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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.
Use of AI Tools: Our facilitators occasionally observe 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. -
Icebreaker activity.
My name is Ciara I am currently a HSCL but will be returning to the junior classes in September 2027. My favourite space fact is that sunsets in Mars are blue.
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Hi Ciara,
Great space fact and thanks for sharing! The swap happens because the gas molecules in Earth’s atmosphere (mostly nitrogen and oxygen) scatter blue light away at sunset, leaving a red sky. On Mars, the dust particles are much larger, causing Mie scattering which predominantly scatters the blue wavelengths forward into the line of sight of the observer. The colour that is scattered is also dependent on the elemental composition of the particle. You can demonstrate this idea with the milk experiment: https://www.youtube.com/watch?v=X0VWuwxoHik&t=3s -
Hi, my name is Juliette, and I am a primary school teacher in a town school. I currently teach Senior Infants and enjoy creating a welcoming, inclusive classroom where every child feels supported and encouraged to learn. My class includes pupils with a wide range of abilities, experiences and language backgrounds, which makes each day both busy and rewarding.
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Hi, my name is Aindrea. I teach first class in a large urban school in Dublin. I love watching Chris Hadfield videos about space. They loved learning that in space, astronauts recycle their urine for drinking water! I also love that there is no sound in space! Sounds like bliss sometimes in a busy class! 😂
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One inquiry-based acivity we could do in the classroom is to investigate what happens when we let go of something?
For engagement: Drop a ball in front of the class. Ask what they predict will happen before, then what they noticed.
Explore: In small groups, the children can drop everyday objects (feather, block, scarf, beanbag, paper) from the same height. Questions: “Did it fall fast or slow? Straight down or floaty?”
Gather findings — everything falls down, though some float more. Simple explanation: “An invisible pull brings things down. Scientists call it gravity.”
Extend: Free play throwing beanbags up, noticing they always come back down.
Vocabulary: drop, fall, push, pull, fast, slow, gravity
Assessment: Listen for children describing what happened and predicting how a new object will fall. -
Hi Jackie,
I like your example of an inquiry-based activity of ‘what happens when we let go of something’. I think it is a very accessible activity to do that would stimulate a lot of discussion in the classroom and leads for ample opportunities to differentiate and extend the learning based on individual learner needs. This activity could be completed with limited time and resources also but effectively teaches the concept of gravity that I feel would be grasped quickly by all pupils.
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Inquiry Based Investigation
Stargazing in the Junior Class
Engage
Use the interactive white board to look at a picture of a starry night sky. Ask the children “Have you ever looked up at the night sky and seen shiny dots? If you connect the dots with your finger, what pictures do you think you can make?” Storytime: Read a short story or rhyme about the night sky, like Twinkle, Twinkle, Little Star or How to Catch a Star by Oliver Jeffers.
Investigate
Activity – Constellation Connect-the-Dots (Fine Motor Skills)
Setup: Give children dark blue construction paper with white star stickers placed on it in the shape of a simple constellation (like the Big Dipper).
Action: Have the children use a white crayon or chalk to draw straight lines connecting the stars, just like astronomers do when they map the sky.
Observation: Talk about how people long ago looked at these star pictures to tell stories.
Take the Next Step
Cardboard Tube Telescopes: Give each child an empty paper towel tube or toilet paper roll. Let them decorate it with stickers, markers, and foil. Take their “telescopes” outside or to a dark corner of the room to practice looking closely at things far away. Ask the children to bring these home for Bedtime Stargazing: get the children to look out their window right before bedtime with an adult to find just one bright star or the Moon.
Reflect
Circle Time: Gather the children together with their telescopes and constellation activity Ask some questions : What picture did your star dots make?, What sound do you think a zooming shooting star makes? Would you like to fly to space?
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This inquiry-based investigation provides a fun and engaging introduction to stargazing for junior pupils. The lesson successfully encourages curiosity through stories, discussion, creative art, and hands-on exploration. The constellation activity develops fine motor skills while introducing the idea that people have used patterns in the stars to tell stories for generations. Makng and decorating telescopes adds excitement and encourages imaginative play, while the bedtime stargazing activity extends learning beyond the classroom by involving families. The reflective questions promote language development, creativity, and critical thinking as children share their ideas and experiences. verall, this investigation offers a meaningful balance of science, creativity, observation, and communication, helping children develop an early appreciation of the wonders of the night sky.
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Inquiry-Based Activity: Could Humans Live on Another Planet?
One inquiry-based activity I would use in my classroom is based on the question, “Could humans live on another planet?”
Engage:
To introduce the lesson, I would show the children some pictures and short videos of the different planets in our solar system. I would ask them if they think people could ever live on another planet and why they think that.? I would encourage them to share any questions they have before we start. I think this would get them interested and excited to learn more.Investigate:
The children would work in groups and each group would research a different planet. They could use books, tablets and fact sheets to find out about the planet’s temperature, atmosphere, gravity and if there is any water. As they work, I would encourage them to record interesting facts and discuss their ideas with each other.Take the Next Step:
Each group would share what they found with the class and decide whether humans could live on their planet. They would explain their reasons using the information they discovered. We would then compare the planets and talk about why Earth is the best place for us to live.Reflect:
I like this type of activity because it gives the children the chance to find out information for themselves instead of being told all the answers. They are asking questions, working together and explaining their thinking. I think this would make the lesson more enjoyable and help the children remember what they have learned. -
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Hi, my name is Michelle. I teach Junior and Senior Infants. The sun is a star is my favourite space fact.
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Hello Michelle,
The sun is a star, but did you know some stars are actually cold? You can read about it and some other fun space facts here: https://www.rmg.co.uk/stories/space-astronomy/15-awe-inspiring-astronomy-discoveries -
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Ice Breaker Task
Hi, my name is Abby. I will be teaching second class this year. My favourite space fact is that Jupiter’s Red Spot is a gigantic spinning storm, an anti-cyclone and the largest storm in our solar system.
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Hi Abby,
Welcome and thanks for sharing that fact, you can see a fantastic photo of Jupiter here: https://science.nasa.gov/blogs/webb/2022/08/22/webbs-jupiter-images-showcase-auroras-hazes/ -
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To implement inquiry-based learning in my classroom, I would use the hands-on activity testing material absorption to clean up a “space spill.” This activity provides an engaging, concrete context that captures children’s natural curiosity while introducing fundamental scientific principles.
I would structure the lesson around the four-step inquiry framework:
Engage: I will begin by presenting a scenario where astronauts have accidentally spilled liquid on a space station console. I will ask the children open-ended questions about what might happen if liquid damages equipment and prompt them to think about what properties make a material suitable for absorbing a liquid quickly.
Investigate: Working in small groups, pupils will formulate predictions about different materials, such as paper towels, sponge, cotton cloth, and plastic wrap. They will test each material by measuring how much liquid it absorbs and recording their observations. This allows them to lead their own discovery, observe real-time cause and effect, and build critical thinking skills through trial and error.
Take the Next Step: Pupils will apply their findings by selecting the best material for the job and discussing how absorption properties are useful in daily life, connecting space exploration to real-world context.
Reflect: Finally, we will gather as a class to discuss what surprised them, compare group results, and evaluate why certain materials performed better than others.
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Hi Ciara,
Welcome to the module. Thanks for sharing your activity with an inquiry framework. After they have done this you could introduce the fact that on the ISS there is microgravity and that presents extra challenges in cleaning! See this video of Chris Hadfield ringing out a cloth on the ISS : https://www.youtube.com/watch?v=o8TssbmY-GM -
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Hi Ciara, this is an excellent lesson that really gets the children using their investigative skills as well as critical thinking skills. I like the fact it is hands-on too and applies to a range of different learners in the classroom. The space spill really gets the children to think about their ideas and inspires motivation. This is something I will definitely take with them.
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Hi Ciara,
This sounds like a fab introduction this topic. Have you watched any of Chris Hadfield’s videos? This video shows how to clean up a spill in space https://www.youtube.com/watch?v=8Hj3GnPRsJ4
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Hi! My name is Caitríona and I am in a Principal Release Cluster so I will be teaching every class this year in the different schools in the cluster. My favourite space fact is that footprints on the moon are permanent.
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Hello Caitriona,
Welcome to the module and thanks for sharing your space fact. This is because the moon surface has very little atmosphere (only trace gases known as an exosphere: https://science.nasa.gov/moon/lunar-atmosphere/) and so the footprints remain undisturbed for very long periods. Unless something else comes along and impacts the same surface! -
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Hi I’m Monica
I will be in SET this year.
Favourite space fact. It takes sunlight approx 8mins and 20 secs to reach earth.
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Hi Monica,
Thanks for joining us, we hope you find this module interesting. Great space fact. The voyager 1 space probe is approaching the location where it takes 24 hours for light to travel. On Nov 18 this year it will be ‘one light day’ from earth : https://science.nasa.gov/mission/voyager/where-are-voyager-1-and-voyager-2-now/.
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The inquiry-based activity I have chosen is all about rockets. What is the best rocket design and how should the rocket be launched to make sure it reaches its projected journey.
I would structure my lesson as follows;
Engage: I will begin by showing the children an image of some real astronauts and discuss what their job is. I will then focus the discussion of the rockets that they use and ask them what do you think a good rocket needs to have?
Investigate: The children can then draw their own designs and explain how the different features would help the rocket get the astronauts to space. Then using different materials such as foam, felt and paper the children can work in groups to design their rocket.
In the yard the children can then ‘launch’ their rockets towards a target and we will investigate how they moved through the air. Did they travel in a straight line? Did the rocket stay intact? What improvements would you make to your rocket? If you could launch it again what would you do?
Take the Next Step: We will take a look at images of real rockets and compare the class’ designs for any similarities and differences.
Reflect: What surprised us? What would we change? -
Inquiry-Based activity: Space – Push and Pull (Junior Infants)
Introduce with a prompt; I would show the class pictures of rockets, astronauts, and planets. Questioning; Ask, “How do rockets get into space?” and encourage children to share their ideas. Use of Language; Introduce the words push and pull. Let children investigate by using toy rockets, cars, and different objects. Ask them to predict whether each object needs a push or a pull to move. I would then encourage them to test their ideas and describe what happened using simple language such as, “I pushed the rocket,” or “I pulled the wagon.”
Gather the class to discuss their observations and compare results. Link the activity back to space by explaining that rockets are pushed upwards by powerful engines.
Conclusion; Finish with a challenge: “Can you find something in our classroom that you can push and something you can pull?” Children share their discoveries, helping them build scientific thinking through questioning, exploration, and discussion.
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Hi
My name is Aisling. I work in a Special School Setting in the Junior End of the school. My class of 12 students, range in age from 9 to 13 years, interests and abilities. My favourite space fact is that “There are more stars in the universe than grains of sand on all the beaches on Earth”.
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Hi Aisling,
I like your space fact. This is how I would use an inquiry-based activity linked to your fact.
A fun way to introduce this lesson is by sharing the fact that there are billions of stars in our galaxy, even though we can only see a small number of them from Earth on a clear night. This helps spark students’ curiosity before showing them ‘The Starry Night’ by Vincent van Gogh. Instead of explaining the painting straight away, I would give students time to look at it quietly and notice what stands out to them. Some might focus on the bright stars, the swirling sky, or the small village below. I would then encourage them to ask their own questions, such as why the sky looks like it is moving or what they think it would be like to stand in the picture.</p>
Students would then share their ideas with a partner or in small groups, using what they can see in the artwork to support their thinking. I like this approach because there are no right or wrong answers, which gives students the confidence to share their ideas and listen to different perspectives. To finish the lesson, students would create their own night sky inspired by Van Gogh’s style and then reflect on what they discovered during the activity. This lesson encourages creativity, observation, communication, and critical thinking while allowing students to enjoy exploring art in a way that feels engaging and meaningful. -
I like the idea of “Can You Find a Star?” using the image of Vincent van Gogh’s The Starry Night. We include sensory exploration for my class with complex learning needs
- A textured star
- Soft dark-blue fabric
- Yellow/gold fabric
- Star-shaped objects
- Glow-in-the-dark stars
- A sensory light
- A textured moon
We will now try using dark blue or black paper with sponge stars yellow or metallic paint and star textured rollers to create their own night sky. Finally turning the classroom lights down again encouraging everyone to look at the finished artwork and star light. “There are billions of stars in our galaxy — and we now made our own little piece of the night sky!”
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Hi all! My name is Lorraine and I teach Naíonáin Mhóra. My favourite space fact is that there are more stars in the universe than grains of sand on all the beaches on Earth.
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Hi everyone,
My name is Cormac and my favourite space fact is about the Goldilocks zone. That if we were a couple of miles closer or further to the sun or if our atmospheric make up isn’t what it life on this planet couldn’t exist. By design or fluke?
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Inquiry Based Activity – ‘Can we catch shooting stars?”
To engage the class I would show pictures of shooting stars, elicit from them what do they see in the pictures. I would have a video of shootings stars available to watch also.
Create a class wall of our thoughts/predictions about this inquiry to refer back to later. To support this I would read or provide a media reading of the book ‘How to catch a star’ by Oliver Jeffers. Before reading elicit from the children how they think we could catch a star and or if they thought that this is possible.
After reading provide opportunities to discuss the story and how the boy discovered that he could not catch the shooting star. This will open an opportunity to teach explicitly the facts about why we cannot catch a shooting star. This supports students to begin to see difference from imagination to scientific thinking.
Teach the facts: Shooting Stars:
They are not stars.
They are space rocks.
They melt away.
Provide extension video to support these facts:
– Investigate : Get the children to rub their hands together. Elicit from them if they notice their hands getting warm. Then explain that the space rock rubs against Earth’s air just like their hands, but so fast that it gets hot enough to turn into a flash of light
Provide a hands on activity to further enhance our knowledge about shooting stars. Stimulus: Provision of images of constellation on the activity table. Provide black construction paper, chalk to create our own constellations. Hold our constellations to the light to see the shapes/designs/patterns created.
Conclusion: Reflect on learning attained. Refer back to the class mind map/predictions about Shooting stars and ask the children to discriminate which prediction was factual and scientific and which ones are imaginative.
Take next step:
Plan a visit to local library to source more materials about space.
Extension Activity-
Create a shooting star spinner toy
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I intend to use both examples of inquiry-based activities demonstrated in this module with my Junior and Senior Infant class next year. Spills are an everyday occurrence in my class so I will outline the Mighty Materials lesson here which investigates materials for different properties – materials that absorb water and those that are waterproof.
I will use the Curious Minds/ESERO Framework for Inquiry template to structure the lesson.
Engage: I will use an occasion when a spill occurs in the classroom – leaking drinker, overflow at the water cooler as an opportunity to get the children interested in a real, meaningful learning experience. I will brainstorm ideas on what we could use to clean it up, discussing what we use at home or in school when we spill something. The children will then explore a variety of materials such as tin foil, cling film, cotton wool, blue classroom roll, paper towels, plastic bag, newspaper or toilet paper… discussing each material and its properties.
Investigate: I will use a starter question to focus the children on what we want to find out – which material do you think might be best to soak up the spill. The children then predict and record their prediction. The children will conduct the investigation using each of the materials in use and record the outcomes. The class will then combine their results which can be displayed in a simple pictogram on the board. This can then be used to discuss and interpret the results. Results can then be compared to their predictions.
Take the next step: I will then provide an opportunity for the pupils to apply their knowledge, e.g. design and make a waterproof coat for Teddy based on what they have learned about materials which absorb water well and those that don’t.
Reflection: I will reflect on the learning objectives, science skills and language which were developed and what I would change next time around. -
To implement inquiry-based learning in my classroom, I would let children explore how the sun creates night and day. To do this I would give each group of two children a football and a torch. The classroom would need to be blacked out as much as possible by closing blinds and turning off the lights. A lego man could by tacked onto the ball to represent them.
One child would hold the ball and the other would hold the torch (which represents the sun) and shine it on the ball onto the side where the lego guy is. The ball child will slowly turn the ball around to represent how the Earth spins on its axis. Point out to the children that the dark side represents night and light side represents daytime.
As the child rotates the ball the children will clearly be able to see how it start getting dark. You could ask the children to discuss what they might be doing during each stage e.g brushing their teeth.
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Reading the course materials I had a lovely idea around gravity with the Naíonáin Mhóra using the story Cearc an Phrompa which also come up on the Bua na Cainte programme.
Learning Intentions;
Through appropriately playful and engaging learning experiences, children should be able to;
-Recognise that objects fall towards the ground because of gravity
-Predict what will happen before carrying out an investigation
-Observe and describe what they notice
-Use simple scientific language
Engage;
Read the beginning of Cearc an Phrompa until the object falls on cearc’s head. Pause and ask the children what has just happened and why, also checking to see if they understand that it cannot fall back up. Discuss and introduce the term gravity.
Predict;
Using a variety of objects such as a leaf, feather, ball, pinecone conduct a small experiment whereby they will investigate which if all the objects fall, which object will reach the ground first and if any object will stay in the air?
This could be taken outside also and the speed and direction in which the objects fell could be recorded.
Connect back to the story;
Discussion of
Why the acorn hit Cearc’s head?
Why it didn’t float back up?
What pulled it down?
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After reading the course materials, the inquiry-based activity I have chosen is an Egg Drop Challenge with a space theme. I would do this with my 2nd class students. We would focus on this question: how can we design a safe rocket to protect our astronaut (the egg) when travelling back to Earth?
I would structure my lesson as follows.
Engage: I will begin by showing the children images of astronauts and rockets, and discuss how astronauts travel safely to and from space. I will then introduce the challenge – our egg is an astronaut, and we need to design a rocket that will keep it safe. I will ask the students “what do you think a good rocket needs to protect the astronaut?”
Investigate: The children will then draw their rocket designs and explore how different materials might protect the astronaut inside. Using materials such as cotton wool, bubble wrap, cardboard and paper, they will work in small groups to build their rockets.
Outside, the children will drop their rockets from a set height to test their designs. We will observe what happens. Did the rocket protect the astronaut? Did it stay intact? What worked well and what would you change?
Take the Next Step: We will look at real rockets and space capsules and compare them to the children’s designs, identifying similarities and differences.
Conclusion: As a class we will reflect on the lesson. What surprised us? What worked well? What would we do differently next time?
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Hi Abby, I completed something similar to this on placement with first class in groups and they were so engaged. They loved the idea of protecting the astronaught and drew faces on the eggs with markers. I think you’re lesson using the ESORO framework would be more engaging as it has different steps to follow that encourage critical thinking.
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Hi my name is Antonia and I am teaching second class this year. My favourite space fact that I learnt with my class last year is that Saturn has multiple moons.
After engaging in module 1 the inquiry based acitvity I chose to further explore is ‘What does gravity do?’
I would structure my lesson as follows:
Engage: I will begin by asking the children, “How do we make things move?” I will encourage them to think about everyday actions such as opening a door, moving a chair, or pushing a pencil across a table. I will ask, “Are we pushing or pulling?” and invite pupils to make predictions about which classroom objects are easier or harder to move.
Investigate: The children will work in small groups to explore pushes and pulls using classroom resources such as chairs, pencils, books, rulers, and pencil cases. They will investigate how objects move when pushed or pulled and discuss whether larger or heavier objects require more force. Pupils will record their observations by drawing or writing about what they notice. I will encourage them to explain their thinking using scientific vocabulary such as push, pull, force, and movement.
Take the Next Step: We will discuss how pushes and pulls are examples of forces and how gravity is another force that pulls objects towards the Earth. The children will investigate what happens when they lift and then drop different classroom objects, linking their observations to gravity.
Conclusion: As a class, we will reflect on our investigation. What objects were easiest and hardest to move? How did pushing and pulling affect movement? What did we learn about gravity? We will discuss how scientists use observations and evidence to understand how forces work in everyday life.
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This is a really interesting lesson Antonia and very well laid out. The children in younger classes love the idea of seeing things push and pull and they can see it as a force theough their investigations. I will definitely add this lesson to my mind map.
Thank you.
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Hi Antonia,
This is a fantastic lesson! Establishing gravity as a force is a really important one. Saturn’s moon’s are some of the most exciting things in our solar system, from fascinating bodies like Enceladus or the fact that we keep finding more! We are on about 285 moons in total according to the IAU as of March this year.
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Inquiry based Activity- Module 1
I would introduce the lesson by showing pictures or a short video of flooding (depending on the class level and ask the question:“How can we reduce the impact of flooding?”
Students will work in small groups to investigate which materials absorb the most water. They would test different materials, such as sand, gravel, soil, grass, and sponges, by pouring the same amount of water onto each and observing what happens. Before the investigation, students would make predictions and explain their reasoning.
During the activity, students would measure and record their results, compare observations, and discuss why some materials absorbed more water than others. They would then use their findings to suggest ways people / governements could reduce flooding, such as planting more green spaces or using permeable surfaces.
To conclude the lesson, each group would share its results and explain how the evidence supported its recommendations. Teacher would facilitate a discussion linking the investigation to real-world environmental issues and sustainable practices.
This inquiry-based activity encourages students to ask questions, investigate, analyse evidence, and draw conclusions.
Rather than giving the children answers, my role would be to guide students through the inquiry process, encouraging them to reflect on their learning and make connections to real-life situations.
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Hi Laura,
Welcome to the module, I hope you find lots of inspiration here!
Thanks for sharing your activity, there’s lots of scope for the children to lead their own investigation into flooding. There is a project called the 5*S (Space, Surveyors & Students) by Maynooth university which is about using satellite data to solve problems. Its aimed at older students but there are some activities or ideas that younger students can engage with too: https://storymaps.arcgis.com/stories/916f5c3b775649ecaff5f8aef29f2e88
Such as looking at animals or plants that live on or near water and observing their adaptions.
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Hi, my name is Joe and I am currently in SET. I’m looking forward to picking up new ideas for making STEM and science lessons more engaging and hands on. One of my favourite space facts is that a day on Venus is actually longer than a year on Venus because it rotates so slowly.
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One inquiry-based activity I would use in the Junior classes is exploring what objects float and sink.
I would begin the lesson by showing the children a toy astronaut who has landed near a pond and needs help finding out which objects will float across the water. I would ask the children to predict whether different objects, such as a leaf, a stone, a plastic spoon, a cork and a small toy, will float or sink.
They would then work in small groups to test each object in a tray of water. Throughout the activity, I would encourage the children to observe carefully, talk about what they notice and compare their predictions with the results. We would use simple language to describe what happened and discuss why some objects floated while others sank.
At the end of the lesson, the class would come together to share their findings and reflect on what they had learned. This activity helps develop curiosity, observation, communication and problem-solving skills while making science enjoyable and meaningful for young children
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Ice breaker Activity:
Hi My name is Karen. I will be teaching First class this year. My favourite Space fact is that in parts of space it rains glass (tiny silicate particles).
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Hi Karen,
The universe is full of marvels, and the planet with silicate rain is a great example. It’s called HD 189733b and is an exoplanet (a planet that orbits a star that isnt our sun). It’s so hot that tiny particles of glass form in its atmosphere and get driven sideways by winds reaching thousands of kilometres an hour!
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Hi there! My name is Martha. I am a 2nd class teacher.
My favourite space fact is that the moon is actually lemon-shaped! This blows my mind!
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An inquiry-based activity I would use with a Second Class is “Which Planet Would Be the Best Place to Live?”
I would begin by showing the children pictures of the planets and asking them what they already know and what they wonder about space.
In small groups, the children would investigate one planet using age-appropriate books, videos and fact cards. They would explore questions such as: Is it hot or cold? Does it have air or water? Could people live there?
The children would record their findings through drawings and simple sentences before presenting their ideas to the class.
I would guide their learning by asking open-ended questions rather than providing answers, encouraging them to think critically and justify their opinions with evidence.
The lesson would conclude with a class discussion comparing the planets and reflecting on why Earth is uniquely suited to support life.
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After engaging in module 1 the inquiry based activity I chose to further explore is ‘Why do we have day and night?’
Engage: I will begin by showing the children some pictures of sunrise and sunset. We will examine and discuss the pictures. I will ask the children if they have any questions about the pictures. I will record these questions on the whiteboard. I will ask the children where the sun goes when it is nighttime?
Investigate: Together we will investigate how Earth experiences night and day. I will ask a child to volunteer to be the sun. The child will be given a torch. Another child will be in charge of the globe that represents Earth. Blinds will be closed and classroom lights turned off. The child with the torch will shine its light on the globe. The child holding the globe will slowly rotate it on its axis. The children will observe where the sun’s light shines. I found a great image on the NASA scientific visualisation studio that I would share with the children also: https://svs.gsfc.nasa.gov/5477/#media_group_377658
Take the Next Step: The children will call out some countries that they are familiar with. We will find these countries on the globe and place stickers on them identifying them. The child with the torch will again shine the light on the Earth. This time, without rotating the globe, we will examine if it’s daytime or nighttime in each of the countries that the children suggested. We will compare two countries on opposite sides of the world and examine how they are experiencing day and night. I will pose the question, ‘What would happen if the Earth stopped spinning?’ We will discuss.
Conclusion: As a class, we will reflect on our investigation. We will return to the questions the children asked at the start of the lesson. I will ensure that all these questions were answered. We will add new questions for the next lesson.
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Hi Janet,
This is wonderful! What would be a cool addition to this is through using a hoola hoop or otherwise include another child as the moon – they would have to face the sun at all times even when moving around – this is tidal locking! By September most children (hopefully if its not cloudy on august 12th) will have experienced a solar eclipse this would also be easily explained from this lesson. I find using chalk on the ground for orbits helps with an activity like this one.
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An inquiry-based activity I would use in my class is exploring what objects float and sink
Engage- I would start the lesson by showing the children my miniature astronaut. I would tell the children that my astronaut wants to find different objects/material to help her float in the water. I will tell the children that it is a sunny day and my astronaut wants to be able to float in her swimming pool.
Investigate- The children would work in groups to investigate which objects float in water. A tray of different object would be provided, ie yogurt pot, paper cup, stone. During the lesson I would circulate the classroom and ask the children further questions to prompt discussion. The children would be provided with an appropriate worksheet with images to represent the objects, to record their findings.
Next step- After the lesson the children would share their finding with the whole class. This would prompt a whole class discussion.
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Hi Ruth,
This sounds fab. I enjoy the class discussion at the end! Something quite simple that you could do that was actually a big deal back in the day is part of Archimedes principle – if you put an object in a container that’s almost full, what spills out will be the same volume!
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One enquiry based activity I would use in my classroom is the Pass the Parcel activity investigating materials.
Engage: We would begin by talking about the party game Pass the Parcel. I would ask the children to explain what happens in the game. We would look at and use our vocabulary to describe the materials. We would look at the characteristics of different types of wrapping materials.
Investigate: We would begin to play a game of Pass the Parcel with each layer made up of different wrapping materials. When it is each child’s turn to unwrap a layer they must use their new vocabulary to describe their layer. When all is finished all layers would be put back into the middle and the children would decide how to sort the different materials. Hula Hoops could be used to help with this.
Next Step: We could make category cards and the children could find materials within the room or from home and place them in their categories.
Reflect: I would check for learning looking at vocabulary learned and their ability to describe and categorise the different materials. -
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Lesson: The Sky at Night!
I would begin the lesson about the night sky by asking the children to think about the topic and have them share what they already know. They can share virtually, on a piece of paper or by talking in a small group. Students could draw pictures of different things they see in the night sky, moon, stars, planets, shooting stars.
The children are given the opportunity to share what they have seen or experiences they’ve had, relating to the lesson and their personal knowledge and memories.
I would then encourage students to wonder about the topic. Their ideas will lead them to ask questions and become curious about the Night sky. This approach puts students in the centre of the learning and offers opportunities for every child to feel included. Children learn better when they’re curious, using student questions to guide lessons—start where the students show interest and then lead them into new content.
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Hi Bríd-Síle,
This sounds wonderful. I especially like your focus on engaging with their curiosity! This could be a useful resource.
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Hi Brid I really love your idea of the night sky, it is so simple and very effective. It would also make it a nice little thing to do for homework with their families and could be linked to art, especially getting the children to draw/paint their versions of the night sky. I remember doing something similar to this in primary school and I had noticed one evening that the sun and the moon were both out in view in the evening sky. It always amazed me.
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Engage: I will begin by asking the children simple questions such as, “What do you notice about the Moon?”, “Have you ever seen the Moon during the day?”, and “Does the Moon always look the same?” I will encourage them to share their own experiences and ideas about the Moon. Together, we will look at pictures of the Moon and discuss the different shapes we can see. The children will be invited to make predictions about why they think the Moon changes shape.
Investigate: The children will work together to explore how the Moon appears to change shape. Using a torch to represent the Sun and a ball to represent the Moon, they will observe how light shines on the ball from different angles. The children will take turns holding the torch and moving the ball while talking about what they notice. We will also read a story about the Moon and encourage the children to draw the different Moon shapes they have observed.
Take the Next Step: We will discuss how the Moon does not actually change shape, but instead the part lit by the Sun is what we see from Earth. I will encourage the children to compare the model with the pictures of the Moon and talk about their observations. The children can continue their learning by looking for the Moon at home with their families and drawing what they see over several evenings.
Conclusion: As a class, we will reflect on our investigation by discussing what we discovered about the Moon. We will revisit the children’s original ideas and compare them with what they have learned through exploration. This inquiry-based activity encourages curiosity, observation, language development and early scientific thinking. By asking questions, making predictions and exploring through play, the children develop a better understanding of the world around them while enjoying a meaningful and engaging science experience.
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Hi Jean,
This is a lovely lesson, Google earth pro’s moon option might be useful here! It is also an opportunity to introduce tidal locking – draw a face on the moon (ball) and the face is always looking at the sun for example. Or solar eclipses – position the moon as best you can infront of the beams from the torch as to block it ! There will be a solar eclipse in August, so most children will be familiar with the concept see here for more information and events!
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The enquiry based activity that I would use would be investigating different materials and designing a raincoat or umbrella for use. I would use the prompt question and maybe a very simple picture of myself in the rain and images of clothing all wet from rain. I would just get the children to notice what they observe and talk about materials and their uses. I loved the idea of using the picture of the food and drink spilling too. I would get the children to share their own experiences of geting wet in the rain, what they notice and how they felt especially if they were not wearing a rain coat and then comparing it to if they were. I would get them to make predictions about what materials they think would be waterproof but I would let them explore with all the materials first, especially the junior classes. After that the investigation process would begin where the children use water and pour it over the different material, remebering to make it a fair test, this is where they get to see for themselves and I also find this is a time for any misconceptions to be cleared up. Children get to see if their predictions were right but also other findings are solved too and thought about. We would conclude with our results working together and in pairs to discuss what we uncovered. I always enjoy this part as this could even open up for another experimnet in desining an astronauts spacesuit for space.
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An inquiry-based activity I’d like to use with my 2nd class this year is the “What is in the Box?” investigation. I think it is a great way to get children thinking like scientists because it encourages them to ask questions, make predictions and test their ideas instead of simply being given the answer.
I think this activity would work really well with junior classes because it is fun, hands-on and sparks children’s natural curiosity. I would introduce a closed box with a mystery object inside and let the children explore it by shaking, tilting or gently feeling it. They could then talk about what they notice, share their ideas with a partner and explain why they think the object might be a certain item. As they gather more clues, they can change or build on their predictions before finally opening the box to see if they were correct.
What I like most about this activity is that there isn’t a right or wrong answer straight away. It encourages children to think, discuss their ideas and realise that it is okay to change their minds when they discover new evidence. It also helps to develop important skills like observing, predicting, communicating and working together. I think this would be an enjoyable way to introduce scientific inquiry in my classroom. It is simple to organise, can be adapted to lots of different topics and creates plenty of opportunities for discussion and curiosity. Most importantly, it shows children that science is about asking questions, exploring ideas and learning from the evidence they find.
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Hi my nane is Ciara. Next year I will teach 3rd class. My favourite space based fact is that there are A hundred billion trillion stars. It comes from the book of the same name by Seth Fishman https://youtu.be/OtMoDq5Git0 . The link to the book is on the Space week junior pdf download as suggested in module 1.
How I would use one inquiry based activity in my classroom:
I really enjoyed the activity teaching all about finger prints shown in module 1.
The teacher holds up an empty jar to the class and they decide that the jellies have been stolen. The children need to investigate the mystery.
They study the various types of finger prints.
They study their own finder prints using a variety of methods (Sellotape and dark coloured paper, balloons and magnifying glasses) etc.
They then carry out an investigation as to finding the culprit.
It would be important to teach scientific language throughout and preteach vocabulary if necessary. As I am in a Gaelscoil, this would be essential. As in any class, there are a variety of needs and reading abilities. Assistive technology could be used to help read/write/understand challenging volabulary.
Chromebooks could be used to record finding throughout the investigation. This could be recorded on google classroom and shared with the teacher once pupils feel the crime has been solved. Google docs are live and can be edited throughout if pupils are collaborating and feel that they have been misled or made a mistake. -
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After reading the course materials, the inquiry-based activity I have chosen is an “Soak Up A Spill” with a space theme. As bottle leaks are a daily occurrence with my Senior Infants, it is already of great relevance to them.
I would structure my lesson as follows.
Engage: There is a lovely video on Youtube of the astronaut Suni Williams giving a tour of the International Space Station. I would begin at the moment where she describes how astronauts brush their teeth in space and how water droplets float in space (as she demonstrates). I would then ask the class the question “what if the entire bottle spilt by mistake and what might be the best material to soak up the spill?”
Investigate: I would ask the children what materials they feel would be best to soak up the spill. Next, I would tell them that we are gong to do an experiment using paper towels, newspaper, plastic bags, tinfoil and bubble wrap. We would predict which materials we think would soak up the spill the best, and if there was any material they feel wouldn’t be successful in tidying up a spill. Predictions could be recorded by drawing smiley faces on the records sheet as suggested in the module. We would then work in groups observing the various materials. We would then have a class discussion on which materials worked best and if there were any waterproof materials?
Take the Next Step: Design and make a waterproof coat for Teddy. Which materials would work best? What materials definitely wouldn’t work.
Conclusion: As a class we will reflect on the lesson. What surprised us? What worked well? What could we do differently next time? I am also sure they would love to watch some more of Suni Williams and the tour of the ISS.
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Hi Conor,
This sounds really engaging and the pupils would be really motivated in their learning. The use of digital videos in our teaching is a wonderful resource and provides for inclusion and accessibility to each pupil, with so many features, from subtitles, to playback speed. Your work would allow for so many lessons to extend this topic.
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Hi I’m Adam a teacher in an all boys school in North Dublin. We have a good focus on STEM and i am using this course as an opportunity to further develop my teaching skills in the junior end as I have not taught down there in a while. A fun fact about space is, on mercury a day is twice as long as a year.
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An inquiry-based activity I would use in my classroom is exploring which everyday objects float and which sink in water.
Engage:
I would begin the lesson by showing the children a miniature astronaut. I would explain that the astronaut wants to find different objects and materials that will help her float in a swimming pool on a sunny day. I would encourage the children to think about which objects they believe will float or sink and ask them to share their predictions.Investigate:
The children would work collaboratively in small groups to investigate which objects float and which sink in water. Each group would be provided with a tray containing a variety of everyday objects, such as a yoghurt pot, a paper cup and a stone, along with a container of water. Before testing each object, the children would make a prediction and then observe whether it floated or sank. As the children carried out their investigation, I would circulate around the classroom, asking open-ended questions to encourage discussion, reasoning and scientific thinking. The children would record their findings on an appropriate worksheet using pictures of the objects.Reflect and Discuss:
At the end of the lesson, each group would share its findings with the class. We would compare our results, discuss any similarities or differences, and talk about why the children think some objects floated while others sank. This whole-class discussion would encourage the children to reflect on their investigation and their learning. -
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Inquiry Based Lesson:
Engage:
In the past, I have used the ESERO lesson “Magnetic Detectives” with my 1st class. They usually love learning about magnetism and playing with our Magna-Tiles.
I’d begin by showing a paperclip moving “by magic” with a hidden magnet and asking the children what they think is happening. I could pose some “I wonder” questions to spark curiosity and encourage them to make predictions.
I often use a KWL chart and we could complete the K and W sections of the chart first.
Investigate:
Working in pairs, the children could test a range of everyday objects to see which ones are magnetic, recording whether their predictions were correct. We’d then come back together to discuss what they noticed and introduce vocabulary such as “magnet”, “magnetic” and “attract”. Rather than telling them the answers first, they discover through investigation that magnets only attract certain materials. They could draw a line down the middle of their whiteboards and record/place the magnetic/non magnetic items on the corresponding side.
Next Steps:
To finish and apply their learning, the children could become “Magnetic Detectives” and search the classroom for objects to test.
We could make connections between our toys and how we use them -Magna-tiles for building and the counting bears to sit inside their creations.
We could plan for our next lesson on magnets- trying to make a car (Matchbox) move. -
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Strand: Energy and Forces, Materials
Strand Unit: Forces, Mixing and other changes, Properties and characteristics of materialsCurriculum Objective: Observe and investigate the movement of objects such as toys on various materials and surfaces
Engage: Playtime – pupils take toy car/truck from home to engage the learning and our science work, short clip played from Disney movie Cars.
Pupils would work in pairs and make predictions as to how the toy car would move on each surface, which would be the smoothest surface, which surface would allow for the fastest speed, would different surfaces require the car to be pushed. This would allow for questioning, talk and discussion and would allow for opportunities to develop language in the area.
Investigate: How our toy cars in our outdoor classroom move, using different surfaces, for example, wooden planks, the tar play area, grass, sand areas.
Pupils could complete a work sheet together using emojis in completing these. We could also include digital technology to record each pair at work and to ensure access to all pupils, with voice recording of their ideas.
Take the Next Step: This work could allow for the area of force, when we consider push and pull and gravity on an object.
Conclusion: We would share recordings/findings of our work on our IWB.
Assessment: Self and peer-assessment of our work, teacher observation with the support of digital technology. -
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To implement an inquiry-based learning activity in my classroom I would look at the lessons: What Can We See in the Sky? Using the 4 step inquiry framework I would structure the lesson as follows.
1. Engage: Show pictures of the Sun, Moon, stars, and planets. Ask, “What do you already know about space?” Encourage children to share ideas and questions. Record their responses together orally and through drawings.
2. Investigate: Provide toy rockets, balls, torches, and picture books. Children explore the materials, compare objects, and discuss what they notice. Prompt them with simple questions like, “Which object shines?” or “Which one is biggest?”
3. Take the Next Step: Invite children to draw something they discovered about space. Together, create a class chart of new questions. Read a short story about space and revisit their ideas to find possible answers.
4. Reflect: Gather in a circle. Ask, “What did you learn today?” “What surprised you?” and “What would you like to discover next?” Celebrate every contribution, reinforcing that asking questions and exploring ideas helps us become young scientists together -
To implement an inquiry-based lesson into my classroom I would use a hands-on investigation exploring the solar system. This activity would encourage students to ask questions, make observations, and develop their understanding of space through exploration. By using models, images and simple resources, children can actively construct their own knowledge rather than simply receiving information.
Engagement: I would begin by displaying images of the planets and ask pupils what they already know about space. Using a KWL chart, I would encourage them to share their ideas and generate questions such as ‘why are some planets bigger than others’ or ‘which planet is closest to the sun’ etc, which will help to activate any prior knowledge the students have.
Investigate: Working in small groups, pupils will explore models, fact cards, and visual resources to answer their questions. I would get them to compare the planets based on size, colour, distance from the sun and other observable features. The students would then be tasked with recording their findings through drawings, labelled diagrams or simple charts, encouraging collaboration, communication and scientific inquiry.
Construction: The students would then use their new knowledge to engage in a hands-on task where they create a model or poster of the solar system, explaining one interesting fact about their new chosen planet.
Conclusion: The class will come together and discuss what the students discovered and revisit the questions from the KWL chart and identify any new knowledge they have about space and answer any questions they had.
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Hi Clodagh,
Great lesson plan,
One observation they might make is that the planets closest to the sun are rocky and the ones further out are gaseous, which comes down to temperature. Close to the Sun it was so hot that only rock and metal could stay solid, everything else stayed in gas form. Further out from the sun, it was cold enough for ice to solidify too, giving those planets far more material to grow large from. Good background here if useful: https://lco.global/spacebook/solar-system/planets-and-how-they-formed/
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I would implement an inquiry-based activity about how craters on the moon are formed.
To begin, I would show close-up images of lunar craters and posing a testable question: ‘How do there craters show up on the moon?’ ‘Do we have any craters like this on Earth?’
Pupils would work in small groups using a tray filled with flour topped with a thin layer of cocoa powder. They would drop marbles or balls of varying sizes and masses from different measured heights, observing and measuring the impact craters. The students must decide which variables to keep constant (fair testing), and record their observations using simple measurement tools and diagrams.
We would then gather as a class to discuss patterns in their data, connecting their findings to energy, gravity, and the moon.
This activity shifts the learning from passive learning to active scientific investigation. It fosters critical thinking, collaborative problem-solving, and child-led discussions. It gets pupils to work, think, and communicate like genuine scientific investigators. -
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After reading the course material, the inquiry based lesson I would teach would be based of the mighty materials and spillages.
Engage
I would begin by “accidentally” knocking over a glass of water and saying, “Oops, I spilled my water!” and I would ask the children:
o Which of these materials would work best to clean up the water?
o What do we mean by ‘best’?
o Which one do you think will soak up the most water?
We would discuss their ideas and make predictions before carrying out our investigation.Investigate
The children would work in small groups to test different materials such as paper towel, a sponge, a cloth and cotton wool.
I would encourage them to observe and compare each material by asking:
o What do you notice?
o Which material is soaking up the most water?
o Was your prediction correct?Take the Next Step
I would show the children Chris Hadfield’s video demonstrating how astronauts clean up spills in space. This would encourage them to think about how cleaning up water is different without gravity.
I would ask the children:
o Why does the water behave differently in space?
o How is this different from what happened in our classroom?
I would also read Hey, Water! by Antoinette Portis to further explore the properties and importance of water in an engaging, age-appropriate way.Reflect
We would come back together to discuss our findings and I would ask:
o Which material worked best?
o Why do you think it was the best?
o Were you surprised by your results?
The children would reflect on their predictions and explain what they learned about absorbent materials. -
Hi My name is Kevin. I teach in Adamstown Castle ET in Adamstown Dublin West. My favourite space fact is that outer space is completely silent.
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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 Youtube 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
Teacher reflection with children.
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Enquiry Question
“If an astronaut landed on a rocky planet, which material would protect their helmet best?”
Learning Intentions
Children will:
Explore the properties of different materials.
Make predictions and carry out a fair test.
Work collaboratively to solve a problem.
Explain their findings using scientific language.Scenario
Tell the children:
“An astronaut is travelling to a new planet. The ground is very rocky and we need to find the best material to protect their helmet if it gets knocked or dropped. Can you help?”Materials
Hard-boiled egg (or a small plastic ball if preferred) to represent the astronaut’s helmet
Bubble wrap
Cotton wool
Tissue paper
Fabric
Cardboard
Foil
Elastic bands or tape
Recording sheetBefore We Investigate
Ask:
Which material do you think will protect the helmet best?
Why do you think that?
What makes a good protective material?Children record or draw their predictions.
Investigation
In small groups:
Wrap the “helmet” in one material.
Drop it carefully from the same height each time.
Observe what happens.
Repeat with different materials.
Compare the results.
DiscussAsk:
Which material worked best?
Which didn’t work very well?
Was your prediction correct?
Why do you think some materials protected the helmet better?Record
Children can draw:
The material they tested.
What happened.
Their favourite material.
One thing they learned.Reflection
Complete the sentence:
“I thought __________ would work best, but I discovered __________ because…” -
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Module 1: inquiry based activity
Children will investigate which objects float and which sink by making predictions, testing their ideas and discussing their findings.
Engage:
The lesson begins with a class discussion using a basket of everyday objects such as a cork, stone, spoon, leaf, plastic lid and sponge. The children are asked questions like, “What do you think will happen if we put this in the water?” and “Why do you think that?” Their ideas and predictions are encouraged before any testing takes place.
Investigate:
Working in small groups, the children place one object at a time into a tub of water and observe what happens. They then sort each object into “Float” or “Sink” groups. Throughout the activity, the teacher supports learning by asking open-ended questions such as, “What do you notice?” and “Did anything surprise you?” rather than giving the answers.
To finish, the class comes together to discuss what they discovered and compare the objects that floated and sank. Learning is assessed through observation of the children’s participation, predictions and discussions. This inquiry-based activity encourages curiosity, communication and scientific thinking while allowing children to learn through hands-on exploration and play.
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Hi My name is Laura and I have been teaching second class for the past 5 years and they love learning about space and our solar system. I teach in a big school in Ballina, Mayo ( All-Ireland winners!!). Our favourite space fact is that a day in Venus is equivalent to a year! It’s hard to get your head around this!
I would use a simple inquiry-based activity called “Making Moon Craters” to teach children about the Moon and the solar system. This activity would help pupils learn through exploration and discovery rather than just listening to information.
I would begin by showing pictures of the Moon and asking the children why they think the Moon has so many craters. They would share their own ideas and make predictions. Next, the children would work in small groups using a tray of flour covered with cocoa powder. They would drop different-sized balls from different heights to create craters and observe what happens.
The children would record what they noticed and compare the size and shape of the craters. We would then discuss why some craters were bigger than others and link this to meteoroids hitting the Moon.
I like this activity because it is practical, fun, and encourages children to ask questions, make predictions, investigate, and reflect on their learning. It develops scientific skills such as observing, recording results, and working together while making learning about space exciting and meaningful. -
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The inquiry based activity that I think my class would really enjoy is an egg drop activity, whereby the end goal would be to build a parachute to protect an egg during a fall from a height. We could frame this as a space-themed activity by pretending the eggs are our astronauts returning to Earth, and wanting to do so as gently and effectively as possible.
This activity could be started by dropping a variety of materials from a height, predicting how they will fall, and marking where they land, before discussing the reasons why they may have done so. We could also discuss any outcomes that surprised us about how and where the objects landed.
We could then explore the idea of how and why different materials fall differently, touching on the idea of weight and gravity. We could then start to investigate which materials would be best to use to protect our falling astronauts.
In groups, the children could then design astronaut parachutes, while being encouraged to test out different materials as they go. Once the class have designed their egg parachutes, we could test them by dropping them from a height, checking to see if our egg astronauts landed safely.
The children could then discuss what they might do differently if they were to take on this challenge again.
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Hi! My name is Jackie. I have been teaching 4th class for the last few years but I am moving to senior infants this coming year. I have found there are always a few pupils who find the topic of space absolutely fascinating but generally all pupils enjoy learning about it. My favourite space fact is that we only see 5 % of the universe.
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Inquiry-Based Activity: “What Does the Sun Do?” 🌞
Subject: Science
Strand: Energy and Forces
Strand Unit: Light
Learning Objective:
Children will explore the role of the Sun by observing its effects on light, warmth, and shadows.Step 1: Engage
Begin by gathering the children in a circle and showing them the picture of the Sun as shown below. Ask open ended questions such as:
- Can you guess what it might be?
- How it might feel?
- What would it smell like?
- Where would I find it?
Once we have figured out that it is the Sun explore the following questions with the children and recorded their ideas on a chart titled: What we think about the Sun
- What do you already know about the Sun?
- What does the Sun do?
- How does the Sun make you feel?
- What would happen if there was no Sun?
- Do we need the Sun?
Step 2: Investigate and Explore
Take the class outside provide opportunities for the children to:
- Stand in the sunshine and then in the shade.
- Feel the difference in temperature.
- Look at their shadows.
- Notice how their shadows move when they move.
Encourage children to ask questions such as:
- Why is my shadow following me?
- Why is it warmer in the sunshine?
- Can everyone find a shadow?
Step 3: Predict – The Ice Cube Challenge
Ask:
“What do you think will happen if we place one ice cube in the sun and one in the shade?”
Children make predictions.
Place the ice cubes in different locations and observe over time.
Discuss:
- Which melted first?
- Why do you think that happened?
Step 4: Share Findings
Gather together and discuss observations.
Prompt questions:
- What did we discover?
- What surprised us?
- What does the Sun help us do?
Record children’s new learning on a second chart:
“What We Learned About the Sun.”Step 5: Reflect and Create
The children create a mosaic effect image of the sun using tissue papers and the colours associated with the colours of light and heat (red, orange and yellow)
They can finish the sentence: “The Sun helps us because…”
Cross-Curricular Links
- Science: Weather, light, heat, shadows.
- Geography: Day and night.
- Mathematics: Comparing sizes of shadows; sequencing observations.
- Language: New vocabulary (Sun, warm, light, shadow, sky).
- Visual Arts: Sun-themed artwork.
- SPHE: Sun safety (wearing hats, sunscreen, drinking water).
Assessment
Observe whether children can:
- Describe one thing the Sun does.
- Explain that the Sun gives us light and warmth.
- Identify a shadow.
- Share what they discovered during the investigation.
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One inquiry-based activity I would use to teach the solar system to younger pupils is a “Which Planet Could We Live On?” investigation. Instead of giving children all the information, I would encourage them to ask questions and explore books, pictures, and simple fact cards about each planet. Working in small groups, they would compare the planets’ size, temperature, atmosphere, and distance from the Sun before deciding which planet would be the best place for humans to live. They would then explain and justify their choice to the class. This activity encourages curiosity, critical thinking, and teamwork while helping children develop scientific knowledge through exploration. My role would be to guide the learning by asking open-ended questions and providing resources rather than giving answers. I believe this approach makes learning more engaging because pupils are actively involved in discovering information for themselves. It also helps develop communication, problem-solving, and decision-making skills while creating a positive and enjoyable learning experience that supports long-term understanding of the solar system.
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Hi Colette. I really like this idea! The activity is engaging and encourages children to think like young scientists by asking questions and exploring evidence for themselves. I especially like how it combines teamwork, critical thinking, and communication while making learning about the solar system fun and meaningful. Your role as a facilitator, guiding pupils with open-ended questions instead of giving them the answers, is a great example of inquiry-based learning. I think this activity would keep pupils motivated and help them develop a deeper understanding of the planets through active participation.
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Hi Colette, I love this prompt question as it provides such a wealth of exploration and is so fun! I like the small group aspect of the lesson encouraging discussion and collaboration. I love the compare and contrasting as I can see how we could introduce Maths language to that. I also like that the teacher’s role is open ended, providing resources as you said and not providing answers. I can see how every class would really enjoy this lesson and it is a discussion I could see children continuing in the school yard and at home.
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<div dir=”auto”>Reflective Piece – Using an Inquiry-Based Activity in the Classroom</div>
<div dir=”auto”></div>
<div dir=”auto”>One inquiry-based activity I would use in my classroom is asking children, “What do you think is in space?” before beginning a unit on space. I would encourage the children to share their own ideas and record them on a class mind map using drawings, words and discussion. This would allow me to identify their prior knowledge and any misconceptions while giving every child an opportunity to contribute.</div>
<div dir=”auto”>As the topic develops, the children could maybe revisit the mind map and add new learning after each lesson. This would help them recognise how their understanding has changed over time and encourage them to reflect on their own learning. Rather than simply giving the children facts, I would ask open-ended questions, encourage predictions and provide opportunities for investigation and discussion. This approach promotes curiosity, communication and critical thinking, while also supporting language development.</div>
<div dir=”auto”>As a teacher in a hospital school, I appreciate the flexibility of inquiry-based learning, as activities can be easily adapted to suit the needs, interests and abilities of individual pupils. I believe this approach encourages children to become active learners who enjoy asking questions, exploring ideas and discovering answers for themselves.</div> -
My name is Aoife and I will be teaching 2nd Class in September. My favourite space fact is: Saturn could float in a giant bathtub because it is less dense than water.
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One inquiry-based activity I would use in my classroom is exploring floating and sinking with a junior class. I would focus on using the Curious Minds ESERO inquiry framework to support the children’s learning throughout the lesson.
To begin the Engage phase, I would show the children a bowl of water and a selection of everyday objects and ask, “I wonder which of these will float and which will sink?” The children would make predictions and explain their thinking.
During the Investigate phase, the children would work in small groups to test each object and observe what happens. They could sort the objects into floating and sinking groups and discuss any patterns they notice.
Finally, in the Take the Next Step phase, we would share our findings as a class, and I would encourage the children to think of other objects they could test at home.
I think this activity would develop important science skills in the junior classes, including observing, predicting, questioning, investigating, recording results and communicating findings, while allowing children to learn through hands-on exploration.
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Hi my name is Rachael. My favourite space fact is there are more stars in the universe than grains of sand on all the beaches on Earth.
How I would use one inquiry-based activity in my classroom:
One inquiry-based activity I would use in my classroom is a science investigation on plant growth. Instead of giving students the answers, I would ask them the question, “What do plants need to grow best?” Students would work in small groups to make predictions, design a simple experiment, and test variables such as the amount of sunlight or water each plant receives. They would record their observations over several weeks, compare results, and present their conclusions to the class.I believe this activity would encourage students to take ownership of their learning because they are actively involved in asking questions, collecting evidence, and drawing conclusions. It would also help develop important skills such as critical thinking, problem-solving, teamwork, and communication. Rather than memorizing facts, students would learn through firsthand experience, making the learning more meaningful and memorable.
As the teacher, my role would be to guide the investigation by asking open-ended questions, providing resources, and supporting students when they encounter challenges. I would encourage discussion and reflection throughout the activity so students could explain their thinking and learn from one another. This approach also allows for differentiation, as students can investigate at their own pace and contribute in different ways. Overall, I would use this inquiry-based activity because it promotes curiosity, engagement, and a deeper understanding of scientific concepts while helping students build confidence as independent learners.
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Inquiry-Based Activity: “Why Does the Moon Change Shape?”
Class Level: SI – 2ndEngage:
To spark curiosity, I would darken the classroom and display four photographs of the Moon showing different phases (full moon, half moon, crescent moon and new moon). I would ask the pupils, “Is the Moon changing shape? Where do you think the rest of the Moon goes?” Pupils would then complete a Think-Pair-Share activity, discussing their ideas with a partner before sharing them with the class. I would record all responses on a large chart, encouraging children to ask their own questions about the Moon.Investigate:
Working in small groups, pupils would use a torch (representing the Sun), a white foam ball on a stick (representing the Moon) and one pupil standing in the centre (representing the Earth). They would rotate the Moon around the Earth while observing how the illuminated part appears to change. Before beginning, each group would predict what they think will happen. During the investigation, they would observe carefully, discuss what they notice and draw the different Moon phases on a recording sheet. The teacher would circulate, prompting children with questions such as, “Can you still see the whole Moon?” and “Why do you think it looks different?”Take the Next Steps:
Pupils would compare their findings with photographs of the Moon and create a simple “Moon Phase Calendar” to take home. They would be encouraged to observe the Moon each evening with their families for one week and record what they see using pictures rather than words. This would help pupils make meaningful connections between classroom learning and the real world while developing their observation skills.Reflection:
Children would sit together for a class discussion and revisit the questions recorded at the beginning of the lesson. They would complete the sentence stems: “I used to think… Now I think…”, “I discovered…”, and “I still wonder…”. This reflection would encourage pupils to recognise how their thinking has changed and identify new questions for future investigations. -
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I really like the inquiry based activity to test materials for water absorbency. It can be easily adapted from junior infants to second class by changing the prompt and language used to suit the class level and interests. I did a similar experiment with senior infants where we had to create a new waterproof coat for Paddington bear. The prompt was “Paddington needs a new coat.” We predicted which materials would absorb the water and which would disintegrate. We had great fun and then extended our learning through art by designing a coat. For an older class, I would enforce the need to test with the same amount of water each time to ensure a fair test. I would also extend their learning by discussing what materials could be used as a lining to keep Paddington warm. There are great opportunities to use maths measuring skills too to create the coat.
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My name is Melanie and I work in Educate Together. I have a range of experience across many different classes, including support and autism classes. I am interested in looking at teaching Space to the Junior classes and exploring ways to extend it to the Senior classes. I don’t have a space fact yet, that is why I am doing this course. It is something I have always been interested in so I am finding this course really fascinating.
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I loved the Curious Minds/ESERO Framework for Inquiry as it is really helpful to have a one page template where you can write down your plan, keep everything on task to meet curriculum objectives and also reflect.
Thinking of a Junior Infant classroom, a very basic prompt like – What do we see in the sky? – would work very well and provide a great starting point.
ENGAGE
Prompt: What do we see in the sky?
Wondering – does it change according to the time of day?
Exploring – let’s go outside, lie on the ground and look up. Draw a picture of what you can see.
INVESTIGATE
Starter question – what did you see?
Predicting – What do you think you might see at night time?
Conducting the investigation – homework, look up at the sky at night time. What do you see? Draw a picture
THE NEXT STEP
Applying the learning – what, if anything, are the differences in what we see in the sky during the day time and the night time? What differences showed up in your pictures?
Making Connections – what, if anything, was the same in what we see during the day and the night? Did anything the same show up on your pictures?
Thoughtful actions – Can we say the sky is the same during the day/night or can we say the sky is different during the day/night?
Reflections: What did we enjoy about the lesson? Would we change/add/take away anything in the lesson? How could we explore this further?
CONSIDERATION OF INCLUSIONS
– Visual supports and picture cards to pre teach vocab
– Pairing with peers where needed to encourage collaborative learning and to support the children that may need extra help.
– Support sensory needs. -
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Activity Set: The Sun and Shadows (senior infants)
i would use light and dark to teach about the sun
The intial act9voty wpuld begin with torches and paper we would turn the lights off and close the blinds to show light and dark
A4 paper would be used to make shadow,/ finger puppets and to d8scuss light and dark , and we could discuss what brings light and dark i.e sun and the rotation of the sun.
Extension activities could be a focus on night school/life in the artic circle lack of light / what would life be like if you lived like this ?
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Ice breaker activity.
Hi my name is Barbara. I will be teaching junior infants in September. An interesting fact about Space that I came across is that there are more stars than grains of sand on earths beaches! Astronomers estimate there are around 100-200 billion galaxies each with billions of stars!
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Lesson Plan: Mighty Materials and Spillages
Learning Objectives
By the end of the lesson, children will:
Identify different materials (wood, plastic, metal, fabric, paper).
Describe simple properties (hard, soft, rough, smooth, waterproof, absorbent).
Understand that different materials react differently to spills.Resources
Small objects made from different materials (plastic cup, wooden block, metal spoon, fabric cloth, paper towel)
Tray or table
Water in a small jug
Sponge
Paper towels
Small cloth
Plastic sheet or tray for containing spills
Chris Hadfields video on how astronauts clean up in space.Using the 4 step esero inquiry model I would firstly engage the children by:
Showing the children a selection of objects.
Ask:
What is this made from?
How does it feel?
Is it hard or soft?
What happens if it gets wet? Lets predict!Introduce the words:
Hard
Soft
Smooth
Rough
Waterproof
AbsorbentInvestigate- Mighty Materials Investigation In small groups I would get the children to
Place a few drops of water onto:
Paper towel
Fabric
Plastic
Metal
WoodAsk the children:
Which material soaked up the water?
Which kept the water on the surface?
Which would be best for cleaning a spill? Lets predict!Next step-Record their ideas on a simple chart and check were any predictions correct.
Material Soaks Up Water? Waterproof?
Paper ✔ ✘
Fabric ✔ ✘
Plastic ✘ ✔
Metal ✘ ✔I would then play”Chris Hadfields video on how astronauts clean up spillages in space. Small group chat on how cleaning up spillages is different in space and why. Explore the meaning of gravity.
Reflect and Observe whether children can:
Name common materials.
Describe at least one property.
Identify an absorbent material. -
A journey into space
Engage:
Use the book “Man on the Moon: A day in the life of Bob” as lession stimulus. Create a word bank based on the topic. Elicit ideas about how Bob’s rocket might work and what he needs inside the rocket to be able to do his job on space.
Investigate:
Use “A journey into space” lesson materials. Look at a foam rocket/foam javelins and investigate they trajectory as part of a PE lesson. Pupils then draw a rocket for Bob. Next they will use junk art to make rockets. Linked lesson: explore materials, in particular insulators. Discuss the importance of insulators in rockets.Reflect:
Pupils will use a simple checklist to assess their work:Planning
I drew a labelled rocket designConstruction
I used junk art to create a stable rocket that stays together when I zoom it aroundCreativity
I came up with some good ideas to customise the rocket for BobRocket features
My rocket has some rocket features like a nose, fins, engines etc. -
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Science Lesson: Floating and Sinking (Junior Infants)
Engage: Begin by revealing a small “mystery treasure chest” containing everyday objects (coin, feather, sponge, toy car, cork). Ask the children, “Which of these do you think will float or sink?” Encourage predictions and curiosity before showing a bowl of water.Investigate: In small groups, children test each object by placing it in the water. They observe what happens and sort the objects into “float” and “sink” groups. Prompt discussion with questions such as, “What do you notice?” and “Were any results surprising?”
Take the Next Step: Challenge children to find another classroom object they think will float or sink. They predict, test, and compare their findings with classmates, discussing similarities and differences.
Reflect: Gather together to share discoveries. Ask, “What did you learn today?”, “Did any object surprise you?” and “What would you like to investigate next?” Reinforce that scientists ask questions, make predictions, test ideas, and learn from their observations.
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One inquiry-based activity I would use with my Senior Infants is a “What can we find in space?” investigation. I would begin by reading a simple picture book about space and asking the children what they already know and what they would like to find out. Together we would make a list of questions such as “Why does the moon change shape?”, “What are stars?” and “Can people live on other planets?”. This would encourage the children to think, ask questions and become curious about the topic.
The children would then explore different stations around the classroom. One station could have books and photographs of planets, another could include a sensory tray with moon sand and toy astronauts, while another could have simple construction materials where the children could design and build their own rockets. As they worked, I would encourage them to talk about their ideas, make predictions and explain their thinking.
I think this type of learning would really suit Senior Infants because they learn best through play and hands-on experiences. It also gives every child the opportunity to contribute, no matter what their ability level is. I like that inquiry-based learning allows children to take ownership of their learning rather than just listening to the teacher. I feel this activity would develop their language skills, teamwork, creativity and problem-solving while making learning about space exciting and memorable.
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I would use an inquiry-based STEM activity based on the story The Three Little Pigs to encourage Junior Infant children to explore, investigate and solve problems through play. The inquiry question would be, “Which material makes the strongest house?” Children would begin by discussing the story and predicting which materials they think would make the strongest house. They would then work in small groups to build houses using a variety of materials, such as straw, sticks, paper, blocks and LEGO. Once completed, each house would be tested using a fan to represent the wolf’s wind. The children would observe which houses remained standing and which collapsed, discussing the reasons for their results. After reflecting on their findings, they would redesign and improve their houses before testing them again. This activity promotes curiosity, critical thinking and collaboration while allowing children to learn through hands-on investigation. It also integrates Science, Technology, Engineering and Mathematics by encouraging children to design, test, evaluate and improve their ideas in an engaging, meaningful and age-appropriate way
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Hi, my name is Paula. I teach 2nd class. My favourite space fact is The sunset on Mars appears blue.
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After completing this module one inquiry based lesson that I will teach next year is the Mighty Materials lesson outlined that looks at what materials absorb what and at ones that do not – waterproof.
To structure this lesson effectively I will use the Curious Minds/ESERO Framework for Inquiry template which is a fantastic resource.
To engage the children I would pretend to accidently spill my water. I would ask the children what I should use to wipe up the spill. I will brainstorm ideas and ask them which ones will absorb water. We will then explore a variety of items that we have in the classroom such as toilet paper, newspaper, blue roll, card, wool, plastic bag, sponge, cloth etc
The children in small groups will then investigate the materials to see which ones will soak up water. The children will be enouraged to predict before they test the items and these will be recorded. The children will be encouraged to discuss and compare each material and the results of the investigations. These will also be recorded on a block graph for the whole class to discuss together.
To take the next step the children will then design a waterproof raincoat for our class puppet George. Waterproof and non waterproof materials will be further discussed based on our previous learning.
To reflect on our lesson I would discuss with the children what materials worked best to wipe up the spill and also what material was best for the raincoat. After I would self reflect to see if my learning objectives were achieved and what I could differently in the future. -
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Hi, My name is Megan and I teach Senior infants in an urban school in west Dublin. I have always loved learning science in school and I enjoy teaching it as you can see how excited the children get when do different experiments. My favourite space fact is
- There are more stars in the universe than grains of sand on all the beaches on Earth.
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Inquiry-Based Space Activity in Senior Infants
I would use an inquiry-based activity called “Design a Rocket” in my Senior Infants classroom. The children would explore the question: “How can we build a rocket that can travel to space?” They would investigate different materials, make predictions, design their own rockets and test their ideas. This would encourage curiosity, creativity, teamwork and problem-solving. The children would reflect on what worked well and what they could improve.
This activity would allow children to take ownership of their learning and develop early STEM skills through hands-on exploration. My role as teacher would be to guide their thinking by asking questions and encouraging discussion.
Resources:
- Cardboard tubes
- Recycled boxes and cartons
- Coloured paper and card
- Glue and tape
- Scissors
- Tin foil
- Markers/crayons
- Pictures and books about space
- Videos of rockets and astronauts
- Building blocks (e.g. LEGO)
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I really liked your idea Megan of designing a rocket. Children of all ages love making rockets and get very excited when doing so. This hands on approach makes learning fun and exciting. It is excellent for teamwork and problem solving. I got my Second Class to make a boat that would float last year and they really enjoyed doing it and learned so much from doing this activity.
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https://canva.link/zl4eadl8n2fik8x
mind map
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One inquiry based activity I would use in my classroom is the Cleaning Up a Spill experiment to explore materials and their properties. I carried out a similar inquiry-based lesson with my class last year when we investigated which material would make the best raincoat. The children tested different materials to see which were waterproof and discussed why some materials were more suitable than others. Building on that experience, I would use the spill investigation to encourage students to predict which materials would absorb liquid most effectively before testing a range of materials such as paper towels, cotton wool, fabric, sponges and plastic. Students would observe, record and compare their findings before discussing why certain materials performed better than others based on their properties, such as absorbency and waterproofness.
I like this activity because it gives children the opportunity to ask questions, make predictions, test their ideas and draw conclusions from evidence. It promotes critical thinking, collaboration, and communication as students work together and justify their findings. I have found that inquiry-based investigations like these keep children highly engaged because they are actively involved in discovering the answers for themselves rather than simply being told the information. I believe this hands-on approach helps students develop a deeper understanding of scientific concepts while making learning enjoyable and relevant to everyday life. -
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In my 20 years teaching, this is one of those activities that just works across every age group. Using ideas from Curious Minds and tying into the Irish Curriculum’s Forces strand, I got my multigrade class (Junior Infants to 2nd Class) building their own catapults from bits and bobs we had lying around school – Lego, Kapla blocks, elastic bands, and spoons.
The children paired up across age groups, which I loved, as the older ones naturally took the lead in measuring how far a pom-pom launched, while the little ones focused on words like “far,” “near,” “push” and “pull.” Everyone used the same pom-pom each time so it was a fair test, and we measured distances with metre sticks, marking the launch line with tape.
It was messy, noisy, and brilliant – real hands-on learning where every child, no matter their age, was thinking, predicting, and testing like a scientist.
We’ve also done this across the school as we are a small school so all ages really enjoy it, especially fun if you can facilitate some of it outdoors.Resources Used:
Lego
Kapla blocks
Elastic bands
Plastic spoons
Pom-poms (kept the same each time)
Metre sticks/tape measure
Masking tape (for launch line/marking distances)
Recording sheet or whiteboard -
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Hi everyone! My name is Kieran, and I’m currently teaching 2nd Class. My favourite space fact is that a day on Venus is longer than a year on Venus because it rotates so slowly on its axis!
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I really enjoyed reading your post because it shows how powerful simple, hands-on investigations can be when developing scientific thinking.
I like how the activity lets the children explore and test their own ideas rather than being given the answers.
Measuring the distance travelled and making sure the same pom-pom was used each time is a great way of introducing the concept of a fair test in an age-appropriate way.
Using mixed-age pairings is another good idea. The older pupils generally tend to take on leadership roles while younger children learn through observation, discussion, and participation. It is a very collaborative learning environment where every pupil can contribute.
I also agree that taking activities outdoors can make science even more engaging. The extra space encourages children to experiment more freely and often leads to new questions and investigations.
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One inquiry-based activity I would use in my classroom is a “Moon Crater Investigation.” I would begin by asking the inquiry question, “How are craters formed on the Moon?” The children would first discuss their ideas and make predictions before carrying out a hands-on investigation. In small groups, they would drop different-sized balls from different heights into trays of flour covered with a thin layer of cocoa powder to create craters. They would observe the size and shape of the craters, compare their results, and discuss how changing the size of the ball or the height affected the craters. After the investigation, the children would reflect on their findings and explain what they discovered about how craters are formed.
This inquiry-based activity encourages curiosity, critical thinking, and collaboration while developing important scientific skills such as predicting, observing, recording results, and evaluating evidence. It provides children with an engaging, hands-on learning experience that helps them develop a deeper understanding of space science through exploration and discovery.
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Hi, my name is serena. i teach in kildare but originally from leitrim.
One of my favourite space facts is that every star we see in the night sky is actually a giant ball of glowing gas, just like our Sun, only much farther away. I love sharing this fact with children because it always sparks their curiosity and leads to wonderful conversations. They begin asking questions about the stars, the Moon, and whether there are other planets with people or animals living on them. Their imaginations really come alive. I enjoy seeing the excitement on their faces as they realise how big and amazing our universe is. It reminds me that children are natural scientists who love to wonder, explore, and ask questions. Even something as simple as looking up at the night sky can become a meaningful learning experience. I hope to continue encouraging this sense of curiosity, as it helps children develop confidence, creativity, observation skills, and a lifelong love of discovering new things. -
I’m Gráinne and I will be teaching 1st class again in September. My favourite fact about space is that one million planet Earths would fit inside the sun. I would like to use inquiry based activities in my class using images from space and asking questions. We would then gather our questions and determine what questions we might be able to answer and how. Using the internet and space themed books the children can work in small groups to try and find an answer and report back to the class. The important thing would be that it is their question that leads the exercise.
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Hi, my name is Glen. I am currently teaching Second Class. My favourite space fact is that the moon is slowly moving away from Earth.
An inquiry based activity I would like to explore with my class for Space Week would be to investigate how night and day occur on Earth.
Engage: Show the children images of the sun, stars, moon, clouds, etc. and have them discuss when you would expect to see these things in the sky, leading to discussion on daytime vs nighttime.
Investigate: Place children into groups. Use footballs or globes to represent Earth. If using a globe allow students to find Ireland on the globe. If using a football allow children to place sticky notes where they believe Ireland would be on Earth. Close all blinds and turn off the lights. Provide each group with a torch to represent the sun as a light source. Select one student to hold the globe/ football and another to hold the torch. As one student shines the torch toward the globe/ football, another child will spin it slowly. Encourage groups to observe when light and darkness is effecting Ireland.
Next steps: Students can explore the globe to find countries they are familiar with and conduct the investigation again noting how day/ night compares or differs to Ireland.
Reflect: The children would come together for a whole class discussion on what has been discovered. Discuss what causes daylight, darkness at night, which countries experience daylight at the same time as Ireland, which countries experience night when we have daylight. Possibly identify new areas of investigation such as ‘How do we know that it was the Earth that rotates while the sun stays stationary and not the other way around.’
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An inquiry-based activity I would use in my classroom would be Design and Test Rockets.
This activity is suitable for Second Class, it is good to get kids creative and encourages plenty of hands-on learning meanwhile introducing simple scientific concepts along the way. It also involves making changes a long the way and they would need good construction and design basics.
Engage: I would begin by asking the class, “How can we make a rocket travel further?” We would watch a short demonstration/video of a simple paper or straw rocket and discuss what they notice. The children could share their predictions about what makes a rocket move and I would encourage them to think about forces such as pushes, gravity and air.
Investigate: I would then get the children to design and build their own paper rockets in small groups. They could change one part of the rocket at a time (the length of the rocket, size of the fins, weight of the nose). They could keep track of how these changes affect the distance their rocket travelled. They can measure, observe, record results using drawings, pictures, or simple charts. Meanwhile you could encourage them to discuss whether gravity or the design impacted the distance travelled.
Take the Next Step: After comparing results and discussing their findings in the group, they could try to improve their rocket designs based on their inquiry/experimentation. I could possibly move forward with the investigation by asking new questions, such as how launching from different heights or angles changes the flight or by comparing different materials and their weight, etc.
Conclusion: This inquiry-based activity helps children develop lots of different scientific skills such as observing, predicting, testing, measuring, recording, and communicating their findings. They need to work as a team and think critically within thie inquiry process. I think this would be an engaging activity which would build the children’s curiosity.
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Inquiry based activity for Second Class – Why do we have day and night. The children will look at how the Earths movement affects day and night.
Engage: Show the children pictures/videos of the Earth from Space. Ask questions about why is it daytime now? Is it daytime everywhere in the world? Where does the sun go at night?
Investigate: Put a torch in the center of the room turned on. Put the children into small groups and get them to use a globe to investigate using the following questions:
Which part of the Earth can see the Sun?
Which part is in darkness?
What happens when the Earth slowly turns?
Does the Sun move or does the Earth move?
Get the children to record their findings.
Take the next step: Bring the class together to explain that the Sun stays in the same place, the Earth rotates on its own axis once every 24 hours, the side facing the Sun is daytime, the side facing away from the sun is nighttime.
Conclusion: Return to the questions asked at the start of the lesson and get the groups to report back on their findings.
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Inquiry based activity.
“Gravity” First class lesson
For this activity I would start the lesson with a prop maybe a pencil on each desk and ask the children to throw it up and see what happens. When it comes back down we will discuss why and briefly and look at a brief video of how things float in space.
I will introduce the word Gravity by writing it on the board and record what the children think it means for later. Children will work with a partner for a few minutes to talk about other objects.. I wonder if a feather would fall slowly.
Investigate/; Which objects fall the fastest?
feather, paper, plastic block, sponge
First they will predict, next they will test and then we will discuss and I will then explain Gravity and show examples of apples falling and us all staying in one place. As part of our Art lesson we could design a parachute for an astranaut using classroom materials.
Reflection
Discuss what we did and what we learned today. Turn to a partner explain what gravity is and one thing we learned and then we share with the teacher.
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<p class=”isselectedend”><span style=”font-size: 10.0pt; font-family: ‘Comic Sans MS’;”>I would use an inquiry-based STEM activity based on <span style=”font-family: ‘Comic Sans MS’; font-weight: normal;”>designing a ‘boat that floats’ with my Junior Infants</span>. I always start my lessons by questioning the children to see what they know already. For example, ‘’what materials would float in water?’’ ‘’How do you know it will float/sink?’’. With the class, I would test different materials in water to see if they would sink/float and it would give the children an idea of which ones might suit in order to make their boat float. Children would work in small groups to investigate different materials, such as foil, plastic containers, paper, and lollipop sticks. They would design and build a simple boat before testing it in a basin of water. </span></p>
<p class=”isselectedend”><span style=”font-size: 10.0pt; font-family: ‘Comic Sans MS’;”>Once their boats float, we could then discuss what would happen if we added extra materials or weight to their boats. The children would need to discuss whether they think their boat is strong enough if we were to add plastic bears or counters to their boats. The children could discuss the outcome then and ways to improve their boats if needed. Throughout the activity, I would encourage inquiry by asking open-ended questions. There are lots of questions which could be discussed such as ‘’What materials were better to use?’’ ‘’How could we improve some boats that started to sink once more materials were added?’’. This activity develops children’s teamwork, problem-solving, communication, and hands on approach appropriate for Junior Infants.</span></p> -
I would use an inquiry-based STEM activity based on designing a ‘boat that floats’ with my Junior Infants. I always start my lessons by questioning the children to see what they know already. For example, ‘’what materials would float in water?’’ ‘’How do you know it will float/sink?’’. With the class, I would test different materials in water to see if they would sink/float and it would give the children an idea of which ones might suit in order to make their boat float. Children would work in small groups to investigate different materials, such as foil, plastic containers, paper, and lollipop sticks. They would design and build a simple boat before testing it in a basin of water.
Once their boats float, we could then discuss what would happen if we added extra materials or weight to their boats. The children would need to discuss whether they think their boat is strong enough if we were to add plastic bears or counters to their boats. The children could discuss the outcome then and ways to improve their boats if needed. Throughout the activity, I would encourage inquiry by asking open-ended questions. There are lots of questions which could be discussed such as ‘’What materials were better to use?’’ ‘’How could we improve some boats that started to sink once more materials were added?’’. This activity develops children’s teamwork, problem-solving, communication, and hands on approach appropriate for Junior Infants. -
<p class=”PDq2pG_selectionAnchorContainer” data-start=”0″ data-end=”438″>I would use an inquiry-based activity in Senior Infants through a “Which material is best for keeping Teddy dry?” investigation. I would begin by showing the children a teddy and explaining that he is going outside but we need to find something that will keep him dry. I would show them a range of materials such as paper, cardboard, plastic, tinfoil and fabric and ask them what they think will happen when we put water on each material.</p>
<p data-start=”440″ data-end=”812″>I would encourage the children to make predictions and explain why they think a particular material will work best. We would then test each material by putting a small amount of water on it and observing what happens. The children could work in small groups and record their findings using simple drawings or by placing a tick beside the materials that kept the water out.</p>
<p data-start=”814″ data-end=”1383″ data-is-last-node=”” data-is-only-node=””>Throughout the activity, I would ask questions such as “What do you notice?”, “Why do you think that happened?” and “Do you think we could find a better material?” This would encourage the children to think, discuss and come up with their own ideas rather than simply being given the answer. At the end, we would discuss our results as a class and decide which material would be best for keeping Teddy dry. I think this type of activity would work well in Senior Infants as it is practical, hands-on and allows the children to learn through curiosity and investigation.</p> -
My name is Neasa. I hope to be teaching infants in Galway next year. My favourite space fact is that astronauts can grow 3% taller while living in microgravity.
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Inquiry Based Actvity-
An inquiry-based activity inspired by The Three Little Pigs could be used to encourage a Junior Infant class to investigate and explore, with a focus on play-based learning. The inquiry question would be – Which material makes the strongest house for the three little pigs? –
The lesson would begin with a discussion of the story, the children would make predictions about which materials they believe would create the strongest house. Working collaboratively in small groups, the children would then design and construct houses using a range of materials e.g. straw, sticks, paper, building blocks, blue tack, straws, lollipop sticks, cotton wool, cardboard etc.
Once the houses are complete, each structure would be tested using a mini fan to represent the wolfs attempt to blow them over. The children would observe and compare the outcomes, identifying which houses remained standing and which collapsed, while discussing the reasons for this. Following this, they would reflect on their finding by drawing and labelling the strongest type house.
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Hi, I really enjoyed reading your post. I think The Three Little Pigs is a brilliant way to introduce inquiry-based learning to Junior Infants because it connects science with a familiar story and play-based learning.
I especially like how the children would predict which materials would make the strongest house before constructing and testing their designs. Using a mini fan as the wolf is a fun and practical way to make the investigation meaningful. It would also encourage plenty of discussion about why some houses stayed standing while others collapsed.
A possible extension could be to allow the children to improve their houses after the first test and try again. This would introduce the idea that designs can be changed and strengthened based on what they have learned. The drawing and labelling activity at the end is also a very suitable way for young children to reflect on and record their findings.
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My name is Ruth and I teach in a DEIS school in Co. Limerick. I teach Senior Infants. I honestly know very little about space so I am using this course to learn alot that I can bring back to my classroom.
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An inquiry-based activity I would use for Senior Infants on the theme of Space could begin by showing the children a picture of the night sky and asking, “What do you notice?” and “What do you wonder about space?” I would record their ideas and questions on a chart. Then I would invite the children to investigate by exploring books, short videos, and images of planets, stars, the Moon, and astronauts. In small groups, they can sort picture cards into categories such as things found in space and things found on Earth, discussing their reasons. I could encourage each group to share one new fact they discovered and one question they still have. Finishing the activity by asking the children to draw and label their favourite object in space and explain why they chose it. This inquiry-based approach promotes curiosity, observation, questioning, communication, and early scientific thinking while allowing children to actively construct their own understanding of the topic.
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Hello everyone,
My name is Colm, and I teach Senior Infants in Longford. I am looking forward to learning more about using space as an engaging theme across subjects such as science, mathematics, geography, literacy and art.
My favourite space fact is that there is gravity on the Moon, but it is weaker than gravity on Earth because the Moon is smaller. I think this is a great fact for young children because many assume that there is no gravity in space. It could lead to interesting discussions about how astronauts move and what it might feel like to jump on the Moon.
I am looking forward to sharing ideas and learning from everyone throughout the course. I am not able to attach the mind map here.
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One inquiry-based activity I would use with my Senior Infants class is the Gravity and Falling Things investigation. I would show the children several objects, such as a feather, a toy block, a cotton ball and two sheets of paper—one flat and one crumpled. I would ask, “What will happen when we drop the different objects?”
Before testing them, the children would examine the objects and predict which would fall quickly, slowly, spin or float. They could record their predictions using drawings or simple symbols. The children would then work in small groups to drop each object from the same safe height and observe what happens.
Afterwards, we would compare the results with their predictions and discuss why some objects fell differently. As a follow-up, we could investigate how changing the shape of the paper affects the way it falls.
I would use this activity because it allows children to learn through questioning, predicting, observing and discussing rather than being given the answer immediately. It also develops scientific vocabulary, communication, turn-taking and early recording skills while encouraging curiosity and independent thinking.
The activity follows the course’s inquiry process of engaging pupils, investigating a starter question, extending the learning and reflecting on the results.
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I am Michelle, and I am a SET teacher in an Infant School. The fact I like is: There are billions of stars in our galaxy.
A fun way to introduce this lesson is by sharing the fact that there are billions of stars in our galaxy, even though we can only see a small number of them from Earth on a clear night. This helps spark students’ curiosity before showing them ‘The Starry Night’ by Vincent van Gogh. Instead of explaining the painting straight away, I would give students time to look at it quietly and notice what stands out to them. Some might focus on the bright stars, the swirling sky, or the small village below. I would then encourage them to ask their own questions, such as why the sky looks like it is moving or what they think it would be like to stand in the picture.
Students would then share their ideas with a partner or in small groups, using what they can see in the artwork to support their thinking. I like this approach because there are no right or wrong answers, which gives students the confidence to share their ideas and listen to different perspectives. To finish the lesson, students would create their own night sky inspired by Van Gogh’s style and then reflect on what they discovered during the activity. This lesson encourages creativity, observation, communication, and critical thinking while allowing students to enjoy exploring art in a way that feels engaging and meaningful. -
An inquiry-based activity I would like to use in my classroom is an investigation into the question, “Why does the Moon appear to change shape?” Instead of starting with an explanation, I’d encourage pupils to look at the Moon over a few days or weeks, and record its appearance in their copybook using drawings, photographs, or simple descriptions. They could then share what they saw, spot patterns, and develop their own explanations for what they notice.
To support their thinking, I would provide torches, balls, and other simple materials so that pupils could model the positions of the Sun, Earth, and Moon. Working in small groups, they could test their ideas, discuss their findings, and revise their explanations based on the evidence they collect.
Inquiry-based learning helps the children become active in their own learning rather than simply receiving information. It promotes curiosity, collaboration, critical thinking, and problem-solving -making science more engaging and memorable. I also think that the activity could be adapted for different age groups and abilities, allowing every child to contribute through observation, discussion, or practical investigation. Connecting the lesson to something children can see in the night sky, makes the learning relevant and meaningful, and would surely encourage them to continue asking questions about space. -
My name is Annette and I will be teaching Junior infants this year. My favourite Space fact is: The moon has moonquakes!!
How I would use one inquiry-based activity in my Junior Infants classroom:
One inquiry-based activity I would use in my Junior Infants classroom is an investigation about floating and sinking. Rather than telling the children which objects float or sink, I would begin by asking the question, “What kinds of things float, and what kinds of things sink?” I would provide a variety of safe everyday objects, such as a leaf, a stone, a plastic spoon, a toy boat, a coin, and a sponge. Working in small groups, the children would make simple predictions before placing each object into a tub of water to see what happens. They would then sort the objects into floating and sinking groups and discuss their findings with the class.
I believe this activity would encourage children to become active learners because they are exploring, questioning, and discovering answers through hands-on experiences. By making predictions, observing carefully, and talking about what they notice, the children develop early scientific thinking skills. They also build important language, communication, teamwork, and problem-solving skills as they work together and explain their ideas. Learning through play and investigation makes the experience enjoyable and meaningful, helping children to remember what they have discovered.
As the teacher, my role would be to guide the learning by asking open-ended questions such as, “Why do you think that happened?” or “Can you find another object that might behave the same way?” I would encourage children to share their ideas, listen to one another, and reflect on what they have learned. I would also provide support where needed and adapt the activity so that every child can participate successfully. Overall, I would use this inquiry-based activity because it promotes curiosity, confidence, and a love of learning while introducing young children to basic scientific concepts through exploration and discovery.
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Hi, I’m Jenny and I’ll be teaching in Senior Infants this year. My favourite space fact is that the Sun is so big that more than one million Earths could fit inside it!
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Hi Annette, I liked your idea of using everyday objects for the floating and sinking activity. I think the children would enjoy making predictions first, especially if some of the results surprised them. It would probably lead to lots of interesting conversations afterwards too. Best of luck with Junior Infants this year.
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Reflection
One inquiry-based activity based on this I could use in my Senior Infants classroom is the discussion and comparison of the Sun and Earth using a large yellow circle and a small blue circle. Rather than telling the children that the Sun is much bigger than the Earth, I would begin by asking open-ended questions such as, Which do you think is bigger? and How do you know? This would encourage children to share their prior knowledge, make predictions and ask their own questions.
I believe this hands-on activity would actively engage the children and promote curiosity. By exploring the different-sized models, they would construct their own understanding through observation and discussion instead of simply receiving information. The activity would also support the development of oral language, critical thinking and scientific inquiry skills. As the teacher, my role would be to facilitate learning by listening to the children’s ideas, asking probing questions and guiding them towards the scientific concept. I would conclude the lesson by encouraging the children to reflect on what they had learned and what they still wondered about, reinforcing that inquiry is about asking questions as well as discovering answers.
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I would use an inquiry-based activity in Senior Infants through a “Which material is best for keeping Teddy dry? investigation. I would begin by showing the children a teddy and explaining that he is going outside but we need to find something that will keep him dry. I would show them a range of materials such as paper, cardboard, plastic, tinfoil and fabric and ask them what they think will happen when we put water on each material. I would encourage the children to make predictions and explain why they think a particular material will work best. We would then test each material by putting a small amount of water on it and observing what happens. The children could work in small groups and record their findings using simple drawings or by placing a tick beside the materials that kept the water out. Throughout the activity, I would ask questions such as “What do you notice?”, “Why do you think that happened?” and “Do you think we could find a better material? This would encourage the children to think, discuss and come up with their own ideas rather than simply being given the answer. At the end, we would discuss our results as a class and decide which material would be best for keeping Teddy dry. I think this type of activity would work well in Senior Infants as it is practical, hands-on and allows the children to learn through curiosity and investigation.
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Hi, my name is Carol. I am teaching in a Junior unit for students with emotional and behavioural disorders this will be my 6th year in the unit.
My favourite space fact is that the earth could fit in the sun 1 million times.
My inquiry based activity would be done during space week. We always hold a rocket building competition during this week.
Engage: To engage the class we would look at some pictures and videos of rockets. We would discuss what features they see and what they think are the important features. We would then record what they have noted as important.
Investigate: We would take out our make and do art box (box filled with everything they could need when doing independent art) and have a checklist made from what we think is important. They would have a look through the materials and see what they could use.
The children would gather materials and make their rockets. They could work in pairs or individually.
We would then launch our rockets and see how they perform.
Conclusion: The children would look at whether adjustments need to be made to their rockets or whether they are happy with them just the way they are. Once any adjustments are made, they can launch them again before displaying them for space week. -
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Reflection on an Inquiry-Based Activity
The ‘Mighty Materials’ activity is probably the one I’d use first. It feels like one of those lessons where the children almost forget they’re doing science because they’re too busy arguing over who’s picked the best material.
I’d let each group decide which material they wanted to test rather than assigning them one. I like hearing the reasoning behind their choices, because it usually makes perfect sense, until it doesn’t. Sometimes the ideas that seem completely random turn out to be worth testing.
I also like that there isn’t much sitting still involved. The children are making predictions, trying things out and comparing results without it feeling overly structured. Once we’ve finished, I would ask them where they think they would find those materials in everyday life. I think that’s the point where the learning really sticks, because they start noticing science outside the classroom as well.
It feels like a lesson that would have a nice bit of chatter, a few surprises and probably a wet table by the end of it.
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I work in a Special School for children with Moderate learning difficulties, Severe to Profound learning difficulties and Autism. I am hoping this course will give me simple and motivating ways to explore science. Science lends itself to sensory exploration which the children particularly enjoy. We have included STEM as one of our prioritised subjects as part of the Primary Curriculum Framework, with the redeveloped primary curriculum specifications. I also hope to promote Space week in our school next year.
Interesting facts I’d like to share is the time each planet takes to rotate once on its axis or one day length
• Earth = about 24 hours
• Mars = about 24½ hours
• Jupiter = about 10 hours
• Saturn = about 10½ hours
• Uranus = about 17 hours
• Neptune = about 16 hours
• Mercury = about 59 days
• Venus = about 243 days
Jupiter has the shortest day, less than 10 hours.
Venus has the longest day about 243 days. -
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Hi, my name is Jill. I am currently working in SET but most of my experience is within the infants classrooms.
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Enquiry based Stem activity: water behaviour and movement
Engage: spill a small amount of water “accidently” on the floor, with children gathered around. Dicuss how easy it is to clean up, take some idea on what they might use to clean up. Now going to pretend this happened while in a space craft. Children to predict whether the water would float, separate, change shape etc.
Investigate: explain that we have gravity on earth, so the water will not float, but let’s explore how water might behave as it lands on different surfaces. Using droppers, children observe the Shape of droplets as they fall on cardboard, plastic etc. can they separate or combine them? On which material does water stay as a droplet? Compare their droplets with floating droplets in space considering shape, size etc.
Review: discuss observations. Ask What shape were our droplets, could you move them around, seperate them. What shape might they form if they floated around as they would in space? Revisit original predictions.
<p style=”text-align: left;”>Conclusion:explain that in space, astronauts experience microgravity, so water droplets float as rounded. Blobs. Watch video. Children draw 2 droplets, on on a surface and one floating droplet. Compare and contrast.</p>
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Paper rockets- An inquiry-based lesson in my infant classroom.
I would use a paper rocket investigation to explore the question “What makes our rocket plane come back down to Earth?”. Children to predict, test, observe and discuss their ideas about gravity.
I will begin by introducing a scenario where astronauts need to send a paper space rocket from Earth towards the Moon. I will show the children a paper rocket and ask open-ended questions such as “What do you think will happen when I let it go? “Will it keep flying forever? Why do you think it comes back down? I will encourage children to share their ideas and predictions before introducing the concept of gravity.
Working in small groups, students will make and test simple paper rockets. Before each flight, children will make a prediction about what they think will happen. They will then launch their rockets and observe how they move through the air.
Children can investigate different ways of flying their planes, such as throwing them gently, throwing them harder or throwing them upwards. They will observe whether the planes fly high, low, far or short and where they eventually land. This allows pupils to explore cause and effect through practical, hands-on investigation.
to reflect we will gather as a class to discuss our investigation. Children will share what happened to their planes and compare their predictions with their observations. I will ask questions such as “Did your plane stay in the air?” “What happened when it stopped flying?”, “Which plane travelled the furthest?” and “Why did all the planes eventually come down?”. as a class group, we will reflect on the enquiry question and conclude that gravity pulls objects down towards the ground.
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