to students. I learned that storytelling approaches—like imagining approaching an event horizon—spring curiosity. For SET learners, using concrete analogies (e.g. dark matter as invisible scaffolding) and interactive visualisations can lower barriers. It also highlighted the importance of layered scaffolding and peer discussion to unpack misconceptions.3. Module C – Human Space Exploration
Subnodes: Sputnik, Apollo, ISS, Artemis, Mars rovers, future colonisation
Reflection: When teaching missions, I noticed students were fascinated by hardware but missed the scientific rationale. Framing missions with clear objectives (e.g., finding water on Mars) increased engagement. I also recognised the power of personal astronaut narratives. This inspires me to include first-person mission stories and structured supports so SET students can engage meaningfully with history and science.In my role as an SET teacher, implementing this inquiry-based balloon‑rocket activity offers rich opportunities for differentiation and deeper engagement. The open-ended, hands-on nature empowers students—including those requiring additional support—to be scientific agents: they hypothesise, test, record, and revise based on results. For SET learners, I would provide scaffolds such as structured templates, visual aids, calculators or measuring aids, paired peer support and flexible grouping. As they work through the test variables and measure distances, they practice precise observation and data recording, and see how iterative testing improves outcomes—mirroring real engineering processes.
Most importantly, the activity builds confidence. It faces misconception head-on (for instance, why a 90° launch might go straight up but travel little horizontally), and anchors abstract physics in tangible experience. By guiding students to plot and interpret graphs, ask reflective questions, and present findings verbally or visually, I support literacy and numeracy goals simultaneously.
Collaboration is central. Mixed‑ability groups enable peer teaching, while I offer targeted mini‑lessons to students with identified needs. Afterwards, reflection discussions help students articulate learning, extend concepts (like orbital arcs), and connect back to real‑world space exploration. In short, this lesson positions all learners as capable investigators. It strengthens scientific thinking, supports SET objectives in literacy and numeracy, and creates an inclusive learning environment where curiosity leads the way.
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Hi Everyone, My name is Jeremy Fox and I am a teacher in Limerick. I love all things to do with space and the fact their are more stars in space than grains of sand on earth just blows my mind.
Here is the link to my mind map:
This inquiry-based lesson is one I plan to use with my Senior Infant class to explore the topic of space in a fun and engaging way. We’ll start with a short video to spark the children’s curiosity and prompt a discussion around the question, “What do you think is in space?” I’ll record their initial ideas on a class chart to refer back to later.
The main part of the lesson will involve a range of hands-on learning stations. These include looking through toy telescopes at space images, exploring moon sand with toy astronauts, using torches to create shadows with balls (like the sun and moon), building simple rockets with recycled materials, and browsing through space-themed picture books. These activities are designed to encourage the children to wonder, explore, and talk about what they’re discovering.
Afterwards, we’ll come back together to share our ideas and add any new learning to our class chart. The children will then draw their own space scenes to show what they now think is in space. To finish, we’ll reflect briefly on one new thing each child has learned. It’s a creative and playful way to introduce early science while developing language and curiosity. -
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I would like to explore bridges with an inqury based activity.
I would begin with the riddle of the farmer who needs to transport a fox, a chicken and some grain from one side of a river to the other, just to get the children engaged and talking in groups.
After that I would put up pictures of various shaped/sized bridges made with various materials. I would get a discussion going between the children about the various bridges and their shapes/sizes/materials etc.
I would give the children the task of creating a bridge that would allow the farmer and his fox, chicken and grain a simpler way of getting across the river.
I would then look at 3 boxes of materials: natural materials such as wood, rocks, leaves etc./recycled materials such as boxes, cartons etc./construction materials such as lego, building blocks etc. We would discuss the question ‘which group of materials would work best to create a bridge?’ and make some predictions which we would record.
To make the investigation fair we would choose 1 item which would have to sit on the bridge without collapsing the bridge such as a teddy or a class mascot and for a given amount of time such as 10 seconds. Each group would be given 1 of the boxes and they must work together to create a bridge which can hold ‘teddy’ for the allocated time.
After we would look at the results and the preditions to see what it tells us about the materials used in creating the bridge.
To extend this lesson we could look at various shapes of bridges, what bridges are used for and how they may differ because of the surrounding area.
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Hi everyone!
My name is Niamh and I’m 2nd class teacher in a large Dublin junior school. Last year was my NQT year and I had 2nd class then also and they loved learning about Space.
One cool space fact is that scientists estimate that they are almost half a million piece of Space Junk in Space. Space Junk is any human made object in space that no longer serves a purpose.
One inquiry based lesson I did with my class this year was an investigation of materials. We looked at different materials and water absorbency. They were then challenged to design and make a boat which would float on water so elements of force were incorporated. Their boat also had to have a container element for transporting crayons. They worked in groups to design and make their boat. On the second day they present them as a group to the class and we discussed elements and ideas that we liked about each design. We made predictions about which boats would be most successful and why. Finally I got a huge container of water and we tested them out! They were all very engaged in the task and it brought out a real competitive element in them!
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Hi all,
Next time I have a senior class I would like to try out the measuring absorption activity by getting the mass of the liquid absorbed from each of the materials. I have done absorption before with classes but I never hung the materials so that the liquid could travel up like in the ‘Mighty Materials’ worksheet. Younger children can make a mark on the materials to predict where it will travel to and then see the difference when the activity is over. Senior children can weigh the materials before and after the water has been absorbed. They can calculate this as a percentage of the total weight and then compare each material as an extra maths activity.
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I have really enjoyed exploring the course content so far and all of the Curious Minds and ESERO resources. I would use and inquiry-based activity in my classroom based on Rocket Building and Launching. I think this would be a fun and interactive way for children to explore this topic. I would use YouTube videos as prompts to begin our lesson and we would have some talk and discussion about what things a rocket needs to work effectively. I would allow the children free exploration to design and build simple rockets using materials like paper, plastic bottles, or foam. The children could work collaboratively in small groups to launch their creations and take note of which rocket went the furthest/highest. The children could come up with their own ideas about why the winning rocket went the furthest/highest. They could then explore and discuss the following topics: What makes a rocket fly? How can we make it go higher or faster? What forces are involved?
This lesson can be nicely integrated into other subjects e.g. Artwork is involved in creating a cool rocket, Mathematics: measuring the distance and height of the rockets, Drama: the children could role-play being the astronauts in a rocket launch. -
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An activity I did with my second class was the “Sink or Float” science experiment. I collected seven items for the class to test (rubber, pencil, sponge, orange skin etc..). Students examined the objects and guessed if the objects would sink or float. They also had to choose one of their objects and state why they believed it would sink or float. This pair work encouraged discussion and debate about certain objects. There was a lot of debate about the sponge.
We conducted the experiment as a whole class activity. I asked the students follow up questions to their guesses. For example, do you think the orange would also float or just the peel. This was an example of a higher order question for students.
I furthered the activity by asking students to choose one thing at home and test (with the help of a parent). We discussed this as the introduction to our next lesson.
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My Big Question -What Does the Sun Do?”
Write on Whiteboard -“What does the Sun do for us?”
AIMS
• Explore the Sun’s role in light, warmth, and growth
• Use observation and language to describe changes
• Encourage curiosity through simple experimentsPart 1 – Get them thinking
Gather the children on the carpet and ask:
“What do you think the Sun does?”
“What happens when the Sun comes out?”
Write down their ideas on a chartPart 2: Hands on activities
. “Sun vs. Shade” Warmth Test
Materials:
• 2 paper plates or small containers
• 2 blocks butter
• Access to sunlight (window or outdoors)
Instructions:
1. Place one plate in the sun, one in the shade.
2. Ask:
“Which one will melt first?”
“Why?”
3. Observe over 10–15 minutes.B. “Do Plants Like the Sun?” Observation
Materials:
• 2 small plants (or bean seeds in cups)
• Place one on a windowsill (sun), one in a cupboard (dark)
Instructions:
• Ask:
“Will both grow the same?”
• Observe over the week and compare.Part 3: Talk About What Happened
• “What did we see?”
• “What did the Sun do to the butter? To the plant?”
• “Why do you think that happened?”FINAL STEPS – CONSOLIDATION
Children draw an image of them and the sun. -
Kids always seem fascinated by gravity so I decided to write my inquiry based activity based on gravity.
Here it is:
Start by asking the kids if they’ve seen astronauts floating in space. Show a quick picture or video and ask, “Why do you think they float?” Listen to their ideas and chat a bit.
Then try dropping some things like a ball and a feather to see how gravity works on Earth. Explain that gravity pulls everything down here, but in space, there’s much less gravity, so astronauts float!
Let the kids pretend to be astronauts by moving slowly and floating around the room. You can also drop a scarf or parachute slowly to show how things float gently.
Finish by talking about what they noticed and asking, “What was different in space?” and “How did it feel to float?” Get them to draw ot paint a pic of an astronaut in space.
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Edel – there is a bit less gravity in space (due to distance), but the main reason the astronauts aboard the ISS appear to be floating is because they (and their spaceship) are in orbit around the Earth.
The ISS Education Kit explains it nicely on page 19:
What does it feel like…
…the moment a roller coaster
starts to go upwards. And what
it feels like just as it starts to go
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Hi everyone. My name is Sarah. I will be the Special Education Teacher working with the infant classes again this school year. My favourite fact about space is that the sun is a star.
One inquiry-based activity I enjoy using in my infant classroom is exploring which items and materials will float and which ones will sink. This activity encourages curiosity and hands-on learning. I start by showing the children a basin of water along with a selection of everyday objects (e.g. plastic spoon, cork, pebble, sponge, metal key, rubber duck). Before testing, I encourage the children to make predictions: “Do you think this will float or sink? Why?” These questions promote observation, reasoning, and communication.
Children then record their predictions before testing each object. They observe what happens, and record the results results using a simple tick the box worksheet. This activity supports early scientific thinking, vocabulary development (e.g. float, sink, heavy, light), and collaboration. -
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Hey! I’ve done a Moon inquiry with 2nd class before and it worked really well. We kicked it off with the question “What would it be like to live on the Moon?” and let the kids go wild with their ideas—eating, sleeping, gravity, toilets (obviously came up!), etc. They picked one wonder to explore in groups and made little posters or dioramas showing what Moon life might look like. Super creative stuff.
A few videos that helped spark things:
National geographic – https://www.youtube.com/watch?v=UqSFgjt7Lz8
StoryBots – “The Moon” song https://www.youtube.com/watch?v=ZHAqT4hXnMw
And the book ‘ If You Had Your Birthday Party on the Moon” by Joyce Lapin. Space
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Hi there. My name is Eveleen and I teach in Co Kerry. I will be teaching Senior Infants next year! My fun fact includes: There are more stars in Space that grains of sand on Earth. I think Space is a great source of inspiration for young minds and am looking forwarded to gaining more insights and lesson ideas going forward.
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Hi there,
My name is Louise and I am based in Kerry. I am challenging myself to do this course as I feel it is an area that really gets sidelined most of the time in my classroom with all the other demands. So I am hoping for a fresh approach with all the new ideas I will gain from this course.
My science fact is that a day on Venus is longer than a year on Venus!
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Inquiry-Based Activity: Standing on Eggs
Strand: Energy and Forces
Strand Unit: Forces
This inquiry-based activity will explore how some materials can bear weight without breaking. The class will investigate the surprising question: Can you stand on eggs without breaking them?
We will begin by introducing the problem through discussion and observation of eggs, predicting what might happen if someone were to stand on them. Using a mind map on the board, we’ll record the children’s ideas about eggs – their shape, strength, and fragility – and their predictions about what might happen.
Posing the problem: “Why don’t the eggs break when someone stands on them in a certain way?”
Children will work in groups to discuss solutions: perhaps it’s the shape of the egg, how the weight is spread, or the arrangement of the eggs. They will explore using hands-on observation, gently pressing on eggs with different parts of their hands to feel the resistance.
Finally, we will conduct the experiment using trays of eggs and a volunteer. The children will reflect on their predictions and observations, concluding that the curved shape of the egg distributes force evenly—demonstrating how structure affects strength.
Each child loves a go at this experiment in class and it is one they will remember!
This activity promotes curiosity, prediction, investigation, and reasoning.
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Thanks Louise for sharing this – I thought it was such a useful activity and really well suited to junior classes. It’s a great way to get the children thinking scientifically without it feeling too formal or intimidating. The idea of standing on eggs is so alien and fund for the kids, I know it would grab their attention straight away!
I’d love to try this in my own classroom. I think the children would enjoy making predictions and testing things out for themselves, especially feeling the strength of the eggs with their hands before the actual experiment. The mind map is a great idea too – a nice way to collect all their thoughts and get them involved right from the start.
I can see it leading to great discussions about shapes and strength, and even linking it to how buildings or bridges are designed. It’s definitely the kind of lesson they’d remember. I will definitely try this in September.
Fintan
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This is a wonderful inquiry-based lesson that’s both hands-on and thought-provoking! Starting with a visual stimulus and prompting predictions is a great way to activate prior knowledge and get children engaged from the outset. The selection of everyday objects makes the activity relatable and accessible, and your open-ended questioning is ideal for encouraging critical thinking and scientific reasoning.
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Hi. Im eimear and will be teaching infants in waterford.
Fun fact about space. Although you cant smell in space astronauts have reported their uniforms smell like seared meat upon return.
An enquiry based activity might start with a question “What do you think is in the sky at night? ” I might invite children to share ideas and theories using hands on materials such as model planets, picture books and glow in the dark stars allowing learners to explore through play and observation. Encouraging questions like “Why does the moon change shape?” Or “Can we live on another planet?” helps develop inquiry skills and language development. My role would be to guide discussion and support the children in making connections. We would record their ideas through drawing charts. This promoting reflection and ownership of learning. I feel like this approach not only supports science understanding but also enhances communication collaboration and curiosity which as we know are fundamental skills in early years education. Enquiry based activities makes space exciting, meaningful and age appropriate for infants.
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Hi Eimear,
when we reference Inquiry learning in this module, we are particularly referencing the Inquiry Framework from Curious Minds ESERO, with the steps of engage, investigate, take the next step, and reflection.
You have plenty of Engage in your outline, but is there a particular focus that might enable the children to develop their science understanding by investigation?
Why does the Moon change shape could be such a focus, but, as we discuss in Module 2, phases of the Moon are not explicitly mentioned in the Irish primary curriculum, so I recommend approaching that topic as an example of light illumination a sphere, and how your viewing angle makes the sphere appear more or less lit up.
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I would use life on another planet as an activity.
Starting with, Imagine if you were on a spaceship traveling to Mars. What would you see out the window? What kind of creatures could be living there? What would a day on another planet be like? I would use videos from The little astronaut and curios George to give them a sense of what it’s like to explore other planets.
What If Questions would get them thinking about what kind of life would it be, Do you think aliens might live there, if we could live on another planet, what would we need to survive?
Based on their ideas each group would choose a planet and decide what three things they would like to bring to their chosen planet. All groups could comment on whether they could or not.
The children could create their own imaginary planet and design creatures that could live there.-
Hi Fionnuala, welcome to this course.
The taking items to a planet is a lovely way to connect children to the ideas and wonder of space travel. We have a resource that uses that with a maths focus as part of Mission to the Moon. This was written with the old maths guidelines, but can easily be used as an open ended activity on space and shape (and measure).
The science ideas of what do you need to survive on a planet could be used to design a spacesuit – possibly using the ESERO resource: https://esero.ie/wp-content/uploads/2015/01/20_A-real-spacesuit.pdf
In each case I like that the children will
All groups could comment on whether they could or not.
since in that discussion the children can reflect on what they have chosen and consider if it is really needed for life support.
You could link this to plants and what they need to live as well – possibly using one of the ESA resources on Astrofarmer.
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I enjoy starting most of my lessons with stories.
Inquiry-Based Activity – “A Picnic in Space!” (Inspired by Whatever Next!)
Enquiry question: What would you take on a picnic to the moon?Hook – Read Whatever Next! by Jill Murphy. Ask: “Do you think you could really go to the moon like Baby Bear?”
Question Time – “What would you need for a moon picnic?” “Would food float?” “How would you get there?”
Explore – Look at real images of the moon. Discuss gravity, space travel, and what astronauts eat.
Creative Task – Children draw or create their own moon picnic box and rocket. What’s inside? How will they get there?
Share & Reflect – Children explain their choices and imagine what their picnic on the moon would be like.Learning Areas Covered:
Science: Space, moon, gravity, astronaut needs
Literacy: Listening to stories, asking/answering questions, oral storytelling
Art/Design: Drawing, junk art rocket building
SPHE: Imagination, sharing, choices
Speaking & Listening: Sharing ideas, role-play-
Blathnaid – I have merged your reply into this thread.
Glad to get more recommendations for stories, and great to see how you use them.
Your creative task could also serve as an investigation (within the inquiry framework outlined in this module) if the children can share their understanding of some aspect of the topic and carry out an investigation to confirm their ideas.
What would you take on a picnic to the moon?
can the children create a lunch that weighs very little (so that it is easy to take to the Moon by rocket), and fits into a certain size lunch box. This lets the children explore the early maths idea of weight “*Weight: heavy/light;” and capacity.
This also connects to Science; Materials
• observe and investigate a range of familiar materials in the immediate environment
water, wood, textiles, food, plastic, metal,
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Last year I used a simple inquiry-based activity called “What Makes Ice Melt Faster?”.
It Started off with a class discussion about what makes ice melt faster? If we put ice in different things what will make it melt faster? Engaging their thinking as to why they think it will melt faster?
Children would work in small groups and predict what they think will happen to each ice cube when it is mixed with the different materials. They are given ice cubes and salt, sugar, water & heat.The children really enjoy this activity as they can see the changes happening in front of time. I have a timer set up and we observe the changes every minute and discuss what is happening to each ice cube. It generates good discussion between the children and encourages them to discuss what is happening to each ice cube and why? After each group has concluded their experiment we would record the results and observations together.
When we have recorded the results on our observation chart we will discuss which material melted the ice fastest? Slowest? Were your predictions correct?
When I completed this activity last year my class really engaged with the lesson and loved how they could see the results instantly.
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Katie,
I can see how they might follow how hot water or heating affects ice, but do they have much experience with salt or sugar? As a Canadian I am familiar with using rock salt on ice in winter – but only vaguely recall from high school chemistry what is going on about it melting.
So in this case, their predictions will be based on their everyday experience – they know that rock salt is used on roads, but sugar isn’t – so they might predict one will affect it differently than the other.
I think using heat to melt the ice will be easier for them to make predictions that are based on understanding – as they explore how heating a solid turns it into a liquid. Ice is great since it will actually melt in a classroom – and then they might look at solids that melt at higher temperatures and see how heat affects them. Butter is probably the easiest solid that melts at those slightly hotter temperatures.
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Inquiry-Based Activity: “What’s in Space?”
Science: Environmental Awareness & Care / Living Things
SESE: Developing skills – questioning, observing, investigating
Oral Language: Asking and answering questions, expressing opinions“What do you think we would see if we went to space?”
Following a short video on space the children are encouraged to share what they know and ask questions about what might exist beyond Earth. Key vocabulary such as planet, moon, sun, star, rocket, and astronaut is introduced naturally through conversation.
Circle Time Discussion- document answers that children give.
Show the children images of space/ the planets and ISS on Google maps.
“What can you see?”
“Where do you think they are?”
“Have you ever seen the moon or stars at night?”
“What do you think is up there?”Children then engage in a creative, hands-on task. Also a role-play corner can be set up as a rocket ship where children dress up and pretend to travel to space, narrating what they see from their “rocket window.”
I would move between the children asking them open ended questions as they play.Children can explore objects seen in space through tuff tray activities.
Objects on the tuff tray might include building blocks to encourage construction- small world space pieces- the sun, the planets, stars, foam board etc.
To end this activity I would encourage children to document objects seen in space through pictures and labeling in SESE copies.
This inquiry Based Activity would form the start of our lessons into space and child led learning observations would dictate where the lesson go next.-
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Emma,
you’ve described some lovely engaging activities that children might undertake around the theme of “What’s in Space?”
I sometimes start a unit by asking participants to draw (as a group) – what is in space. They then can add to the drawing as we cover more material.
Within the Inquiry framework from this module, you might want to consider how the children can investigate — how they can identify a starter question that they can predict with their current understanding, then investigate to verify.
A possibility might be around “Have you ever seen the moon or stars at night?”
Use the material from ESERO Light and Dark to let children explore if they can see objects in the dark without light – and this can lead to the idea that the Moon is lit up by the Sun, the Sun gives out its own light.
From exploration the children might make up their own ideas about why you can see objects and test them out in the ‘dark’.
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Solar Eclipse
From looking at resources on Curious minds I choose the activity on Solar Eclipse.
Learning outcomes:
• know that during a solar eclipse the Moon comes between the Sun and the Earth.
• know that a solar eclipse does not take place every month.The Sun;
Discuss the Sun. Do they know that the Sun is a star? Ask where the Sun goes when it sets. Does the sun move? Why does the sun disappear at night? Show a picture of a solar eclipse. Explain how an eclipse happens. Show an interactive video of a solar eclipse.
Make a model of the sun, moon and stars from this curious minds activity to show how an eclipse happens. Discuss with the children their findings and help them to investigate any questions they may have.
After the lesson- ask the children ‘What worked well’
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Hi Marguerite,
the solar eclipse activity had a glitch when produced, so please use this version which has been modified.
There will be a fabulous solar eclipse in August 2026 — better the further south you are in Ireland, but amazing from everywhere. Best of all in totality, which is across northern Spain.
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Hi my name is Rohana. I have been teaching Senior Infants the last three year and I will have them again in September. A fun fact that I’ve shared with my class before is that shooting stars are not actually stars. They are small pieces of rock or dust from the space that burn up in the Earths atmosphere. These then make a a steak of light which looks like a shooting star.
The children have loved the experiments on Forces as an inquiry-based activity that we have done during the school year. First of all we begin by looking and discussing that a push and a pull are both forces. We write different things on the board that we can push and pull that can be found at home, in the park, playground etc.
We looked at an experiment to push a 7up bottle and a ball. We called this bottle bowling. Here the children experiment pushing a ball with different forces, with a hard push or a gentle push to knock over 7up bottles. We talked about what kind of push made the ball move faster. From this we can also talk about when the ball and the bottle collide with each other they can change the motion.
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An inquiry based activity I would like to try with my Senior Infants next year based on browsing the many lesson ideas in the Curious Minds planning tool is based on static electricity.
I would start with a prompt of a picture where static electricity is clear- asking some leading questions to get their creative and scientific minds going! I would use the framework of enquiry to plan lesson;
-Engage: picture, class discussion Have you ever noticed anything when you comb your hair with a plastic comb on a dry day?
-investigate: Experiment- Making STATIC ELECTRICITY
(i) Blow up a balloon. Rub it on your hair (better if your hair is dry
and even better if freshly-washed). What happens?
(Your hair stands on end!).
(ii) Blow up a balloon. Rub it against a woolly jumper.
How can you tell if the balloon has static electricity? (The children could try and see if it ‘sticks’
to a wall; or can pick up small pieces of tissue paper or can make their hair stand on end).
(b) Investigate does the number of rubs make the balloon ‘stick’ to the wall longer?
Next steps- Can the children make their own wiggly toy/ worm and test it with a balloon?
Reflect: Quick quiz or sketch to demonstrate learning.
Class discussion- what worked and what could have been better. Traffic light system to allow for reflection on learning.-
Eveleen,
there are so many resources available at Curious Minds – I like the one you have chosen.
With just a little shift they can be used to really promote children’s inquiry learning — so where the guide suggests “Investigate does the number of rubs make the balloon ‘stick’ to the wall longer?” You can ask the children to share what they predict will happen – and why – and then they can determine if what they thought would happen actually did,
Since static electrical effects also depend on the weight of the object they are trying to affect, as well as the surface area, they might get some unexpected results if they have different balloons. This can lead to discussion about fair testing.
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Hi everyone, My name is Aoife, a primary school teacher from Tipperary. I will be teaching Junior/Senior infants in September. This will be my second year with this class group. Im looking forward to bringing everything I learn on this course into the classroom. My favorite space fact is that footprint on the moon last millions of years.
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One inquiry-based activity I would use in my classroom is “Why do we have day and night?” This question encourages young learners to explore the concept of Earth’s rotation. I would begin by eliciting prior knowledge, asking students to share what they know about the Sun, Earth, and sky. Using a globe and a flashlight to simulate the Sun, students would investigate how Earth’s rotation causes changes in light and shadow. I would guide them to observe how different parts of the globe experience “day” or “night” as it turns.
Students would then record their findings, ask further questions (e.g., “Why is the Sun in a different place in the sky during the day?”), and create simple models to demonstrate their understanding. The inquiry-based nature of this activity supports curiosity, questioning, hands-on learning, and collaborative discussion. It also integrates well with literacy and art, allowing children to explain and present their understanding in creative ways.
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Aoife,
I demonstrate day and night in a portable planetarium & I find when I ask young children “why do we have day and night?” I get answers that reference personal activities:
ie. “we get night so that we can go to sleep.”
I’d ask “how does day and night happen” & ask them to explain with a torch and globe / making predictions as appropriate, and if they are confident the next step can be to look at seasonal changes – but then you are pushing into the older class content from SESE Geography.
Infants should: • recognise the difference between day and
night.1st/2nd
• identify the sun, the moon, stars, day and night
• develop familiarity with the spherical nature of the Earth.3rd/4th
• observe, describe and record the positions of the sun when rising and setting and the changing lengths of day and night during the seasons
5th/6th
• recognise that the Earth, its moon, the sun, other planets and their satellites are separate bodies and are parts of the solar system
• develop a simple understanding of the interrelationship of these bodies, including day and night and seasonal movements
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Hi, My name is Laura. I teach 2nd class and have done for the past 4 years. That age group in particular is fascinated with space, the universe and the planets. They love doing their space projects at the end of the year. One space fact that they find fascinating is that there are more stars in the universe than grains of sand on the beaches of Earth!
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I would use a simple inquiry-based activity with 2nd class called “What is the Moon Made Of?” to explore space. I’d start by asking students what they already know about the Moon, prompting questions like “Why does the Moon look different every night?” or “What do you think the Moon is made of?” This encourages curiosity and taps into their prior knowledge.
Next, I would have students explore different materials (sand, rocks, flour, etc.) to create a model of the Moon’s surface. They could hypothesize which materials might match what they think the Moon is made of, based on their observations of photos or videos of the Moon.
Throughout the activity, I’d guide them to ask further questions, such as “Why is the Moon so rough?” or “How do we know what’s on the Moon?” The hands-on exploration and questioning deepen their understanding of space while fostering critical thinking in a fun, engaging way.-
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This is a fantastic and age-appropriate inquiry-based activity! Your approach encourages curiosity and critical thinking by starting with students’ prior knowledge and questions. The use of open-ended prompts like “What is the Moon made of?” naturally sparks imagination and inquiry. The hands-on element with materials like sand, rocks, and flour is especially effective for young learners, making abstract concepts more tangible and relatable. I also love how you incorporate real images or videos to help them make connections to the Moon’s actual surface. Guiding them to ask deeper questions helps build scientific thinking in a meaningful, engaging way.
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An inquiry-based activity I would use for an infant class uses the familiar story of Rapunzel as a stimulus to promote literacy, oral language and early STEM skills. After reading or listening to the story, children are invited to discuss why Rapunzel is stuck in the tower and brainstorm how they could help her escape. As a class, the children can design a mind map outlining the possible ways Rapunzel could escape the tower. The class is then presented with a starter question: Can you build a ladder to help Rapunzel climb down safely? Working in pairs or small groups, children explore a variety of materials such as lollipop sticks, string, pipe cleaners, cardboard and tape and predict which material they think will be most suitable. They will then plan their designs and work together to construct a ladder. Once the ladders are built, the children test them by leaning them against a model “tower” to see if they are tall and strong enough to hold a small doll representing Rapunzel. All children will use the same tower and doll to ensure a fair test. Each group then presents their creation, explains their process and reflects on what worked well and what they might do differently next time. They will be encouraged to reflect on where ladders are used today in the real world and where they have seen them before. It could be extended with a drawing task, allowing children to document and share their design.
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Aoife,
this is just great- you have a familiar story to act as the prompt, with plenty of opportunity for discussion and for the children to wonder and explore. The investigate part follows the “design & make” variant of the inquiry framework, so the children will Explore | Plan | Make | Evaluate their ladders. By referencing what the predicted vs how it actually worked they can deepen their understanding of materials and forces. Nice job.
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Aoife I love this idea about designing a ladder to help Rapunzel to escape the tower. I find that children enjoy building using different materials and I’ve often asked them to design and build houses for the three little pigs. Your idea will give me a new focus – I especially like that the children are given an opportunity to plan and design their ladders before building them and finally putting them to the test. Thanks!
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My inquiry activity would be focused on ‘What can we see in the sky at night, and why does it change?’
I would engage the children by asking some simple questions like: What do you see in the sky at night? Why does the moon change shape?
Can we see the sun and moon at the same time?
They could write or draw their ideas together as a group.I would introduce the phases of the moon using oreos – a big hit! Each small group will have 4 Oreo cookies. They will twist them open and use a spoon to shape the cream to show the 4 moon phases. A chart or real photos of the moon phases can be shown for comparison.
I would ask the children ‘Why do you think the moon changes shape?’ before explaining that the moon doesn’t really change — we just see different parts lit by the sun.
To learn more we would read a story like “Papa, Please Get the Moon for Me” by Eric Carle and to extend learning the children could create their own night sky using black or dark blue paper, star stickers, glitter/chalk and they can place the moon in any phase they like.
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Mind Map: Exploring Space (Junior Infants) Central Theme: Space
What is Space?
Earth in Space
Sun – big and hot
Moon – changes shape
Stars – twinkle in the sky
Space is big and dark
(Reflection: After this lesson, children begin to understand that Earth is part of a bigger system. They’re fascinated by the idea of space being “above us” and endless.) -
Hello, my name is Órla and I will be teaching First Class this year. My favourite fact about space is that there are more stars in the universe than there are grams of sand on Earth.
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My Inquiry based activity would be based upon ‘What Astronauts Eat in Space’.
For my hook I would bring in a shiny mystery box wrapped in silver foil. Inside will be a packet of freeze-dried fruit, a pouch of apple purée labelled like astronaut food and a photograph of an astronaut eating in space. Without giving away the theme, I would pass the box around and let the children handle the items. Once everything is finished being passed around, I would ask questions such as:
Who do you think eats this food?
Why might the food be in packets like this?
Where do you think the person is when they eat it?We will then watch a short video clip of astronauts explaining their meals on the International Space Station.
Afterwards, the children will compare the space food to their own lunches, noting differences in packaging, texture, and preparation.
In small groups, children will design their own space lunch using drawing materials. They will choose three items, label them and explain why each would work in space. Groups will present their space lunches to the class, explaining their design choices. We will reflect as a group:
What surprised you about what astronauts eat?
What would be the hardest thing to give up from your own lunch?
What new questions do you have about life in space?-
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Órla – that’s a lovely set of activities that build on a familiar item – food – in a novel environment.
Lots of opportunity to consider why astronauts need freeze dried food (it weighs less) – and the chance to look at how they recycle water on the ISS.
You might look at Space Picnic https://esero.ie/wp-content/uploads/2021/02/UPDATED-Space-Picnic-2016-Final-1.pdf-1.pdf
or some of the UK Space Agency’s material on design a meal for Tim Peakes:
https://www.stem.org.uk/resources_new/library/resource/34997/food-texture
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This is a lovely idea that would definitely keep the children interested! You could probably even extend it further, as I’ve come across lots of recipes online for kids of how to make space food! https://www.youtube.com/watch?v=pJuxXhIX-PY
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I love this idea—so fun and hands-on! The shiny mystery box is such a cool hook, and I can already picture how curious the kids would be passing those space food items around. It’s such a great way to get them thinking before they even know what the lesson is about.
This really reminded me of those Chris Hadfield videos where he shows what it’s like to eat in space. They’re perfect for this kind of activity—he’s floating around, squirting food out of pouches, and showing how tricky it is to eat without gravity. I think adding one of his clips after the mystery box would be awesome. It really helps kids see why food is packaged so differently and makes the whole idea of space life feel real.
I also love how you have them design their own space lunch. Comparing it to their own food makes it so relatable. Honestly, I think they’d remember this lesson for a long time!
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Hi. I’m Noelle and I Teach in a large urban school where my role is in SET. My facourite space fact is that Ireland is set to have it’s first astronaut when Nora Patten goes into space for a short flight which she is already in training for.
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There’s a huge interest in Norah and her short flight to space – but did you know that Rosemary Coogan- born in Northern Ireland – has been selected and trained as an ESA astronaut?
https://www.esa.int/Science_Exploration/Human_and_Robotic_Exploration/Astronauts/Rosemary_Coogan
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here is how I would use the ESERO framework to invetigate rocket ships to teach the objective become aware of and explore how moving water and moving air can make things move in the Strand Unit – FORCES with a focus on the skill of Investigating and Experimenting. ENGAGE the children with a video of a recent rocket launch to prompt a discussion, WONDERing how the rocket moves. I would narrow the discussion to wonder how we could make a cardboard tube rocket move in our classroom (by blowing into it through a straw ensuring the “nose” of the rocket is closed. I would have a range of cardboard tubes of different lengths, weights and sizes along with some straws and bits to attach to the nose or the outside of the rocket ready for exploring. The starter question is ” which type of rocket flies best when powered by air”. Children plan and design their rocket body, nose and any fins or windows based on what they predict will be the best rocket. They then build it – linkage to art lesson likely over 1-2 lessons followed by a lesson to CONDUCT THE INVESTIGATION. Agree the test will only be fair if the same sized straw is used (possibly use a pump to ensure the same force of air) and discuss the importance of fair testing. The distance travelled by each rocket can be measured and compared (integration with maths). In THE NEXT STEP, children consider how the shape of the best rocket is reflected in other flying aircraft/bullets/arrows/fish/birds and look for example in their own environment to demonstrate air resistance.
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I would like to use the inquiry based activity with my class next year to investigate how germs are spread. Very few materials are required: flour or icing sugar, wipes, kitchen roll, everyday classroom objects such as pencils, rulers, books etc.
As my hook or prompt at the beginning of the lesson I would get the children’s attention by pointing out some floury hand prints in various places, teacher’s desk etc. I would elicit from the children what other things they can think of that may stick to our hands, even without us realising, in the same way as flour does when we bake. We would then establish that the flour is being used to simulate germs and how we would see them on our hands if they were not invisible.
For the investigation piece the children, with flour on their own hands would explore what it sticks to when touched, shaking hands, giving out copies, borrowing a rubber etc.
For the ‘next step’ piece as a class or in small groups, we would come up with ways to reduce germs spreading on people’s hands, check the effect of wipes and hand washing and then make connections to the importance of hand hygiene, with particular reference to our own school. As an extension activity the children may design their own hand hygiene posters to be displayed in the classroom or around the school.-
Emily,
lots of opportunities for the children to develop their science understanding as part of the “next step” — and good idea to use flour instead of glitter (as I have done before — it really does go everywhere!).
Another exploration linked to this is the Space Week resource from 2020 – the bread and microbes is striking!
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My name is Ciara and I will be teaching 1st class.
One hands-on activity I would really enjoy with my students involves designing a raincoat for a teddy bear. I provide each group with a variety of materials and challenge them to create a coat that will keep the bear dry. This task emphasizes the properties of different materials, encouraging students to think critically about which ones are best suited for the job. It’s a fun, interactive way for the class to test their ideas and explore how different materials perform in real-world situations.
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This is a lovely idea Ciara, and it is actually an experiment I have carried out before in my junior infant classroom. It was great for making predictions, team work, and recording in the infant classroom.
In my Senior Infant classroom, I use inquiry-based learning by encouraging children to ask questions, explore materials, and investigate topics through play and guided activities. I guide their exploration by providing tools, asking open-ended questions, and helping them find answers through hands-on activities and discussions. An example of this is the floating and sinking science experiment, in which my senior infants loved. I had an array of resources, and the children made predictions, asked questions, collaborated as a team, and carried out activities that I had organised for them.
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I generally teach junior infants, and so find doing Science Experiments often have to be done with the teacher(s) mainly carrying out the activity and children watching. As a result, I like to do ones they can try out for themselves. Last year, the children in my class loved to make paper airplanes. Next year, in Senior Infants, I would like to do a lesson with them on how rockets launch into space and what is required for this to happen, and the planning that goes into it. I would then do an experiment on making “rockets” and finding ways to make them take off. I would provide the children with a range of straws, in different shapes and sizes, and a variety of objects such as paper of different weights, shapes and sizes, card that’s heavier and lighter and crepe paper, and ask them to experiement with which it is easiest to blow off from the end of the straws. I would further ask them to experiment with ways to blow the material off the straw, e.g. from inside the straw, scrunched on the top of the straw, balanced on the straw etc. I would then demonstrate how creating a tube on the top of the straw and securing it can help the paper fly further from the top, and ask them to experiment with different ways of securing it, e.g. with staples, pva glue, pritt stick or sellotape. When the class together have found a method that works best, in our next lesson I would allow all the children to make and decorate paper “rockets”, and seal these, and have competitions in seeing who’s rocket can fly the furthest. To conclude, we would have a joint writing session on recording how we completed the experiment and compare how our rockets are similar or different to flying paper planes.
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Niamh,
we visit rockets as a theme in Module 5 – but you have given a detailed explanation of how inquiry activities can work. I find that if you have the straw right to the end of the rocket it gets “stuck” and if you just pull back a little, allowing for a small gap at the nose, then it works much better.
There is also an issue with the rocket fins being too close to the centre of gravity – so to offset the weight of the fins, add a little bit of weight to the nose – it works wonders!
A teacher resource that covers this background is at https://www.nasa.gov/stem-content/rockets-educator-guide/
and in particular at page 42. They suggest
In a gym or other room with a high ceiling,
launch rockets straight up next to a wall. Have
other students estimate the altitudes reached
by the rockets. Count the number of concrete
blocks the rocket reached and multiply by the
height of one block.
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Hello, I am a teacher in a Junior Infants classroom in a rural area in the west of Ireland. An inquiry-based activity I might use in my classroom would be ‘sink or float’. The children can find this concept quite tricky as it can sometimes go against their assumptions e.g. big things will sink, small things will float. I would begin with a clip from an animated cartoon with two objects being thrown into the water. The children will be encouraged to describe what they can see happen – one object floats and the other sinks. I would introduce those specific words. Next, I would provide the children with the opportunity to ask questions – will X float? Will Y sink? The children will be given a basin and material and will be encouraged to explore. There will be opportunities for them to record their observations on a checklist. Following the experiment I would allow for time to reflect and encourage discussion about the children’s findings. This topic could be expanded and linked into our SPHE lessons on water safety – looking at life rings, life jackets and other floatation devices.
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Claire,
you’ve identified the very feature of inquiry learning that makes it so powerful – exploration of children’s assumptions and testing them to deepen science content understanding.
big things will sink, small things will float.
seems like a reasonable assumption – and when the children then explore, they will find that some big things float and some small things sink, so will have to develop new mental models to explain what they see.
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Reflection on how I would use 1 inquiry based activity in my classroom.
An inquiry-based activity I might use is called “Shadow Detectives” to explore materials that allow light pass through them and those that do not. I would give each group a torch and a selection of objects made from different materials such as cardboard, clear plastic, tissue paper, and foil. The challenge would be to investigate which objects block light, which let some light through, and which let most light pass.
I would encourage them to make predictions, test each material, and record their findings. I would guide their thinking with prompts like, “What do you notice about the shadow? How does the material change the light? What happens if you move the torch closer?” This helps children discover concepts such as transparent, translucent, and opaque through hands-on exploration. They would work in pairs or small groups, discussing their observations and comparing results. At the end, we would share findings as a class, linking them to everyday examples such as windows, sunglasses, and curtains. This activity promotes curiosity, observation skills,teamwork, questioning, testing ideas, and making discoveries through evidence.-
Justyne,
that’s a lovely way to access the 1st/2nd class Science, strand unit Light
• investigate the relationship between light and materials
sort materials according to whether or not they allow light through (transparent/ opaque)
explore materials that do not allow light to pass through (opaque) and thus form shadowsI’d leave out the translucent – save that for 3rd/4th class.
I take the Blackrock Castle StarDome out on the road a fair bit, and children are so fascinated by the bright projector and the clear shadows that they can make on the dome wall! Do you have a lovely dark room that you can use?
If not, consider a dark “tent” by draping light excluding fabric over a table and creating a dark play space for children to explore shadows.
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Hi Justyne, I really like your “Shadow Detectives” idea…it’s such a hands-on and engaging way to explore light and materials. I agree that giving children the opportunity to predict, test, and record findings really helps them take ownership of their learning. I like how you’ve built in prompts to guide their thinking without giving them the answers, as this encourages deeper questioning and curiosity. Linking the results to everyday objects like windows or sunglasses is also a great way to make the learning meaningful and memorable. I think the activity would work well in pairs or small groups, as children can share ideas and compare results. It’s a lovely way to develop observation skills and teamwork while having fun.
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My name is Clodagh Murphy and I’m a primary school teacher living in a Gaeltacht area. I’ve been teaching Senior Infants for the past three years, and I love the curiosity and energy that comes with working with junior classes. My favourite space fact: A day on Venus is longer than its year! Venus takes about 243 Earth days to rotate once, but only about 225 days to go around the Sun.
For my inquiry-based activity, I would use the “Oops… I dropped it!” lesson from the Curious Minds/ESERO Framework. I’d start by dropping an object and asking the children what happened and why. We’d then test different objects, predict which would fall fastest, observe what happens, and record our results with pictures. This would lead into talking about gravity and how things might fall differently on the Moon, linking science, maths, and language skills in a fun, hands-on way.
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The content on the curious minds website is fantastic. This experiment only needs a few items that can be stored away to complete again and again.
Inquiry based approach- Design and Make a Lava Lamp
Prompt- Show a lava lamp in action, lights off. What are they? Does anyone have one? Compare to others lamps in your house.
Questioning- What can you see happening? Build on vocabulary especially the word chemical. Link to lava in volcanoes also.
Activities to encourage prediction and exploration- Compare water and oil, put alka-seltzer into water,(discuss care and safety here), put food colouring into water.
Exploration- Trying out the experiment in groups. Use a variety of bottle sizes, and food colouring (rainbow lava lamps)
Creativity/Link to Other Subjects- Comparing heights of bottles, Art Hub for kids has a lovely draw your own activity lamp activity, A Scientist Like Me is a nice book to include in Science lessons. It is full of curiosity, observations and beautiful illustrations.
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Leanne,
I like how you have taken a design and make approach to this science activity. It is a natural way for young children to explore the world. They will access the curriculum skills in design and make as they explore, plan, make and evaluate, and create a memorable lava lamp.
We have done a similar activity in the past at Blackrock Castle, using baby oil as the liquid oil since it is colourless. Groups could try different types of oil to see if the type of oil makes a difference. Try to avoid green food colouring, it seems to react with the bubbling chemical and turns a rather dull brown quite quickly.
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My favourite fact about Space is that it is silent as sound travels differently! This would be an inquiry based activity that I have done before and have modified slightly:
An inquiry-based activity I would use in the classroom is exploring the question: “Do all objects fall at the same speed?” I would start by gathering a variety of classroom items—such as a feather, paper, pencil, and small ball—and asking the children to predict which object would hit the ground first when dropped. This would encourage them to think critically and share their ideas.
We would then test their predictions by dropping the items from the same height and observing the results. Pupils would work in small groups to repeat the tests and record their findings. They might notice that some items fall slower, prompting further discussion. I would introduce the idea of air resistance and gravity in simple terms, asking questions like “Why did the feather fall slower?” or “What would happen if there was no air?”
To extend the learning, we could watch a short clip of the famous Apollo 15 feather-and-hammer drop on the Moon. This activity promotes questioning, observation, discussion, and links to real-life space science in a fun, accessible way for young learners.
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Ciara,
falling objects in air is a lovely topic to explore via inquiry, since it is a complicated set of ideas that over the years have puzzled many scientists.
An early theory, attributed to Aristotle, is that objects fall at speeds that are proportional to their weight. You can see more about it here (for older children and for teachers). From this resource is the following section:
The ancient Greek philosopher Aristotle proposed that the speeds at which objects fall were proportional to their weights. It is easy to see how he could have developed that misunderstanding—if you drop a feather and a hammer from the same height above the ground, the hammer will land before the feather. For thousands of years, people incorrectly believed that heavier objects fell faster than lighter ones. However, we now know that the difference in the speed of the objects is due to air resistance. Because of differences in the shape and size of the feather and the hammer, the upward force resulting from air resistance varies, and the objects fall toward the ground at different rates.
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Hi Ciara,
This is a great interactive and engaging inquiry based activity that I’m sure would be of interest to all of the children in the class.
The clip of the Apollo 15 feather and hammer drop is a great way to link in real life space science. Sounds like a very fun activity with lots of learning opportunities.</p> -
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Hi, my name is Allie and I will be teaching first class in Dublin this upcoming year. My favourite space fact is that one day on Venus is longer than one year on Venus as it takes 243 Earth days to spin once on its axis, but only 225 Earth days to orbit the Sun.
For 1st class, I would use an inquiry-based activity called “Spin and Orbit” to help children explore how planets move.
To engage the students I would show the children a short animated clip of the planets moving around the Sun, pausing on Venus. Ask: “Did you know a day on Venus is longer than a year?” Spark curiosity by asking them to imagine what it would be like if their birthday came before the day was over.
I would pose the question “How can we make a model to show a day and a year for a planet?” Narrow it to “Can we make a planet where the day is longer than the year?”
I would provide small balls which would be the planets and a lamp representing the Sun. Children, in pairs, explore how to spin their planet (day) and move it around the Sun (year). They will try different speeds, sometimes spinning slowly but orbiting quickly, to see if the “day” can be longer than the “year.”
We will agree what will be kept the same e.g distance from Sun, size of planet etc and what will change the spin speed vs orbit speed. We will discuss fair testing in simple terms such as change one thing at a time.
Children test their models, observing which combinations make a longer day than year. They record what happened in drawings or with simple tally marks.
We will then link their discoveries to real-life show photos of Venus, Earth, and other planets. Discuss why day lengths are different. It could be extended by connecting to spinning toys , playground roundabouts, or even how we move in a game of spin and run.
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Hi Allie,
physical modelling of the Earth – Moon – Sun is a popular activity for us at the Observatory in Blackrock. We ask groups of three (or more) students (and sometimes teachers!) to create their Earth-Moon-Sun model, asking them to identify the features that they feel are important to show, and then asking them to articulate what they have demonstrated.
Important features that are often missed are that the Moon keeps the same side towards the Earth, and the Moon has to go around the Earth each month, while the Earth and Moon together are orbiting the Sun.
Even having the Earth spin at the correct rate for the Moon to orbit it poses difficulty!
Good luck with modelling other planets!
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Hi Everyone,
My name is Grainne and I am a primary school teacher in Co. Laois. I’m really excited to apply lots of what I will learn on this course into the science curriculum in general and into Space Week next October.
My fun space fact is the space smells like hot metal, fuel and barbecued meat!
The enquiry based activity that I would use and do most years in my classroom is the skittles rainbow experiment. The children really enjoy this experiment and it always creates great excitement in the room.
First the children create a rainbow circle with the Skittles around the edge of the plate. Then we slowly pour the hot water into the centre of the plate, but make sure the water is barely touching the Skittles. We wait and watch the Skittles colours move towards the centre of the plate, creating beautiful rainbow streaks. Later on in the year we conduct a similar exercise with Skittles where we. We pose the question here “Do skittles lose colour faster in hot or cold water”? So we start with an orange skittle. We place one skittle in the COLD water and begin to stir. Stop the timer every 10 seconds to see if the skittle has lost its colour and turned white. Continue to stop and stir every 10 seconds until the skittle is near white. Record the time. We repeat the same steps but with HOT water. Once that time is recorded we compare the results. Ask probing questions such as If I wanted to do the same experiment with M&M’s instead of Skittles, do you think hot water would still remove the colour faster? Why? Was there a colour that dissolved faster than another colour? Why do you think that is? This is always a great hit in the classroom.
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Hi! My name is Mary and I am teaching Junior Infants outside Navan in Co. Meath. I have 10 boys and 4 girls in my class next year and thought that space might be a topic that would suit – as someone said earlier, children love astronauts and the idea of going into space. I am ashamed to admit that I have no interesting space fact to share however when I lived in Australia I always loved the fact that I could see the Southern Cross. It was as if it was reminding me that I was somewhere different on the planet.
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An inquiry based activity I would use in my classroom would be about investigating sounds, using butter cartons and inserting various items to rattle in them e.g. salt, coins, uncooked pasta, paper clips.
I would make up the sound boxes by wrapping them in paper, while also having pictures of the items located inside. Label them A,B,C,D,E….. and make a note of what was in each.
Discuss with the students about sounds; What is sound? What are vibrations? How are sounds made? Are all sounds pleasant? Can you think of some words to describe sound? (Loud/soft, high/low, musical/unpleasant)
The children can shake the wrapped-up boxes and listen to the sounds. They then guess what is inside each box. They can try to match the sounds with pictures of the items which are in the boxes, or else with another set of the various items which are unwrapped. I as the teacher would encourage the use of vocabulary for the various sounds: e.g. rattly, swishy, clangy, etc.
This activity could be extended by giving the children a butter carton and elastic band and ask them to wrap the elastic band lengthways around the carton. Ask them to pluck the elastic band and describe the sound that they hear.
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Niamh,
Investigating sounds (and in Irish) is a lovely theme for inquiry centred learning. The children can explore the sounds, and wonder what makes sound – and then apply what they think to their predictions.
I use tin foil with children to make aliens, and make a point of holding it up and rustling it so that they can hear the nice ‘chime’ sound of the metal. I add “metals tend to make nice noises when you hit them” – adding “that’s why they are good for musical instruments”.
With an older class you could use this as “mystery boxes” where they don’t get to open the boxes to see what is in them – but they can continue to try to work out the contents over the year – perhaps by testing with magnets when you do magnetism activities, or weighing them when you do measures in maths. Here is a guide to Mystery Boxes from the Science Museum London, and an article about using a different type with 3rd-5th grade US children.
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Hi there,
My name is Michelle and I will be teaching second class in Kildare this year. I have taught second class before, and I know there is a lot about space in the curriculum, so I am excited to get new ideas regarding the teaching of space and other STEM ideas relating to it. Children love learning about space, and find the planets very interesting, so it is a topic I always enjoy teaching them.
My favourite space fact is that the sunset on Mars appears blue, as I did not expect this!
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Using the Curious Minds ESERO Inquiry Framework, I would do an activity called “Why Do Astronauts Float?” to build science skills in my classroom.
We would start by watching a short video online of astronauts on the ISS and asking, “Why are they floating?”
The children would share their ideas, and I would write them down on the board. Next, we would test small objects in water to see which float or sink. This lets pupils practise observing, predicting, and questioning. We would then talk about our results and compare them to life in space, learning about microgravity.
To extend the lesson even further, children could make drawings of astronauts floating.
Finally, they would explain their findings to the class in their own words.
This simple activity promotes curiosity and helps children acquire early science skills while having enjoyment exploring a practical, real-world question.-
Paddy – I’d be quite careful with this activity to make it clear that the reason objects float in water is very different to why astronauts appear to float when aboard the ISS.
See the ISS Primary Education Kit for a nice explanation of this – comparing the floating on the ISS to the feeling we get when we start downhill on a rollercoaster (or in my case – when I jump up as a lift starts to move downwards). In both of these cases, we are falling down at the same rate as our surroundings, so feel ‘weightless’ for a short time.
What does it feel like…
… when a car drives over a bump in
the road. And what it feels like on a
swing at the highest point, just as
the swing changes its direction.Astronauts practice for weightlessness aboard planes that dive downwards, giving a short spell of ‘microgravity’. Since that is expensive, often astronauts practice in buoyancy tanks – so that the upthrust of the water balances their weight and they float.
Here is a short video of Dr Niamh Shaw (a friend of BCO) on her microgravity training in 2017.
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My name is Damien, and I’m originally from Derry but currently teach in Dublin. I particularly enjoy teaching about Space, as it’s a subject that fascinates the children. They never fail to impress me with how much they already know and the many thoughtful questions they ask. I’m excited to deepen my own understanding of the topic through this course. My favourite fact about space is that the Sun is large enough to hold one million Earths inside it.
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One inquiry based activity I have used focuses on exploring the planet earth from space. It is an engaging and hands on experience that captures children’s curiosity. The lesson begins with a real image of Earth to spark interest, followed by the question: Why is Earth blue and white? This invites the children to share their ideas and interpretations of why our planet appears this way.
To investigate, the children work in groups using real materials such as water, cotton, blue food colouring, paper or other resources they suggest themselves. They create physical models of the planet to explore how light interacts with different surfaces, helping to make abstract concepts more concrete. By shining a torch over their models to represent the Sun, they can observe how various surfaces reflect light and consider how earth’s appearance changes when viewed from space.
The children record their findings using age appropriate methods such as drawings or pictograms. As a reflective activity, they can create an “Earth postcard” depicting the planet from space, labelled with their observations, and share it with their peers. -
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Given that I teach the senior classes I feel that Using the Curious Minds ESERO Inquiry Framework would be a great method of getting the older children in the school to work with the younger children in the school. I would familiarise my class with the experiments covered in module 1 and ensure they understand the science behind them. I would then link up with the infants teacher and discuss collaborating for a lesson. I would have the older children work with groups of the younger children to help guide them through the experiments. Then we would link back in as a whole group and the teachers would ask the prompting questions to draw out the scientific understanding of the younger children. Then the children would split back into their groups and the older children would ask them the questions again to solidify their understanding and identify any misconceptions. I think the older children linking in with the younger classes is very important.
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https://coggle.it/diagram/aJ5Rb7DzXxWcbmtI/t/-
I would use the Gravity & Falling Things inquiry activity to introduce junior classes to the concept of forces and gravity in a hands-on way. I would begin by engaging pupils with the prompt “Oops… I dropped it!” to spark curiosity. This would lead to a wondering stage, where students predict what might happen when different objects are dropped.
During the investigation, pupils would drop a range of objects….ight/heavy, large/small) from a height, observing and recording how they fall. I would encourage observation, prediction, and data recording skills.
We would discuss how gravity works on earth and compare it with the moon.
I would encourage children to share their findings and encourage use of vocabulary such as “gravity,” “force,” and “prediction.”
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Using the Curious Minds programme, I would introduce an inquiry-based activity titled “What would we need to live on the Moon?”. This big question encourages curiosity and sets the stage for child-led investigation. We would begin by discussing what we already know about the Moon—its surface, temperature, and lack of air—and create a KWL chart together.
Next, I would guide students through simple research using books, pictures, and videos provided by Curious Minds and ESERO resources. Children would investigate what makes Earth liveable and compare it to conditions on the Moon. In small groups, they would design a Moon habitat using art materials, thinking about what we’d need: air, food, water, and shelter.
Throughout the activity, I would encourage questioning and prediction, such as: “Will plants grow on the Moon?” or “How will we breathe?” This would hopefully lead to fun, hands-on experiments—like testing how plants grow without sunlight or air.
Finally, students would present their Moon habitats and share what they discovered. This activity develops critical thinking, problem-solving, and communication skills while linking to SESE and STEM objectives, all within an engaging, age-appropriate space theme.
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Hi Una,
you might incorporate the really lovely ESA resources on shelters – adapting as needed for the age of your class.
It is part of a larger series of ed supports on “Moon Camp” which fits so nicely with this year’s World Space Week Theme of “Living in Space.”
You’ve described how to use the inquiry framework in a Design & Make context – use an interesting situation to engage the children, give them access to information that they can wonder and explore, then carry out an investigation where they apply their understanding and extend their learning.
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I would begin my inquiry-based activity by asking the class questions about night and day. We would make use of a KWL chart to record their previous knowledge if a class discussion were to arise from the questioning.
Some of the questions I could ask would be:
Why does it become dark at night and bright during the day?
Why do you think it gets dark at night?
Is it night-time everywhere at the same time?
I would then get the class to write their answers on their whiteboards and discuss them with their partners, groups and the class.
Next up we have a hands-on exploration/investigation. We would do this by sticking a little person on our class globe. We would shine a flashlight on one side of the globe and slowly rotate the globe and observe what happens to the person. We would discuss our findings and relate them back to the classes’ predictions/answers.
I feel this inquiry-based activity would develop the children’s critical thinking, their observation skills and give them a basic understanding of astronomy.
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Fiona,
using globes is rightly one of the Geography skills – and I like how you have planned to include the little person to demonstrate day and night.
You can also get globes that look like the Earth seen from space – the ones I like are called “Earth Balls” and their website has a list of possible education activities here: https://www.earthball.com/global-handbook/
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Hi, I have created this resource with senior infants in mind.
Reflection
One inquiry-based activity I would use with my senior infants is based on the book The Darkest Dark by Chris Hadfield. It is a story about a little boy who dreams of becoming an astronaut. I would read the book to the class and show the pictures. I would stop sometimes to talk about the stars, the moon and space. After reading, I would ask the children what they wonder about space. We would write their questions on our Space Wonder Wall. Some children might ask how hot the Sun is or what it would be like to float in space. We could look at pictures of the Sun, watch a short video and use balls to show how big the Sun is compared to Earth. This activity would help the children be curious, ask questions and learn more about space in a fun way.Thanks, Michelle
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Michelle,
your response really shows that you see the value of the Inquiry Framework – children can enhance their science content knowledge by engaging with a topic, wondering and exploring and then investigating. With astronomy and space as the topic, there aren’t too many experiments you can “do” on a star, so coming up with research questions where you can check your own understanding is the way forward.
Great stuff.
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Hi, my name is Eileen. I work in a rural DEIS school currently teaching a multi-grade class of 1st and 2nd.
If I were using the Curious Minds framework in my classroom, I’d do an inquiry activity about how the Earth orbits the sun and also how it rotates. I’d start by showing a short, fun video or simulation that shows the Earth moving in space. That usually gets students thinking and asking great questions like, “Why doesn’t the Earth fly off into space?” or “Why do we have day and night?”
To help explain Earth’s rotation, I’d use a basketball as an example. I’d spin it on my finger and say, “This is kind of like how the Earth spins on its axis.” It’s a simple way for students to visualize how the Earth rotates, giving us day and night. They really connect with that kind of hands-on, familiar example.
Then, I’d have students come up with their own questions about orbit and rotation. We’d explore using globes, lamps, and online models to test ideas and see how everything works. At the end, they’d share what they discovered—like how seasons happen or why the sun seems to move across the sky. It’s fun watching them lead their own learning. That’s what Curious Minds is all about—getting curious, exploring, and figuring things out together.
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Hey Everyone,
My name is Emma and I’m teaching in Mayo.
For the last few years I taught in second class and Space was a topic we always explored. The children loved it and they completed amazing projects on it. My favourite space fact is that there are more stars in the universe than there are grains of sand on all the beaches on Earth.
This year I have junior infants so I’m looking forward to learning about new resources and how I can introduce it to the younger kids.
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I have taught infants for the past eight years and one of the inquiry based activities that they always seem to love is ‘floating and sinking’.
The question I would pose to the children at the beginning is ‘Which of these objects will float in a basin of water and which will sink?’
I always start off by showing the children some of the items we are going to experiment with and asking them to brainstorm in pairs or small groups whether they think the items will float or sink.
We then conduct the experiment and the children describe what happens. I always ask the children questions such as ‘why do you think that happened?’
After we have finished I often get the children to discuss in pairs/groups again and to illustrate an aspect of the experiment.
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Eliza,
I’d tweak your outline very slightly to add in predicting. When you have given the children time to explore, and you are “asking them to brainstorm in pairs or small groups whether they think the items will float or sink.” – ask them to give a reason.
If they really have no clue, then carry out the investigation/demo with a few items – let them see what is happening and then they can make a prediction about a different range of items. The second set might be bigger versions of the first set – so a bigger bit of wood; or a different shape – so a bit of foil crumpled into a ball vs laid out flat. Then they have some experience (they have ‘explored‘) so they will have some mental model that they can use to generate a prediction which can be tested.
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I have taught infants for the past eight years and one of the inquiry based activities that they always seem to love is ‘floating and sinking’.
Usually the children would have spent time exploring floating and sinking with different objects at the water station during playtime prior to doing this activity.
The question I would pose to the children at the beginning is ‘Which of these objects will float in a basin of water and which will sink?’
I always start off by showing the children some of the items we are going to experiment with and asking them to brainstorm in pairs or small groups whether they think the items will float or sink. The children would predict the outcomes and give a reason e.g. size/shape of object etc.
We then conduct the experiment and the children describe what happens. I always ask the children questions such as ‘why do you think that happened?’
After we have finished I often get the children to discuss in pairs/groups again and to illustrate an aspect of the experiment.
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I would begin my inquiry-based activity by using a KWL chart to find out what the children already know about ice and how it melts. I would ask them if they know how they could make ice melt faster.
I would then use the question “If we put ice in different things, will it melt faster in one than another?” to illicit some predictions from them about what materials will male the ice melt quicker.
I would then provide the class with a variety of different materials such as, Ice cubes, Bowls or plates, Substances like salt, sugar, warm water, sand, Timer or clock. I will also ask them how we can ensure a fair test, i.e make sure ice cubes are the same size, leave them in the materials for the same length of time etc.
The students will then place an ice cube in each bowl and cover it with different materials. They will use a simple chart to record which melts first, second, etc. and discuss how they know which melted fastest (e.g., time, size, puddles). We will then discuss why some substances made the ice melt faster. -
In my classroom, I would use the “Falling Things” inquiry activity to introduce children to the concept of gravity. I would begin with the simple prompt “Oh no…I dropped it!” to spark curiosity and invite pupils to share their ideas about why objects fall. This stage is powerful because it encourages children to wonder and make predictions before any formal explanation is given.
Next, we would investigate by dropping different objects (for example, a feather, a pencil, and a ball) and carefully observing what happens. Students would record their predictions and compare them with the results, helping them develop early scientific skills such as predicting, observing, and recording. I would then guide a discussion where they interpret the results, asking questions like “Why do you think this object fell faster?” or “What surprised you?”
Finally, we would take the next step by connecting our observations to real-world contexts, such as comparing falling objects on Earth and the Moon. This activity not only makes abstract science concepts tangible but also empowers children to think critically, work collaboratively, and see science as a process of discovery rather than memorization.
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Megan,
what class are you likely to be teaching next year? The falling things inquiry from this module is really suitable for infants, who are likely to need help in ” Students would record their predictions” – since their writing skills will be very much under development. This is why the ESERO source materials suggests using picture cards that can be placed where they predict each object will go, and an oral explanation of their prediction can be used.
The inquiry process is designed so that “Why do you think this object fell faster?” isn’t actually needed – the children will have made a prediction with a reason, then they will check that their ideas are correct or not. So the teacher discussion would be guiding the children to determine if their predictions (and hence their scientific reasoning) is correct or not. They will have already stated why they think one object will fall faster than the other.
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Then add a reflection (150 words min) on how you would use one inquiry-based activity in your classroom
From module one I liked the idea of the ‘Oops’ lesson and getting the children wondering about how they would clean up the mess. I feel they would like this as it is a common scenario and they will have some prior knowledge but may not have the vocabulary such as absorb/ absorbent etc and this lesson will allow for the children to explore different materials while expanding their language and vocab also. They will also enjoy this lesson as it is hands on and gets them thinking with their friends.
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An inquiry based activity I have done with second class is designing a habitat for people on Mars. We linked the lessons with our class reader for that month which was ‘Jazz Harper Space Explorer’ that we got from twinkl. Before reading the book we told the classes that the character in our new book was going to go live on Mars. We discussed what we already know about space and Mars and we watched a short clip of astronauts in space. We split the class into groups of three and they had different topics to explore such as transport, food, clothing and housing. They had to draw and design a poster and present their work to the class. They discussed what they would need to bring with them from Earth and why those items were needed. The children could ask each other questions about what they planned. Then as we read the story the children could go back and edit their work if they thought of new ideas or found something from the story that they also wanted to include in their plan for the Mars habitat. We found it was good for cross curricular links, discussion and collaboration.
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An inquiry-based activity that I would like to use in the classroom would be focused on the forces of push and pull. I currently teach senior infants so this activity would be catered towards this age level.
I would begin by prompting the children to think about various objects and how they move through questions and prompts. I would ask them to consider whether the object moves using a push or a pull force. They will be asked to predict how each object moves.
They will then be given various objects to investigate with and test their predictions on. I will scaffold their thinking and discussion through questioning and prompts. They will carry out the activity and write their conclusions down on mini whiteboards before reporting back to the class on their findings. This will then lead to a subsequent lesson on gravity and its effects.-
Amy,
Forces are used in the second of the investigations in this module, and are a powerful theme to engage young children via play. My colleague Frances pretends to be a shortsighted very-literal robot with young classes, and asks them to tell her how to move a wheely chair from one side of the room to another. She tells them that the robot can’t see very well, so they will have to tell her how to make the chair move.
She claims that she doesn’t understand the word “push” so that they have to tell how to make a “push”.
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An inquiry based activity that I would do with an infant class as an introduction and investigation around the force of magnetism.
I would first give each table a selection of magnets to explore. Then ask them to move around the classroom to see which objects the magnets would stick to. Then pause to report back to the class what they found.
To follow up we would carry out a more structured activity.
We would choose a selection of objects and materials that included both magnetic and non-magnetic items. We would make a prediction which materials the magnets would stick to and which they would not. We would record their predictions on a simple table individually or as a class, whichever felt more appropriate.
In small groups, or if appropriate as a whole class, the children would then investigate which materials the magnets stuck to and which they did not. We would then record our results and compare the results to our predictions.
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Claire,
magnetism is one of those topics that absolutely lends itself to exploration in an inquiry style. Since the metals that are often found in a classroom contain iron, do try to have a range of non-magnetic metals to hand. Aluminium (in the form of tin foil or drinks cans) and the jewellry metals of gold and silver are good choices. If you have any coins, they can also be tested.
Once they children have explored which materials are attracted to the magnets, they might look at ideas around “do magnets have to touch a material to pull it?” This can lead to one of BCO’s favourite fun activities – bug races, with the bugs made from twists of pipecleaners, the magnets are under the table and the bugs have to race from one side of a table to another. An extension can be to make a bug path, and the magnet has to pull the bug along the path.
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Hi Everyone, my name is Elaine and I teach in St Peters NS, Monasterevin. My interesting fact about Space is that one million Earths could fit inside the sun!
In this inquiry-based activity, junior students will explore the concept of gravity through hands-on experimentation. Begin by asking an open-ended question: “What happens when we drop different objects from the same height?” Students will be given a variety of items—such as a feather, a small ball, a pencil, and a piece of paper—to test their ideas.
Working in small groups, students will drop each object from the same height and record their observations. Encourage them to think about why some objects fall faster than others. Guide the discussion with questions like, “Did heavier objects fall faster?” and “What else might affect how fast something falls?”
Afterward, facilitate a class discussion to share results and connect observations to the concept of gravity. Introduce the idea that gravity pulls everything down at the same rate, but air resistance can affect how objects fall. This activity encourages curiosity, observation, and foundational understanding of gravity in a fun and engaging way.
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In this module, I really liked the Mighty Materials experiment. It encourages children to chat about what they (or even their parents!) use to clean up spills at home. From there they can explore different materials, talk about their properties and predict which ones might do the best job. I think this would catch their interest straight away because cleaning up messes is something they’ll have seen plenty of times before and they will really enjoy being allowed to make a mess! They may have some prior knowledge but they might not yet know words like absorb or absorbent. This lesson is a great way for them to try things out, test their ideas and build on their vocabulary at the same time. What I like most is that it’s hands-on and practical, so the children get to investigate while working and chatting with their friends. I also love the idea of using smiley faces—it makes it even more engaging and fun for them.
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My enquiry based activity.
show a giant footprint cut-out on the floor and tell the children, “We found this giant footprint in the garden after the apples were stolen—who could it be?” Invite the class to investigate whether the size of a person’s foot might give clues. Ask, “Do bigger feet mean a taller person?” Children work in pairs to trace around their feet and compare sizes. Using cubes, string, or paper strips, measure and record foot lengths. Then, measure each child’s height against a wall chart. Guide the inquiry through open questions: “What do you notice? Does the person with the longest foot always stand tallest?” Encourage children to discuss their ideas and test them against what they see. Finally, return to the mystery footprint and let children decide if the tallest person has the biggest feet and vice versa.-
James,
this is a great example of a prompt to engage the children’s interest. I like how you have given them their starter question, and would suggest that you ask them to make a prediction based on their understanding.
If they need to do some preliminary work before making their prediction, they might look at the relationship between height and foot size for their class, then make a prediction for a wider age of people, and include adults in the data.
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To teach junior infants about space, I would create a “Space Station” in the classroom, filled with astronaut costumes, books, and pretend space equipment like control panels and telescopes. The children could dress up and pretend to be astronauts, aliens, or scientists on a space mission. As they play, they would naturally start asking questions like, “How do astronauts go to space?” or “What are planets made of?” These questions would guide our discussions and spark curiosity.
We could then carry out activities like drawing planets, building rockets from cardboard, or exploring simple facts about stars and the moon. By encouraging children to ask their own questions and explore through play, I would help them learn about space in a way that feels fun and exciting. This approach fosters creativity, teamwork, and problem-solving, while allowing children to learn through hands-on exploration and their own natural curiosity.-
That sounds like a great idea, I really like how you’ve created a space-themed environment that encourages imagination and questions. I think the mix of dress-up, play, and hands-on activities links really well to Aistear, especially the themes of Exploring and Thinking and Being Creative, as it allows children to investigate, imagine, and make decisions through play.
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Hello all, my name is Orla and I was teaching second class this year. An interesting space fact is 564 people have been into space – of that number 65 of them were women.
From September onwards I plan to use an inquiry-based activity about gravity and falling things in the classroom. I will engage in this activity when I am completing the ‘Energy and Forces’ unit of work. The students will investigate how forces act on objects. We will speak about push and pull forces. We will complete some examples (using objects such as a toy car) in small groups before showing our investigations to the whole class. We will then explore the effects of gravity using the ESERO resources as a guide. I will then provide different objects for the children to name and explore the effect of gravity on. To investigate we will devise our starter question and predictions. We will choose somewhere safe from which to drop our objects at the same time. We will measure the height of the drop, so it’s the same each time. We will observe and record our results and what we see. We will repeat the drop three times, recording our results. After conducting the investigation in small groups we will analyse and interpret our results, before writing our conclusions.. Perhaps as a follow on we could complete the egg parachute experiment depending on the ability of the class.
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Hi Orla,
That sounds like a brilliant and well-structured inquiry-based lesson! I really like how you’ve broken it down into clear stages—from initial predictions to repeated testing and concluding discussions. The focus on measuring, observing, and recording makes it very hands-on and reinforces key scientific skills. Using the ESERO resources is a great idea—they’re practical and age-appropriate, especially for teaching abstract concepts like gravity. The idea of extending the lesson into the egg parachute challenge is a fantastic way to keep the learning going and add an element of design and creativity. Your pupils will really enjoy exploring these forces in such an active and engaging way!
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Inquiry based learning for the Junior classes:
The lesson begins with the question: “Why does the sky change? Why is it bright sometimes and dark at other times?, Is it bright at bed time?Then I will read the book an grian agusgealach to the class.
Using a torch as the Sun and a globe or ball as the Earth, children see how one side is lit (day) while the other is dark (night). As the globe is slowly spun, they learn that day and night happen because the Earth turns, not because the Sun moves. Children take turns with the torch and globe, exploring the idea in a hands-on way.
They then create two drawings—one showing daytime, one showing nighttime incoorpating the correct vocabulary and integrated with out class story An grian agus Gaelach
Finally, the class discusses again why we have day and night, reinforcing the key idea while encouraging curiosity about space.
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Hi everyone,
My name is Seán and I teach in a rural primary school in Co. Kerry. I’ve always had an interest in science and I enjoy bringing hands-on, inquiry-based activities into the classroom, especially when they can be linked to real-world topics that capture children’s imagination.
One of my favourite space facts is that the footprints left by astronauts on the Moon could last for millions of years because there’s no wind or water to erode them. It’s a simple but powerful image that really gets children thinking about the differences between Earth and space.
One inquiry-based activity I would love to use is the balloon rocket investigation. This lesson would begin with a class discussion and a few short video clips showing how real rockets launch. The children would then build their own balloon rockets using string, straws, and tape. In small groups, they’d make predictions like “Will a bigger balloon go further?” and then test different variables. We’d measure the results and record findings using simple charts or drawings. This activity not only helps pupils understand forces and motion but also encourages teamwork, problem-solving, and early recording skills. It’s hands-on, exciting, and perfectly pitched for developing scientific thinking in a fun, meaningful
way.
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Sean,
the balloons as described in Module 5 are a super example of inquiry based learning, with all aspects of the Inquiry Framework in place to support learning.
The children will be engaged in the topic through the video clips, and will have the opportunity to make balloons that model real rocket behaviour. With the starter question “do bigger balloons go further” they have the opportunity to describe what they think will happen, based on their own understanding of forces, and then find out if their ideas are correct in the investigation phase.
They can record and share their results, then discuss if their predictions were correct.
Since this will be dependent on the distance the rockets are given to fly, it would be a good idea to give different groups different lengths of string – which then gives a very relevant “take the next step“
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Hi I’m Orla and I’m teaching 1st class for the second time this year. The following are some ideas for my mind map on the topic of space!
Mind Map: Space
1. Astronomy
Stars
Galaxies
Nebulae
Black Holes
2. The Solar System
Planets (e.g. Earth, Mars, Jupiter)
Moons (e.g. Europa, Titan)
Asteroids & Comets
The Sun
3. Space Exploration
Human missions (Apollo, ISS)
Robotic missions (Voyager, Perseverance)
Space agencies (NASA, ESA, SpaceX)
4. Cosmology
The Big Bang
Expansion of the Universe
Dark Matter & Dark Energy
5. Life in Space
Search for Extraterrestrial Life
Habitable Zones
Exoplanets -
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My inquiry-based activity would use an amazing prop that a former Infant teacher in my school made a few years ago- a rocket! It stands at about 6 foot tall and is made from a large plastic pipe. It has LED lights on it and all types of buttons on it.
I would invite the children to imagine that they are astronauts preparing for a space journey by showing them videos on YouTube of astronauts. I’d ask questions like “What do you think space looks like?” and “How do astronauts travel there?”
We’d travel from planet to planet and chat about what we see, whether it’s hot or cold and whether we could we live here?
After this exploration, I’d invite the pupils to draw their planet and share ideas with the class.
This lesson would develop curiosity and inquiry skills as well as strengthen imagination and creativity skills through role-play.
Anytime I’ve ever presented out space rocket to a class, they have become totally engaged in the lesson. It is a very useful prop.
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Valerie,
you have described a research based inquiry process, where, once the children have made a prediction, they can use research to help investigate the topic.
The rocket sounds like an amazingly engaging prompt, and once the children have wondered and explored they can ask their own questions and find out answers. This might be based on comparisons that they can make with the Earth, for example, “I wonder if other planets are the same temperature as the Earth?” and they might expect the two planets that are closer to the Sun to be warmer.
This can then be verified by research, and any unexpected research can lead to a further inquiry.
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Then add a reflection (150 words min) on how you would use one inquiry-based activity in your classroom:
This is an inquiry activity that I would use with infants across a couple of weeks of lessons.
First I would teach the class about what is meant by the words sink/float. We would actively explore items in the classroom that sank/floated. I would ask questions throughout like ‘why do you think that item floated/sank?’ I ask them what they notice about its shape, its size etc.
As a prompt for a fun inquiry activity around this for infants, I would show them my little plastic bear. He needs to get across the water but he can’t float by himself; he will need to find another way to get across the water. I would use ‘I wonder’ statements throughout like ‘I wonder how we could help him’, ‘I wonder what things we could use?’, ‘I wonder what would sink/float?’ I wonder what would be the best shape for a boat?’. The whole class would share some ideas together at this point to ensure that children who might find tasks like this trickier would get some hints/ideas upon where to starts. For a prediction element to the lesson, each child could be asked to draw a design of a boat that they think would be good before they set off investigating and designing.
For the investigation aspect, I would leave out a variety of different materials at the top of the classroom for the children to use (some that would be good for a floating boat/some that would not). I would also leave a small tray with shallow water in the middle of each table so that they could investigate materials/their design as they went (of course lots of supervision would be needed for this). When everyone is finished making their boats, we will test them in a plastic tub of water. We will discuss throughout the properties of the ones that floated. At the end of the lesson, we would have circle time; ‘what did you notice about the boats that floated/sank?’ ‘What materials were used on those boats?’, ‘What would you do next time if you made the boat again?’. The activity could be extended by adding more bears to each boat and the children having to reinforce the boat so that it could carry them. It could also be extended into having boat races; how can we make our boat go faster etc.
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Module 1
In my 1st class classroom, I would use an inquiry-based activity called “Magnet Hunt” to explore the properties of magnets.
Start by showing the children a magnet and asking open-ended questions like, “What do you think this is?” and “What do you think it can do?” This encourages curiosity and prior knowledge sharing. Each child would then receive a small magnet and explore the classroom to test which objects are magnetic.
They would record their findings on a simple worksheet using drawings or labels. After the hunt, we would sit in a circle to discuss patterns – what kinds of materials were magnetic and why. This activity promotes hands-on learning, critical thinking, and collaboration.
Through questioning and exploration, children construct their own understanding of magnetic and non-magnetic materials, rather than simply being told. This approach not only deepens their scientific understanding but also nurtures their natural curiosity and love for discovery and play in the classroom.
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Reflection:
I would start my lesson by playing some “space” music and asking them to close their eyes and imagine how astronauts move on the moon. When they are ready I would encourage them to stand up and move around the room as astronauts to the music. I would introduce the term “gravity” by questioning them on why they are moving in a certain way. From here I would talk about floating and sinking and the similarities between this and being on the moon (buoyancy). I would set them up in groups with a variety of objects to discuss together if they float or sink. I would give them a challenge to design and make a boat that can float. Then we would test whose boat is strongest by testing which boat can carry the most marbles. I would finish up by asking them to write three sentences with what they have discovered in todays lesson.
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• Post a reflective piece on how you would use one inquiry-based activity in your classroom to the forum (150 words min):
I would start my lesson by showing the children pictures of rockets and planets and asking them what they notice. I’d encourage them to imagine traveling to space and think about what kind of spaceship they would need. I would introduce simple ideas about design, like making it strong, stable, and able to “carry” a small toy astronaut.
I would then set them up in small groups with materials like cardboard, paper, tape, and foil to design and build their own spaceship. I would move around the classroom, asking questions to help them think about improvements, showing simple ways to test their designs, and offering extra materials when needed.
After building, we would test the spaceships to see which can hold a toy astronaut or move across the floor best. I would finish by asking each group to talk about what worked well and what they tried differently, encouraging them to share ideas and think like little engineers.
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Hi All,
My name is Lorna. I will be teaching Senior Infants this year. Space is one of my favourite topics to teach because I always find the children are so engaged and it is an excellent topic for cross-curricular links.
My favourite fact about space is a simple one: As space is a vaccum, it is completely silent.
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my mind map: <iframe width=’853′ height=’480′ src=’https://embed.coggle.it/diagram/aKRf2mTVc6wTB8_Y/228c801fad5e472f4c4221a3dc952a16689ee32a60e163ae7cdae4217e3bb263′ frameborder=’0′ allowfullscreen></iframe>
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Post a reflective piece on how you would use one inquiry-based activity in your classroom to the forum (150 words min):
I would begin my inquiry-based activity by asking the children a question, for example ‘What is life like on another planet?’ I would share various images of planets and space, watch videos and discuss what we already know about planets. This would open up a discussion, allowing comments and questions to flow naturally and allowing children to take ownership of their curiosity and learning. I would write their observations / comments on a ‘Wonder Wall’.
I would then break the children up into smaller groups / tables and ask then to work towards choosing a planet to explore further. Providing them with videos / book etc. I would task the with answering the question ‘Could humans live here?’
The children, after coming up with their answer, would work on survival plans or exploring / designing equipment that would help to sustain life on their chosen planet.
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Mindmap link: https://coggle.it/diagram/aKT39WTVc6wTYOG9/t/-/42790058c56a534c85b9a97c227cb8245dd63527ec95a6f01509204cc19ffc98
When teaching a First-class, I used an inquiry-based activity around the inquiry-based question: “Why does the Moon look different on different nights?” To spark curiosity, I began by showing pictures of the Moon at various stages and inviting children to share their ideas. As a whole class, we kept a Moon diary, observing and recording the Moon’s shape over several weeks.Through drawings, discussions, and sequencing activities, the children began to notice patterns and tested their predictions. The focus was on process inquiry, which involved asking questions, investigating, observing, and reflecting. My role was to scaffold their thinking by encouraging comparisons and prompting them to explain their reasoning. This activity nurtures curiosity, critical thinking, and collaboration, while linking naturally to literacy and numeracy through journaling and sequencing. Most importantly, it gives children ownership of their learning and builds confidence as young scientists. The children loved this activity.
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Hi everybody,
My name is Caoimhe and I am going into my second year of teaching.
I will be teaching 1st class this year.
My favourite space fact is that a day on Venus is actually longer than a year on Venus! This is because it takes 225 Earth days for Venus to rotate the Sun whereas it takes 243 days for Venus to spin once on its axis.
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In my classroom, I would use an inquiry-based activity where the children explore a “mystery planet” to spark their curiosity about space. I would show them a picture or model of a planet they haven’t seen before and ask them to observe carefully and ask questions about it. They might wonder what it’s made of, if anything lives there, or what the weather is like. Then, in small groups, they could come up with ideas and try to find out the answers through books, videos, or safe online research. I would encourage them to record their observations and share their thoughts with the class. Afterwards, we could have a discussion about what they discovered and reflect on how asking questions helped them learn more. I believe this approach would make learning about space exciting, build teamwork, spark creativity, and help children feel proud of discovering things for themselves.
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Hi! Amanda here from Dublin. My favourite space fact is that the universe has no centre and is constantly expanding every second – making it impossible to reach the edge!
To explore the theme of gravity with my 1st class students, I would begin by asking a simple question: “Why do things fall down?” I would hold up a feather, a crayon, and a small ball, dropping them one by one and inviting the children to predict what will happen. I then encourage them to try dropping different objects around the classroom—big and small, light and heavy—and record what they notice through drawings or simple tally marks. As we share our observations, I would guide the children to compare results and think about why all the objects, no matter their size or weight, fall toward the ground. Together we would build the idea that gravity is a force pulling everything down. To help them connect this to their own experiences, I could ask them to reflect on what happens when they jump or throw a ball upwards. By structuring the activity in this way, I would give my students the chance to question, predict, test, and explain while keeping the learning active, playful, and rooted in their natural curiosity. -
Hello everyone!
My name is Emma, and I teach 1st Class in Kilrane NS. I’m excited to be part of this course and to bring what I can to the classroom this year. I love to learn from other teachers who share a passion for sparking curiosity and wonder in the classroom, especially when it comes to space!Here’s one of my favourite space facts:
There are more stars in the universe than grains of sand on all the beaches on Earth.When teaching space to 1st class, I would use an inquiry based activity around the question, “Why can we only see part of the Moon sometimes?”
Instead of beginning with a fact, I would give children a simple hands-on task using a torch, which represents the sun and small balls, representing the moon. Working in pairs or small groups, they would shine the torch on the Moon and move it around themselves to see how different parts light up.
At this age, inquiry works best when it is active and visual. I would encourage the children to ask questions, make predictions, and talk about what they see. For example, What happens if I turn the ball this way? or Why is only one side bright? My role would be to guide them with prompts and celebrate their discoveries.
I think inquiry based learning is powerful for younger learners because it makes space feel exciting, hands-on, and accessible, while also encouraging curiosity and collaborative learning.
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If I were to use a sinking and floating activity in my classroom, I would set it up so students take the lead in exploring and making sense of what happens. I’d start by giving them a set of objects—maybe a rock, a sponge, a coin, a crayon, and a piece of clay—and ask them to predict whether each will sink or float. I wouldn’t tell them the answers but instead let them share their ideas and reasoning. Then, in small groups, they would test their predictions by placing the items in water. As they observe, I’d encourage them to talk with one another about what surprised them and what patterns they notice. For example, they might wonder why a heavy sponge floats while a smaller coin sinks. I would guide the discussion with questions, but let their curiosity drive the activity. This way, students learn through discovery and conversation, which helps the concepts stick.
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This is a great inquiry-based activity! It empowers the children to take ownership of their learning by predicting, experimenting, and discussing outcomes. Encouraging them to explore why certain objects sink or float fostering their curiosity and critical thinking. Letting their questions guide the process makes the experience more meaningful and memorable.
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Hey everyone, my name is Sarah and I teach in an all girls school in Dublin. I always enjoy teaching about Space in the classroom, it is always such an engaging topic and overlaps across many curricular areas. One of my favourite facts is: If you lived on Mercury you would celebrate your birthday every 3 months as one year is 88days-imagine having 4 birthdays each earth year!
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My favourite inquiry based activity to do in the classroom is the egg drop parachute challenge.
The children are tasked with designing a parachute system that will safely deliver an egg from a height without it breaking. They explore materials (plastic bags, string, tape, paper), test prototypes, and refine their designs based on results. This hands-on activity encourages questioning, predicting, experimenting, and reflecting—core elements of inquiry-based learning
In my classroom, I would use the egg drop parachute challenge to foster curiosity, creativity, and scientific thinking. This activity naturally aligns with inquiry-based learning because it begins with a real-world problem—how to defy gravity and protect a fragile object. The children would work in teams to brainstorm and scaffold ideas, ask questions like “What materials slow down a fall?” or “How does parachute size affect descent speed?”, and then test their hypotheses through experimentation.
I’d encourage the children to document their process, reflect on what worked or didn’t. This promotes resilience and critical thinking. The activity also integrates cross-curricular skills: science (gravity, air resistance), maths (measuring drop times), and literacy(writing reflections and presenting findings).
By guiding the children to discover principles through experience rather than direct instruction, I’d help them develop deeper understanding and ownership of their learning. It’s a fun, memorable way to make science tangible and meaningful.
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Hi Sarah, this is such a fun lesson. We do this at Blackrock Castle, but we give the students a budget to spend on materials to create their egg parachute, which adds another fun and educational element to the activity. I’m not sure what age group your students are, but if they are younger, they may struggle with the fine motor skills required.
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As a reply to this post, introduce yourself on the forum and share your favourite space fact. Then add a reflection (150 words min) on how you would use one inquiry-based activity in your classroom
My name is Áine and I will be teaching Junior Infants for the first time this year! My favourite space fact is that space is a vacuum, with no air and that makes it completely silent. There is no sound in space.
One enquiry based actitivity I would use in my classroom is to make “Space Suits” for astronauts. I would begin by sparking curiosity amongst a class with a mystery space box. This would include objects such as foil, star stickers and a small rocket. I would ask “What are these objects used for?” and ask children to make connections to any of these items. We would then explore pictures/ videos of astronauts online and possibly the moon landing. We would explore the different materials needed to make space suits and I would provide the children with opportunities to explore these items and feel the properties of them creating discussion and eliciting key vocabulary. Children will then have the opportunities to make their own foil space suits focusing on the properties of the material.
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Hello everyone, my name is Laoise.
My favourite space fact is that there are more stars in the universe than grains of sand on all beaches on Earth.
For an inquiry based activity I would do a ‘Day and Night Box’
Class level: Senior Infants
The focus of the lesson/activity would be ‘why do we have day and night?’
Materials:
- Torch (the Sun)
- Small ball (Earth)
- Cardboard box
Introduction:
Question – Why do you think we have day and night?
The children will share their thoughts and ideas.
Investigation:
I would then place the ball in the middle of the box and shine the torch on one side of the globe. This is a visual way to explore that the ‘lit’ side is daytime while the dark side is night time. We would then slowly spin the ball to show how different places on the Earth move into light and dark.
The children can take turns holding the torch and spinning the ball.
Reflection questions to encourage further inquiry:
What would happen if the Earth didn’t spin?
Where do you think bedtime is right now on the other side of the world?
This activity encourages the children to ask ‘why’ questions and helps them to see a big concept in a simple, visual way. The follow-up questions also encourage children to name other countries. This could be a really exciting activity especially for children with family or friends in other countries across the world.
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For my reflection, I’d love to use the Falling Things activity from the Curious Minds/ESERO Framework. I’d probably start by “accidentally” dropping something in front of the class and asking, “What just happened?” We’d then gather different objects: a coin, a feather, a scrunched-up paper ball, and the children would predict what might happen before we drop them.
The follow-up could be looking at videos of astronauts dropping objects on the Moon.
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My name is Diarmuid and I am a primary school teacher. I really enjoy helping children to learn and discover new things every day. One of my favourite facts about space is that there are more stars in the universe than there are grains of sand on all the beaches on Earth. I think that’s an amazing reminder of just how vast and mysterious space really is.
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I would use the following balloon rocket activity for my enquiry based activity.
I would start the lesson by asking my class what they already know about space, what they want to know and a blank space for what they have learned. We might talk about the space race and see if they know who the first person in space was (many may already know the first on the moon). We might break into groups and discuss modes of transportation both on Earth and to space.
Afterwards, we would begin the enquiry which involves setting up a balloon to travel along a taut string by attaching it to a straw and releasing the balloon to propel itself forward. We will then introduce variables like different balloon sizes, weights / lengths affect the rocket’s motion, speed and distance, exploring principles of motion, force, and Newton’s third law of motion. Can we review the design and see if it will make a difference?
We will add decoration to our rockets and present work/ findings to class.
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