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ASSIGNMENT
Choose from one of the activities or activity sets outlined in this module:
- Activity Set: Stars
- Activity Set: Space and Aliens
How would you use the activity in your classroom? Post a reflective piece (150 words min) to the forum as a reply to this post. You may include digital records of the activities.
Also, please respond to at least one other participant’s post. -
I would choose the Activity Set: Stars to use with my Junior Infant class as it provides an engaging and age-appropriate way to introduce children to the night sky. The activities encourage curiosity and allow children to develop their observation, questioning and communication skills through hands-on learning.
I would begin by asking the children what they already know about stars and encouraging them to share their own experiences of seeing stars at night. This would help build on their prior knowledge and spark discussion. We would then complete the practical activities together, using torches, dark spaces and simple models to explore why stars appear bright and why we can only see them at night.
To extend the learning, the children could create star pictures using black card and chalk or paint, make their own constellations with stickers, and listen to stories related to the night sky. We could also link the activities to literacy by reading storybooks about stars and to maths by counting and sorting stars of different sizes.
This activity set promotes inquiry-based learning. The children are encouraged to ask questions, make predictions, investigate and discuss their findings with their classmates. I would observe their language and thinking throughout the activities and record their ideas using photographs, drawings and short quotes from the children.
Overall, I think the Stars activity set would be highly engaging for Junior Infants. It combines science with play, creativity and exploration, helping children develop a sense of wonder about the world beyond Earth while building important scientific skills from an early age.
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I really like your ideas for exploring stars with Junior Infants. The use of torches and a dark space would make the lesson very exciting for the children and allow them to learn through practical exploration. Making their own constellations is also a lovely idea, as it gives them an opportunity to be creative while learning about the night sky. I also like how you have linked the activity with Literacy, Maths and Art, as this would help to explore the topic in a variety of ways. Recording the children’s own comments alongside photographs and drawings would make a lovely classroom display and would show how their ideas developed during the activities.
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Activity Set: Space and Aliens
I would use the Space and Aliens activity set with my Senior Infant class as I think it would really capture their imagination and encourage plenty of discussion. I would begin by asking the children what they already know about space and what they think an alien might look like. We would look at pictures of planets and talk about whether people, animals or plants could live on them.
The children could then design their own alien, thinking carefully about the planet it lives on. For example, an alien living on a very cold planet might need thick fur, while one living on a dark planet might need large eyes. They could create their aliens using playdough, recyclable materials or art supplies and explain the different features they have included. This would encourage the children to use their imaginations while also giving reasons for their choices.
We could extend the activity by working in groups to build a home or spaceship for the aliens using blocks and construction materials. Photographs of the finished creations could be displayed alongside the children’s descriptions.
I feel this activity would work very well in an infant classroom as it combines Science with Art, Oral Language and imaginative play. It would encourage children to ask questions, share ideas, solve problems and work together in an enjoyable and meaningful way.
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I have done something very similar to this lesson with a 2nd class and after designing and making the Alien model we used it as a main character for a story. For infants this could be done orally whereby the children work with other children on their table to create a story using all their characters.
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Hi Juliette,
This sounds fab! I would recommend using model magic for making aliens! This resource might be cool for making space equipment.
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Activity Set: Stars – Constellations
Engage:
I would darken the classroom slightly and show images of a starry night sky. We would read How to Catch a Star by Oliver Jeffers and discuss what the children already know about stars. I would record their ideas on a KWL chart before introducing the Plough.
Investigate:
The children would work in small groups to explore pictures of different constellations and listen to the story of the Plough and the Research Ireland YouTube video on looking at the plough in two different ways. I would then shine a torch through simple constellation templates with small holes punched in them so the star patterns appear on the wall. The children would identify the constellations before recreating one using star stickers on black card. Finally, they would design and name a constellation of their own and explain what they can see.
Take the Next Step:
We would compare our constellations and discuss how people from different cultures have created different stories about the same stars. This would link well with History and SPHE as we explore traditions from around the world. I would encourage the children to look for the Plough at home with an adult.
As an extension activity, the star lantern mentioned in the course would also be a lovely idea.
Reflect:
I think this activity would really engage my Second Class. Families could email photographs of constellations they spot at home, and we could compare them in class the next day. We could also display the children’s constellations alongside the stories they created, helping them see that the same stars can inspire many different ideas and stories across cultures.
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Hi Muireann,
this sounds wonderful. If you are integrating this with history and SPHE it is definitely worth looking at the star cultures feature on the Stellarium software! This might also be of interest!
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<p class=”isSelectedEnd”>Hi Muireann, I really enjoyed reading your activity, particularly how you have created a strong sense of curiosity and wonder around constellations. Beginning with How to Catch a Star is a lovely way to engage the children and activate their prior knowledge. I also think the torch and constellation templates would make the investigation very visual and hands-on.</p>
<p class=”isSelectedEnd”>I especially like the idea of children creating and naming their own constellations. This allows them to use their imagination while developing their communication and creative skills. Exploring how different cultures have interpreted the same stars is also a valuable cross-curricular link and encourages children to appreciate different perspectives.</p>
The home-school element is another great idea. Photographing constellations at home would extend the learning beyond the classroom and encourage children to continue exploring the night sky with their families. Overall, I think this would be a fun, creative and memorable space-learning experience for the children. -
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In considering how I would use the Activity Set: Space and Aliens with my Junior and Senior Infant class there are some adaptations and additions I might make.
I would link the ESERO 19 Special Life activity with learning experiences in SPHE: Myself: Self-identity: Self-awareness. Learning experiences in which the children are enabled to discuss and appreciate all the features that make a person special and unique and to become aware of his/her immediate world through the senses would connect well with the Special Life activity and make learning more meaningful for the children.
I would use the ESERO Framework for Inquiry for the Mars junior activities. As an extension I would introduce a note left by a Martian who had visited the classroom during the night and messed up all our pencils and colours. After subsequent visits, I would discuss with the children what they think it might look like, how we could find out and what we could do to stop it messing our classroom. We would then use the Engineering Design Process to plan and make a trap to catch the Martian.-
Hi Michelle, I really enjoyed this lesson outline. Linking the ESERO activity with SPHE is a lovely way to make the learning more meaningful. Encouraging students to recognise what makes them unique, while also exploring what life might be like elsewhere, creates a really engaging contrast and supports their sense of identity and belonging.
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Hi Michelle, I liked how you linked the ESERO activity with SPHE, as it gives the children a chance to think about what makes them unique while also exploring the idea of life beyond Earth. Your Martian scenario is a brilliant way to spark curiosity and imagination, and I think designing a trap using the Engineering Design Process would really encourage teamwork, creativity and problem-solving.
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I really enjoyed reading your reflection. I think it’s a great idea to link the Space and Aliens activities with SPHE as it helps children see that everyone is unique and special while making the learning more meaningful. Your idea of introducing a note from a Martian is so creative and would definitely capture the children’s imagination and curiosity. I also like how you’ve incorporated the Engineering Design Process by encouraging the children to design and build a trap. This gives them the opportunity to solve problems, work together and think critically in a fun, play-based way. Overall, your activity is engaging, cross-curricular and perfectly suited to Junior and Senior Infants while encouraging inquiry, creativity and teamwork.
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Module 3- Activity set The Stars
Here is a lesson I did with my 1st/ 2nd class this year. They really engaged with all parts of the lesson and it lended itself to so many cross- curricular subjects
Lesson Introduction (10 minutes)
1. Darken the classroom slightly and display pictures of a starry night sky.2. Ask:
-What do you notice?
-When can we see stars?
-What do you already know about stars?
-Why do you think we cannot usually see stars during the day?3. Record the children’s ideas on a KWL chart
Investigation (20 minutes)
Children work in mixed-ability groups.
Each group explores:
• Picture cards of different stars and constellations.
• Simple fact cards or books.
• A short teacher-selected video.
Children discuss:
• What do stars look like?
• Are all stars the same?
• What new facts have you discovered?
Teacher Demonstration
Use a torch to represent the Sun and a globe or ball to represent the Earth.
Demonstrate:
• Day and night as the Earth rotates.
• Why stars are easier to see at night.
• Explain that the Sun is our closest star.
Activity (15 minutes)
1st Class
• Create a picture of a night sky using black paper and star stickers.
• Draw the Moon and stars.
• Label “stars”.
2nd Class
• Create a simple constellation using stickers or chalk.
• Write three facts about stars.
• Invent and name their own constellation.
Plenary (10 minutes)
Children share:
• One thing they learned.
• One question they still have.
Complete the L section of the KWL chart together.-
Hi Laura,
This is wonderful. You could use stellarium for displaying constellations for your class! This video might also be of use to your for this activity.
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Activity Set: Space and Aliens
I would use this activity set with my 2nd class students.
I would organise the lesson as follows:
Engage: I would begin by showing images of Mars from landers and briefly exploring it using Google Mars to spark interest and curiosity. We would discuss what we notice about the planet such as its red colour, rocky surface and lack of water. I would ask the question: “What is the best material to create a Martian landscape?” This would encourage the children to think, share ideas and make predictions.
Investigate: The children would work in small groups to firstly design and later create their own Martian landscapes using materials such as sand, clay, stones and paint. They would be encouraged to experiment, observe and discuss their choices as they build. I would support them in using descriptive and comparative language throughout.
Take the Next Step: We would compare the models to real images of Mars and discuss similarities and differences. I would then link learning to how animals adapt to different environments and encourage children to rethink their Martian designs.
Reflection: To conclude, we would reflect on what worked well, what we learned about materials and Mars, and what we might change next time.
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Hi Abby,
Google mars is a fantastic choice! You might also find this virtual rover tour engaging for your class.
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Activity set: Space and Aliens
Introduction: I would start by getting a show of hands as to who thinks that aliens exist and then get a short dicussion going as to their reasoning. Then I would ask if they thought that Aliens did exist, what would they look like? How many eyes would they have? How many legs would they have? etc.
Main lesson: Design their own alien.
As linkage to a 2D shapes lesson in Maths I would have the children design their own alien using only the 2D shapes they had recently learned about. There would be potential to expand the 2D shape lessons to show that the likes of a rectangle could come in all sorts of sizes. E.g very long and narrow, or closer to a square. This could be an alien’s arm or leg. I would show the children an example of me creating one on the board illustrating my thought process. I would then allow the children to start designing their own alien using rulers, props for circles etc. Once finished the children would then be encouraged to exhibit their final products to each other.
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Great idea, Cormac! Connecting the space theme to 2D shapes is a clever cross-curricular link that really grounds the math in a creative context. Starting with a hands-on discussion about aliens is guaranteed to get the kids excited and thinking creatively right away. Showing how shapes like rectangles can be stretched into long, thin arms or short, wide torsos is a great way to reinforce properties of shapes and spatial awareness without it feeling like a standard drill. Demonstrating your thought process on the board gives them a clear scaffold, and letting them exhibit their designs at the end provides a lovely sense of ownership and pride in their work. If you wanted to extend it even further, you could have them tally up the total number of circles, triangles, and rectangles they used to create their alien for an extra layer of data handling or counting practice. Thanks for sharing. This is a brilliant, practical activity to try out!
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Hi Cormac,
Love this lesson and how it links maths, imagination, motor skills and spatial awareness. There is also potential to surprise them with some of the animals on our planet. For example the weird things that live in the ocean. One of my favourites is the Costasiella sea slug which looks like it could be a pokemon! Short list here: https://www.discoverwildlife.com/animal-facts/marine-animals/weirdest-sea-creatures
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I really liked your idea, especially starting with a discussion about aliens. I think it’s a great way to get the children excited and encourage them to use their imagination.
The cross-curricular link to 2D shapes is really clever too, as it gives them a fun way to use what they’ve learned in Maths.
I also liked that the children get to share their finished aliens with the class—it would be lovely to see how different and creative everyone’s designs are.
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Activity Set: Stars
Activities Chosen: Draw Your Own Constellation and Constellation Shapes & Stories
In my classroom, I would implement this activity set by using a playful, story-led approach that integrates early STEM skills with hands-on creative play. To begin, I would gather the children on the rug for a whole-class discussion about the night sky. We would look at simple pictures of recognisable star patterns like The Plough and discuss how people long ago saw picture “connect-the-dots” shapes in the sky. For the main hands-on task, pupils will create their own constellations on black card. I will give each child a small sheet of star stickers and white chalk. To support fine motor development and early counting, the children will count out a set number of star stickers (e.g. 5 or 6) and press them onto their paper. They will then use white chalk to connect the dots between their stars. We will integrate early primary maths concepts by hunting for basic 2D shapes hidden within their lines (such as triangles or simple squares) and talking about straight versus curved lines. Afterwards, through guided oral language, each child will give their constellation a name -such as a favourite animal, toy, or character – and share a simple story about how it got into the sky. To finish, we will display their star creations on a low wall board under an “Our Night Sky” banner so the children can share their stories and point out their shapes to peers.-
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Ciara,
Great lesson. Story is such a good resource especially in the junior classes. The children can use their connection skills and the learning then really becomes meaningful to them personally. I love the idea of creating their own constellations so they can share their own stories with their peers. A great way to integrate with history and story telling as our ancestors used the stars and also I love the link between 2 D shape and maths too.
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I would do an activity with my senior infant class on Stars. We would begin by talking about all the things we already know about stars. I find every year you will have at least a few children in each class who have a real interest in Space and will be able to give you lots of facts. This year one of my children told me that there were more stars in the Universe than grains of sand on Earth. The other children were amazed by this.
We would then do the activity of guessing how many marbles in a jar and then look at the same jar filled with grains of sand and see how it would be impossible for us to count these and then to think about all the sand in the world and imagine then how many stars are in our universe. I would show the ESA youtube video and the GAIA one to help show just how vast an amount of stars there are.
I would use the Draw Your Own Constellation art activity. The templates are fabulous. Show the children The Plough and give them the blank star point template and ask them to come up with their own design. -
Activity Set: Space and Aliens
I would use the Space and Aliens activity set with my class as it provides an exciting and imaginative way to introduce STEM learning through play and inquiry. To begin, I would tell the children that an alien has visited our classroom overnight and left behind a mystery box with strange objects inside. This would encourage the children to ask questions, make predictions and share their ideas, helping to develop curiosity and communication skills.
The children would then work together to investigate the objects and discuss what they think the alien might look like, where it came from and what it might need to survive. As a follow-up activity, the children would design and build a home or spaceship for the alien using recycled materials. This would introduce the Engineering Design Process while encouraging creativity, teamwork and problem-solving.
I would integrate the lesson across several curriculum areas. In English, the children could draw and write simple sentences about their alien. In Visual Arts, they could create colourful alien models. In Mathematics, they could sort and count “space rocks” or compare the sizes of different planets. During SPHE, we could discuss how everyone is unique and why it is important to be kind and welcoming to others, even if they are different from us.
To conclude the lesson, the class would reflect on what they discovered, what surprised them and what they would like to find out next. I believe this activity would create a fun, engaging learning environment while developing children’s inquiry skills, creativity and confidence.
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Hi Joe,
This is fab! This resource from nasa might be a fun one for building together as a class.
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I have chosen a Activity Set: Stars to use in my classroom as I think children in the infant room would be engaged and curious about this topic.
I would begin by discussing with the children when do we see stars and asking the children to guess how many stars they think are in the sky? To follow on from this discussion and I would give the children torches and we would go out to the yard. Then we would go back to the classroom and turn off the lights. I would discuss the difference with the class. I would then use the marbles in the jar activity as outlined in the lesson in this module.
Finally we would create a splatter painting of stars using toothbrushes and a lollipop stick. The children could also add some images of houses, trees etc to the foreground of the image.
We would then reflect on the art works; how did you know you had enough stars in your picture? Did anyone add too many or not enough? Could you estimate how many stars a friend has in their picture?-
Hi Caitriona,
This is wonderful I would recommend having a look at and discussing the Webb’s ultra deep field image can be cool for estimation, scale etc!
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Activity Set: Stars:
Childrens understanding of stars and how many there are can be taught through the esero activity : lots and lots of stars.
How I would use the activity set in my classroom:Introduce the activity by asking how many stars there are.
Compare to the number of stars in a jar, how many in a classroom etc.Read the book:
“A hundred Billion Trillion stars” by Seth FishmanArts and creative activity: art spatter painting.
Additional Activity: Making the plough in two ways. Make a star pattern and look at it from two different directions in order to learn that what we see in the sky is only from our point of view. This activity uses early maths and mathematical/scientific language. This is a UNAWE activity about the constellations.
Draw own constellation using the space week resource.Extension Drama Activity: Esero 19 “Act it out.” Children can identify what they think is special about life and act it out.
Finish by drawing an alien!-
Hi Ciara,
This sounds fab! This concept might be something you could include in this lesson!
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I chose the Activity Set: Stars because I know from my experience teaching Senior Infants in a Gaelscoil that space is a topic which immediately sparks children’s curiosity. They love talking about what they have seen in the night sky and asking questions about stars, the moon and space. I think this activity is an excellent example of how the DPSM/ESERO Framework for Inquiry encourages children to become active learners rather than simply being given information.
Engage: I would begin by inviting the children to share what they already know about stars and any experiences they have of looking at the night sky. We would read a simple story about the stars and I would record the children’s questions. I have found that giving children time to share their own ideas helps them become more confident and engaged in their learning.
Investigate: Using the SFI Space Week “Design a Constellation” activity, the children would observe a simple constellation and use their imagination to decide what picture it might represent. They would draw their own interpretation and explain their thinking to a partner using simple Gaeilge vocabulary. I particularly like this activity because every child’s response is different, encouraging creativity, discussion and confidence while developing observation skills.
Take Action: The children would present their constellations to the class and explain the story behind their picture. We would create a classroom display of our constellations and I would encourage the children to look at the stars with their families at home and share any new observations with the class. This simple home-school link helps children realise that science is part of everyday life.
This activity fits naturally with the Primary Curriculum Framework and the Aistear principles of learning through play, communication and exploration. It has reminded me that inquiry-based learning does not have to be complicated. By allowing children to ask questions, investigate and share their ideas in a supportive environment, they begin to see themselves as capable, curious young scientists while also developing their Gaeilge in a meaningful and enjoyable way.
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Hi Lorraine,
This is fab, especially the way you stuck to the framework! I would recommend Stellarium for looking at constellations and sky cultures, and this resource might also be of interest to you.
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For this reflection I chose the activity set Space and Aliens. I really like the lesson outlined in ESERO 19: Special life. I teach in a junior school and love how suitable and engaging this lesson is for very young children. They would have great fun acting out what makes Earth special and drawing their alien. It made me think about Earth being in the ‘goldilocks zone’. In my classroom, I would read the story of Goldilocks and the Three Bears to the children and ask them what Goldilocks was searching for? She was looking for the porridge, chair and bed that was ‘just right’. I would explain that Earth is like that for us, it’s ‘just right’. This could lead us into a discussion about habitats. As an extension activity then the children could try to design an alien for different planets. What sort of features would an alien on a very hot planet have? What about a very cold planet?
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Hi Janet,
This sounds wonderful! When discussing habitats I often look to Venus as its often described as earths evil twin this might be useful for you if you decide to do that!
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Activity Set: Space and Aliens
I’d use the “Special Life” from ESERO lesson and Space Week “design a maritian” lesson as a base for my lesson.Engage:
I would display a photo of planet Earth or use Google Earth and ask the children if they know what we are looking at. We could zoom in on where we live and discuss what makes planet Earth special.
I would then bring up a photo of the solar system and pose the question, “I wonder whether anyone lives on the other planets?”, “what if they visited Earth?”, “what would you show them? ” “what would the alien look like?”Investigate:
In groups, I’d ask them to design an alien and then create the alien from modelling clay and pipe cleaners. We could discuss our aliens with the whole class and how they survive on the different planets- what special features they have to help with the lack of gravity, water etc.Next steps: We could extend the activity by designing/drawing the planet they live on.
We would end the lesson, though by reminding the class that aliens/other life has not been found on any other planet and why Earth can be inhabited but other planets can’t.-
Hi Andrea,
This sounds so engaging and would greatly motivate children, The use of Google Earth is great and kids love this digital resource in class. Being able to integrate science with visual artwork and creating their own alien would be so much fun. You have also allowed for follow on activities and learning with this work too. It is a very exciting area of work for pupils.
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Hi Aindrea,
This sounds wonderful. This might be useful for your solar system section! I often find Venus to be a good comparison for planets that are habitable as it is often referred to as earths evil twin, as it is a similar size to Earth but the hottest planet in our solar system where it can reach temperatures of 467 degrees Celsius.
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The activity set I would choose is “Lots and lots of Stars”. I believe that the learning outcomes outlined of “know that stars give off light, know that you can see the stars at night (if it is not cloudy), know that the Sun is a star, know that there are lots and lots of stars, practise counting, practise writing numbers and reading them” provide integrated learning across the curriculum. I believe this activity set provides an engaging and age-appropriate way to introduce my Senior Infant Class to the night sky.
I would open the lesson by inviting the children to share any prior knowledge they have of stars. I would prompt, if necessary, by asking questions such as “Have you ever seen the stars? What did they look like? Were there a lot of them? Do stars give light? When do you usually see the stars? Is the Sun a star too? What is our closest star?” I would explain that the Sun gives off so much light that we have light during the day and that the light is so bright then that we can’t see the other stars.
We would then continue to paint our own starry night sky. The children would paint a sheet of A4 paper to match the colour of the night, letting them choose what colour they want this to be. When the paint is dry, the children can make stars. Each child would use a toothbrush. The children would choose what colours they want to paint the stars and I would explain that the real stars also come in different colours. Dipping the toothbrush in the paint and running it across the screen would makes lots of tiny spots on the paper.
As an early finishing activity, children would work on the suggested worksheet containing drawings of stars. I would encourage the children to help each other if there are difficulties with counting or writing the numbers.
I would conclude the lesson by inviting the children to talk about what they learned. I would encourage a number of children to show what they have made. I would then reiterate what stars are, when you see them and how many there are in the universe.
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Hi Conor,
This is fab! I Love the integrating of maths straight off the bat. If you are using different colours for the stars it might be cool to consider this!
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I would use the “Stars, Seeing Star! Looking at the Plough in Two Different Ways” activity to spark curiosity and introduce children to observational astronomy. This activity not only encourages students to look up and engage with the night sky but also deepens their understanding of how cultural and scientific perspectives can coexist. In my classroom, I would begin with a short storytelling session featuring different cultural interpretations of the Plough — such as its representation as a plough here in Ireland, a bear in many Native American traditions, or a wagon in German folklore.
Following this, students would engage in a hands-on star-mapping activity using star charts or the app Stellarium. They would track the Plough’s position over time and note changes in visibility. For homework or as a digital extension, students could record their own observations using mobile apps and take night-sky photos where possible.
The idea of children exploring the night sky at home with parents is one that really appeals to me and I feel that parents would love the activity too. It connects science with culture, mythology, and geography, helping children see that science is not isolated but influenced by human perception and history. Children could present their findings through digital posters or short videos, fostering not just knowledge, but creativity and ownership. This activity encourages curiosity, critical thinking, and an appreciation of the vastness of the world above us at night.
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Hi Kevin,
This is fab it sounds like this resource might be of interest to you! Wonderful to hear you are using Stellarium.
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·Module 3
I would begin the lesson by asking the children to imagine that they are going on a trip to space in a rocket. What would you need to pack for the journey? What planet are they going to visit? Who will you meet there?
I would introduce the book “Aliens love underpants” to the class. I would involve the class in a whole class discussion about aliens. What they think they look like. The children could create your own alien pictures. To cater for children with SEN they could Colour the alien pictures
I would then get the children to design a rocket that you could use to travel into space. We would make the rocket from recycled materials. Children love building and creating and this lesson will keep students entertained and engaged with plenty of creative play. The children can work on developing fine motor skills and following directions when creating their own unique space rockets.
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I really love this idea for a lesson Brid. I especially love that book you have chosen for your class, “Alien’s love underpants,” the children love this book and it engages them. I like the idea of the children creating their own alien and from having been read the story about aliens this would help them with their ideas. Having the children create their own rockets with recycled material is a nice way to close the lesson but keeping it fun it also ties in the whole children’s knowldege and learning.
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I also love using a book about space as a stimulus for the children. It is very inclusive and a story can reach most children in the class. The use of visual will help non verbal children. Getting them to pick out aspects of the story they enjoyed and link it STEM. There would be many areas in which it could be integrated.
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I really enjoyed reading your ideas. I like how you start the lesson by getting the children to imagine they are travelling into space, as it really encourages their imagination and gets them excited about the topic. Using Aliens Love Underpants is a great way to introduce the lesson, and I like how you included opportunities for creativity through drawing and building rockets. Using recycled materials is also a lovely way to link the lesson with environmental awareness. It sounds like a fun, hands-on activity that would keep the children engaged while developing their creativity, communication and fine motor skills.
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Well done Brid on a well thought out lesson. I remember doing this book with a Junior Infant class and it was so engaging. We had great discussions about Aliens and their underpants as they thought it was so amusing. We had great fun designing some new underpants for the aliens. Children left school that day with some amazing rocket creations and I could see the delight on parent’s faces at the school gate.
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I would choose the activity set, Stars, as I think it would really get the children to be filled with such a sense of awe and wonder as well as keeping them engaged. I also think it would provide lots of good cross curricular links. I really like the “Lots and lots of stars, worksheet idea from ESERO, lesson 13. The children are encouraged to think, wonder and observe the night sky and search for stars. The children are also learning that stars are more than just the illustrated version that they see in books or on tlevision cartoons and learning that the sun is a star. I really like the idea of linking it to Maths, and really emphasisising the point that there are so many stars in the sky that it would be impossible to count them all and I love the idea of the marbles in the clear container. I would get the children to paint their own version of a starry night sky, getting them to paint the night sky first and using what they have learnt and observed to help them with their painting. I really like the idea of using the toothbrush to splatter the paint onto the page. I also think that with the older children this could be linked to Van Gogh’s “Starry Night” the children could learn about this painting and do their own version. After this I would get the whole class to help create and share their learning by creating a whole class mind map on stars. I also like that this lesson allows the idea to include nursery rhymes and music, with the junior classes “Twinkle Twinkle Little Star” “Star LIght, Star Bright.” With the older classes you could link a song, Coldplay’s “A sky full of stars,” David Bowie’s, “Starman” or Don Mc Lean’s, “Starry, Starry Night.”
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Hi Maria,
This is fab! This article might be cool for your own interest. If you are using ‘twinkle twinkle’ then it is fun to inform the children that you can spot planets in the sky as stars twinkle but planets wont.
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I would make use of the supports and resources to complete a set of work based on Stars, with the junior classes. I would integrate this work with music and literacy, with story and poetry. We would begin our work with a prompt singing Twinkle Twinkle Little Star and the poem Star Light, Star Bright.
Questioning would be used to investigate what they pupils know about stars, What do the look like? Where are they? When can you see them? Do we know the name of any stars? Pupils would be provided with iPads and digital resources selected by the teacher based on stars. We would investigate making a star set with torches, black paper and gold stars. As part of our work we would consider constellations and the children would look at the various constellations and create their own constellation, with resources provided.
As a unit of work we would integrate this with maths and counting and visual artwork with creating a star lantern, with follow on work based on the Sun.
To assess our work, we would write a short explanation of our learning, to support our visual art presentation. -
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I would like to look at a lesson about stars. I would use a lesson such as
Lots and lots of stars! from Esero 13.I would begin by Sitting in a circle with the children. Show five marbles to make it a visual lesson. To begin the lesson I would ask who thinks there are more stars than these marbles? Count the marbles and put them in a transparent container. Explain that there are more than five stars. Are there more stars than there are children in the class? Count the number of children and put an equal number of marbles in the second transparent container. Explain that there are more stars than there are children in the class. Now fill the third transparent container right to the top with marbles. Do the children think that there are more stars than would fit in the third container? Explain that there are so many stars that we need computers to count how many there are.
As a follow on I would then gain their prior knowledge by asking the following questions: ‘Have you ever seen the stars? What did they look like? Were there a lot of them? Do stars give light?
Following from this I would show the discussion sheet of the starry sky and we would discuss it.
I would finish the lesson with a fun activity such as “make your own star lantern”-
Hi Louise,
This is fab! This set of resources about the Gaia telescope might be useful for your lesson as it is making a 3D map of the milky way galaxy and can give some idea of how stars behave and how many of them there are!
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I would choose the Activity Set: Stars because I think it would really capture the imagination of my second class pupils. At this age, the children are naturally curious about the night sky and love asking questions, so this topic would give lots of opportunities for discussion and hands-on learning.
I would begin by asking the children what they already know about stars and what they wonder about. We could read a picture book about stars and then watch a short child-friendly video to introduce the topic. I would encourage the children to share their own experiences of seeing stars at night and talk about why we can only see them when it is dark.The practical activities would be the highlight. The children could create their own constellations using black card and star stickers or by punching holes in paper and shining a torch through them. We could also make simple star viewers and use these to explore different constellation patterns. I think these activities would make the learning memorable while also developing fine motor skills and creativity.
To link with other curriculum areas, the children could write a few sentences about their favourite constellation or imagine they were an astronaut looking up at the stars from space. In Art, they could create colourful chalk or paint pictures of the night sky. In Maths, we could count, sort and make patterns using star shapes.
I would also encourage the children to become “star spotters” at home by looking at the night sky with their families and sharing what they noticed the next day. This would help strengthen the home-school connection and show that learning can happen outside the classroom too.
Overall, I think this activity set would be engaging, age-appropriate and full of opportunities for play-based and inquiry-based learning. It would spark the children’s curiosity about space while supporting oral language, literacy, art and science in a fun and meaningful way.
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Hi Sarah,
This sounds fab. This resource might be useful for your lesson!
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I would choose the Activity Set Space and Aliens because I know it is a topic that would instantly grab the attention of my 2nd class. Children love talking about aliens and space, and I think starting with something that sparks their imagination is a great way to get them interested in science.
I would begin by asking the children if they think aliens exist and encourage them to explain why they think that. I know there would be lots of different opinions, and I think that would lead to some great discussions. From there, we could explore what living things need to survive and compare those needs with what we know about other planets. I like that the activity encourages children to think about their answers rather than just guessing. I would also include a creative follow-up where the children design their own planet and an alien that could live there. I think they would really enjoy explaining why their alien has certain features and how it survives in its environment. It would be a lovely opportunity to link Science with Art and oral language, and I know my class would love sharing their ideas with one another.
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Hi Kelly,
This sounds fab! It might be cool to consider where aliens might come from for this lesson.
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The “Lots and Lots of Stars” lesson is a wonderful inquiry-based activity that encourages children to explore their own ideas about stars through discussion, movement and hands-on learning. I have adapted this lesson for my junior infant class.
Engage
I would begin by reading How to Catch a Star by Oliver Jeffers, followed by singing “Twinkle, Twinkle, Little Star”. Around the classroom, I would display pictures of the Sun, a cartoon star, a meteor (burning rock), a planet, a shooting star and a starry night sky. Children would move to the picture they think is a real star and explain their choice. This would encourage discussion, reveal misconceptions and spark curiosity.
Questions I would ask:
• What do you think a star is?
• Which picture shows a real star? Why?
• Can we see stars during the day?
• Is the Sun a star?
• When do we usually see stars?Investigate
Using the marble activity from the lesson, children would compare the number of marbles with the number of children in the class before filling a container to show that there are far more stars than we can count. They would then create their own starry sky paintings using toothbrush splatter painting to represent the many stars in the night sky.
Take the Next Step
Children would be encouraged to observe the night sky with their families and share what they notice the following day. We could also look at images and discuss. We could compare the daytime and night-time sky and discuss why we cannot usually see the stars during the day.
Reflection
To conclude, the children would reflect on their learning by discussing:
• What did you learn about stars today?
• Did anything surprise you?
• Is the Sun a star? How do you know?
• Would you choose the same picture as you did at the start? Why or why not?
We would finish by revisiting our learning and singing “Twinkle, Twinkle, Little Star”, to consolidate their new understanding.-
Hi Aisling,
This is fab! There is so much content here! It can be cool to look at the difference between meteors and asteroids too!
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For this activity, I would choose the Activity Set: Space and Aliens as it provides a fun and engaging way for Junior Infants to explore the idea of life in space while developing their curiosity and imagination. I would begin by reading a story such as Aliens Love Underpants by Claire Freedman. After the story, I would ask the children questions such as, “What do you think an alien might look like?”, “Do you think aliens would be friendly?” and “What would an alien need to live on another planet?” This would encourage the children to share their ideas and listen to the opinions of others.
The children would then work in small groups to design and create their own alien using art materials such as coloured paper, paint, googly eyes and recycled materials. They would be encouraged to think about the planet their alien lives on and explain why it looks the way it does. As they work, I would ask open-ended questions to develop their thinking and language skills.
To extend the activity, the children could describe their alien to the class and talk about its home, how it travels and what it likes to eat. We could display the aliens on a classroom “Space Wall” and compare the similarities and differences between them. This inquiry-based activity encourages creativity, communication, observation and imagination while helping children understand that scientists ask questions and explore ideas about space. I believe this activity would be highly engaging for Junior Infants because it combines storytelling, art, discussion and play while supporting children’s natural curiosity about the world beyond Earth.-
Hi Jean,
This sounds wonderful. Discussing the possible physiology of aliens can be really engaging, it might be cool to gather inspiration from creatures living in more extreme environments on earth !
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I would use the “Space and Aliens” activity with my Second Class pupils because it is a fun way to encourage imagination while also developing their scientific thinking. Children are naturally interested in space and aliens, so this topic would help to capture their attention.
I would begin by asking the children what they think an alien might look like and where it might live. We would discuss why different planets have different environments and how this might affect what an alien would need to survive. The children could then work in small groups to design and draw their own alien, explaining why it has certain features. For example, an alien living on a cold planet might have thick fur, while one living on a hot planet might have long legs or large ears to help keep cool.
Afterwards, each group could share their ideas with the class. This would encourage discussion, creativity and listening skills. I would also link the lesson to art by creating alien models and to English by asking the children to write a few sentences about their alien.
I would take photographs of the children’s drawings and models as digital evidence of the activity. I think this activity would be enjoyable, encourage curiosity, and help children understand that living things adapt to their environments.-
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Hi Laura,
This is such a fun one! Space and aliens is a great hook for Second Class — kids are naturally curious about it, so they’ll be hooked straight away.
I really like how you’ve linked alien features to planet environments — it sneaks in real science without it feeling like a “lesson.” The group work, art, and writing tie-ins mean it covers loads of ground while still feeling playful and creative.
Taking photos of the models and drawings is a handy bit of evidence too. Sounds like a lesson the kids would genuinely love.
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Hi Laura
I really like this activity idea! It is a creative way to engage children’s interest in space while encouraging scientific thinking and imagination. I especially like how you connect the design of the aliens to different planetary environments, as this helps children understand the idea of adaptation in a fun and age-appropriate way. The links to art and English also make the lesson cross-curricular and allow pupils to develop a range of skills.
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Hi Laura,
This sounds wonderful! It might be cool to consider where aliens might come from for this lesson.
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Module 3: Stars, Space and Aliens
I would use the Stars activity with my class. I loved the discovery science lesson on Seeing Stars in particular, as my children are young I would follow the lesson plan for using straws and playdoh to create star installation of the Plough. I think the idea of sticking their star installations on the bottom of their desks and lying under to further explore is such an interesting idea and one I think the children would love.
Using this lesson as a corner stone I would integrate the theme of stars for Maths for the week. Each lesson would teach the following Mathematical StrandS:
Number
Children develop understanding by:
• Counting objects accurately.
• Comparing quantities.
• Recognising numerals.
• Estimating and checking.Algebra
Children:
• Notice and create repeating patterns.
• Sort and classify objects according to attributes.Measures
Children:
• Compare the size of objects.
• Use language such as big, small, bigger, smaller.A sample lesson for developing the Number Strand:
Wonder
Show a picture of a star-filled sky.
Ask:
• What do you notice?
• Do you think there are lots of stars?
• How could we count them?
• Would it be easy or difficult?
Children discuss ideas.Investigate / Explore
Activity 1 – Count the Stars
Each pair receives a collection of paper stars (1–10).
Ask:
• How many stars do you have?
• Can you count them carefully?
• Can you check your answer another way?
Children count by touching each star once.
Teacher encourages one-to-one correspondence.Activity 2 – Which Group Has More?
Pairs compare their star collections.
Ask:
• Who has more?
• Who has fewer?
• How do you know?
• Can you make both groups the same?
Children physically move stars to compare quantities.Activity 3 – Estimate First
Display a jar filled with stars.
Ask:
• How many stars do you think are inside?
• Why do you think that?
Children estimate.
Count together.
Discuss:
• Were we close?
• What helped us estimate?Reflect
Bring the children together and ask open ended questions such as:What maths did we use today?
What helped us count?
What pattern did you make?
What did you discover?I think the scope of this theme creates many and varied ways to explore the mathematical strands of the infant curriculum in fun and interesting ways.
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There are strong opportunities to establish links between the revised Primary Mathematics Curriculum and Science, particularly through play, investigation, questioning, measurement, patterns, data and problem-solving. This is especially valuable as I teach in a special-school as maths can be taught through real, meaningful experiences rather than as isolated skills. I really like the examples you have shared such as “Estimate First – Display a jar filled with stars” and hope to employ them in the next school year.
The revised Mathematics Curriculum encourages children to develop mathematical understanding through meaningful contexts, reasoning, problem-solving, exploration and communication. Science provides an excellent context for this. We can create engagement with scientific reasoning by asking thought provoking questions such as “Which plant has grown the most?” “What happens after day? What comes next?” and “What shapes can we see in the Moon, Sun and stars?”
This creates a much more integrated, purposeful and engaging curriculum, where pupils experience Mathematics as a tool for understanding and investigating the world around them.
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The activity I would choose from this module is the Constellations activity. I think it is an excellent way to introduce children to astronomy while also encouraging creativity, imagination and problem-solving. Many children are naturally fascinated by stars and the stories behind constellations, making this an engaging starting point for learning.
I would begin by showing the children images of some well-known constellations, such as the Plough, and asking them what they notice. I would encourage them to look carefully for patterns and discuss why people long ago created pictures and stories from groups of stars. The children could then use star stickers, black card or small lights to recreate simple constellations before designing one of their own and explaining the story behind it. This would allow them to make observations, develop their imagination and communicate their ideas while learning about the night sky.
As a teacher in a hospital school, I feel this activity would work particularly well because it is flexible and can be adapted for children of different ages and abilities. Some pupils could complete the activity at their bedside using simple art materials, while others could work together in a classroom setting. It also provides opportunities to integrate science, art, oral language and storytelling, making learning meaningful and enjoyable. I like that the activity encourages curiosity while allowing children to explore scientific concepts in a creative and accessible way. It is an activity that I would definitely use in my own teaching.-
Hi Michelle,
This sounds fab. It might be worth looking at the sky cultures function on Stellarium or for your own interest this.
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From the acivity set ‘Stars’, this is an activity I might do with an infant class.
Activity goal: Children learn that stars are night-time lights and explore their shape.1. Chat/Questioning: Show a night sky picture as a stimulus. “When do we see stars?”
2. Explain: “Stars are far away and only visible at night. They twinkle.”
3. Star hunt: Trace a star shape, count the points, spot stars around the room. What 2D shapes can we use to make a star shape. Star tangram.
4. Song: Sing “Twinkle, Twinkle” with actions.
5. Craft: Stick stars onto black paper with glitter/chalk.
6. Wrap-up: Hold up our star pictures and sing ‘twinkle twinkle’ again.
Differentiation ideas
Motor: Larger stars, chunky glue, hand-over-hand support
Visual: Textured stars, high contrast, verbal description
Speech/language: Picture cards/signing with key words
Attention: Short chunks, breaks, quiet space option
More able: Stars as distant suns; constellation comparison
Sensory: Textured materials; movement during the song-
Hi Jackie,
This sounds wonderful. This resource might be of use to you. Also fun fact about twinkle twinkle, its actually an excellent tool for teaching you how to spot a planet in the sky! as they can often appear a similar size to stars but we can tell something is a planet if it is not twinkling!
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Activity set: Stars
Activity: Lots and lots of stars!
I would use this lesson in my classroom to introduce children to the concept of stars through discussion, investigation, and creative activities. I would begin by asking pupils what they already know about stars and encouraging them to share their experiences of seeing the night sky. Using the marble activity, I would help children understand that there are an enormous number of stars in the universe and that they are too numerous to count easily. I would use open-ended questions to encourage curiosity and develop their scientific thinking.The children would then create their own starry sky paintings using different colours and techniques, allowing them to represent their understanding of stars creatively. During this activity, I would discuss that stars give off light, the Sun is a star, and stars can appear different colours. I would finish with a class discussion and a counting activity to reinforce learning while developing children’s maths and communication skills. This lesson would create an engaging and memorable learning experience.
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Hi Rachael,
This sounds wonderful. You might be interested in why stars appear different colours for this lesson!
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I would use the Space and Aliens activity in a junior primary classroom because it captures children’s imagination while introducing simple space concepts. I would begin by reading a story about an alien visiting Earth and ask pupils what they think an alien would notice about our planet. This would encourage discussion, questioning, and the development of oral language skills.
The activity could be integrated across the curriculum. In Visual Arts, pupils could design and make their own aliens using recycled materials. In English, they could describe their alien using simple words and sentences. Through role play, children could pretend to be astronauts or friendly aliens, promoting creativity, communication, and teamwork.
To record learning, I would take photographs of the pupils’ artwork and role-play activities and create a simple digital slideshow with captions. This activity encourages curiosity, creativity, and early scientific thinking while making learning about space enjoyable, interactive, and appropriate for junior primary pupils.
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Hi Colette,
This sounds fab! It might be cool to consider how we might communicate with aliens as a lot of scientific thought and action has been put into this question!
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I chose Activity Set: Space and Aliens
Introduction
I would used this lesson to introduce the children to Mars The Red Planet, I would explain how robotic rovers explore it, and pose to them the big question of alien life.
Introduction -Gather the children in a circle. Ask them to close their eyes and imagine stepping into a giant sandbox where everything—the ground, the rocks, the dust—is bright red! This is Mars “The Red Planet.” it is one of our neighbour planets in space, but unlike Earth, it has no trees, no oceans, and is very cold.Development:
Meet the Mars Rovers! Because Mars is too far and dangerous for people right now, scientists send robot helpers called Rovers to explore for us. Think of them as remote-controlled monster trucks with super-smart science cameras!
Some resources that could be used here -“Meet the Mars Rovers!” (YouTube) to show kids what rovers look like and how they drive around.
Children will then be given their own chance in ‘Think Pair Share’ to discuss the following after watching the Mars Rover in action: “If you built a robot to explore a strange new place, what special tool would you give it?” (e.g., giant grabbers, a flashlight, wings).
Are There Aliens on Mars? (10 mins)
From watching the videos I will explain that scientists are looking for ‘Alien life’ but when scientists talk about ‘aliens’ or life on Mars, they usually aren’t looking for monsters. They are looking for tiny, tiny living things—so small you’d need a microscope to see them, kind of like space germs or space plants!Conclusion: Build a “Rover” Obstacle Course
Activity: Turn the classroom or living room into the surface of Mars.
Scatter pillows, blocks, and soft toys on the floor to act as “space rocks” and “craters.”
Divide children into pairs. One child is the “Scientist on Earth” and the other is the “Mars Rover.”
The Rover closes their eyes or wears a makeshift paper-plate helmet and has to follow gentle, verbal directions from the Scientist (“Take two steps forward, turn left, step over the crater!”) to safely cross the Martian landscape and collect a “space rock” (a beanbag or ball).
Switch roles so everyone gets a turn being the robot! (Integration with Shape and Space in Maths)
Reflection – Ask the children wrap-up questions: For Example-
What colour is Mars? (Red!)
Who explores Mars for us? (Robot rovers!)
What are scientists looking for clues of? (Water and tiny space life!)-
I really liked this lesson. I think the introduction would really grab the children’s attention and get them excited about learning. The rover obstacle course is a great idea as it gets everyone actively involved while reinforcing what they learned in a fun way. The lesson definitely encourages curiosity and lots of discussion about space!
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Hi Linda,
This sounds brilliant! This resource might be of use to you even though its catered to a lunar landscape! After all some like to describe the current Artemis missions as a practice run for going to mars.
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For this assignment I chose the space and aliens set and in particular the activity Special life. What is special…… I would begin by explaining to the children that we live on Earth. Earth is a planet. There are many more planets in space. As far as we know there are no people living there. But if people did live there, what would the children like to show them here on Earth? What objects or animals here on Earth are so special that visitors from other planets should see them? I would ask children to think quietly for a moment or 2 about this.
In order to aid this thought process as the children are quite young I would then read a wonderful story I came across called –If you come to Earth by Sophie Blackall. This story is told as a letter to an imagined visitor from outer space. It introduces the people,places and everyday wonders of Earth while encouraging empathy,curiosity and care for one another and the planet.I would put the children into small groups to allow for group discussion. I would then ask the children to share their suggestions with the class.
Once the children have given their suggestions I would. Give each child a sheet of A4 paper and colouring pencils. Each child will be encouraged to draw what he or she has thought of, without letting the other children see. This maintains an element of surprise about what they will be acting out. The children think about how they can best act out their special object on Earth
. Act it out! 30 min I would . Sit in a circle with the children and Ask a child to act out what is in their drawing, without showing the drawing to anyone, the other children guess what is being enacted. Does it match the drawing? Every child must get a turn.
Finally I would then give the children some playdough and ask them to create their very own alien from outer space!-
Hi Barbara,
This is fantastic I enjoy how engaging it is. It might be cool to consider where other life might come from.
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Activity set : lots and lots of stars !
Module 3
I would do an activity based on stars with junior infants
The lesson would start with this short movie but before i would ask the vhildren what do they know about stars?
….. id compile a slide show of the different stats for the kids and let the kids make their own constellations using dry spaghetti and mini marshmallows! They love this.
I would also plan two support activities :
A bisual arts lesson art – based on starry starry night by van Gogh where vjoldren would recreaye their own ight sky using think paint on A2 paper and a drama lesson based on stars based on the Irish language cartoon réaltóg – to teach language and music.
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Hi Síle,
This sounds wonderful. For your own interest see this article on the Van Gough painting and maths!
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Activity: Stars
To teach Second Class about stars, I would use the ESERO Lots and Lots of Stars activity as a starting point, but I would make a few changes so that it is more suitable for their age and ability.
The lesson would follow the Curious Minds inquiry approach by encouraging the children to ask questions, make predictions, observe and communicate their ideas while developing their understanding of stars. The original activity introduces children to the idea that there are countless stars in the universe and that the Sun is also a star.
Introduction:
To begin, I would show the class a short video from SciShow Kids or BBC Bitesize about stars and the Solar System before displaying the ESERO discussion image of the night sky. I would ask questions such as What do you notice? Why can we only see stars at night? and Is the Sun a star? The marble activity from the lesson would work well with second class, but I would encourage the children to estimate how many marbles are in each container before revealing that there are far more stars than we could ever count. This would help to develop their predicting and estimating skills while sparking curiosity.Development:
During the main part of the lesson, I would encourage the children to work in pairs to discuss what they already know about stars before sharing their ideas with the class. I would then complete the splatter painting activity to create a starry sky, as it links science with art and gives the children an opportunity to be creative while reinforcing that stars appear in different colours and fill the night sky. Rather than using the counting worksheet from the original lesson, I would adapt it for second class by asking the children to label the Sun and write three facts they learned about stars. As an extension, the children could use tablets to explore the ESA Kids website or Stellarium Web to investigate different constellations and identify patterns in the night sky.Conclusion:
To finish the lesson, we would come together to share our artwork and discuss what we discovered. I would revisit our original questions and ask the children to explain how their thinking had changed throughout the lesson. This would give them an opportunity to communicate their findings and reflect on what they had learned. Overall, I think these adaptations would make the lesson more challenging and engaging for a second class while continuing to promote curiosity, observation, prediction and discussion through an inquiry-based approach.-
Hi Aoife,
This is wonderful! Sci show kids and bitesize are fab resources. This might be helpful for the colour aspect.
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Using the Star Lantern Activity in the Classroom
I would introduce this lesson by asking the inquiry question, “What patterns can we see in the night sky?” To capture the children’s interest, I would show photographs of the night sky and a short video of twinkling stars. We would talk about what we can see at night and discuss whether anyone has ever spotted stars or noticed shapes in the sky. I would explain that groups of stars can make patterns called constellations and that people have used these patterns for many years to tell stories and help them find their way.
The children would then create their own star lantern by carefully punching holes into a simple star pattern on black card. Once completed, they would shine a torch through the lantern to project the pattern onto the classroom wall or ceiling. They could compare the different patterns and describe what they notice about the light and the shapes created.
To support the needs of a split infant class, I would provide Junior Infants with simple star templates and adult support where needed, while Senior Infants could create their own star patterns or add extra stars to their lanterns. Children would work in pairs to explore their lanterns, ask questions and share their observations, encouraging curiosity, creativity and collaborative learning through play
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I would use the Activity Set: Stars with my Senior Infant class as it is a topic that naturally captures children’s interest and curiosity. It would fit well into our SESE lessons while also linking with art, oral language and play-based learning.
To introduce the topic, I would ask the children what they already know about stars and what they notice in the night sky. We could read a story about space and discuss why we only see stars at night. I would then use the Lots and Lots of Stars activity from ESERO, where the children can explore that there are many more stars in the sky than we can count. This would encourage observation, questioning and discussion. I really like this art activity and think the kids would love it too.
I also really like the Making the Plough activity from Science Foundation Ireland. The children could create the Plough constellation using either of the suggestions from the science foundation. I really like that there are two options, one more suitbable to younger pupils and one more suited to older classes.
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Hi Yvonne,
This sounds lovely. I always find showing the Gaia images can be an exciting one for scale, as is mentioned in the course. Even just images from this resource can be cool for younger children.
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Lesson: Designing a Martian Alien
Show the children pictures of amazing animals such as an octopus, chameleon, axolotl and anglerfish. Ask, “Do these look like aliens?” Explain that although they look unusual, they are real animals. Talk about how each one has special features that help it live in its habitat. This is called adaptation.Next, recall with the children previous learned facts about Mars. Mars is a cold, rocky planet with lots of dust. There is very little air and no lakes or rivers. Ask, “What kind of creature could live on Mars?”
Children draw their own Martian alien and give it features to help it survive, such as thick fur to keep warm, big feet for walking on rocks, or large eyes to see in dusty weather. Encourage each child to explain how one feature helps their alien live on Mars. Extend by making their own model of their creation.
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I really enjoyed reading this lesson and think it is a fantastic way to combine science with creativity. Beginning with unusual animals is a brilliant hook because it helps children realise that nature can be just as amazing as their imaginations. I especially like how you encourage children to think about adaptation before designing their own Martian alien. This helps them apply their knowledge in a meaningful and engaging way rather than simply creating a character. Asking children to explain how their alien’s features help it survive is an excellent opportunity to develop scientific language and reasoning skills. Extending the activity by making models adds another hands-on element that children will love. Overall, this is a highly engaging, child-centred lesson that promotes curiosity, creativity, and critical thinking.
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Activity set: Space and aliens
I’ve learned that giving children a bit of creative freedom alongside science really gets them thinking. For this lesson I’d start by looking at the planets in our solar system, talking through what conditions might be like on each one – hot, cold, icy, rocky, gas-filled – and comparing them to Earth.
I’d then ask the children to pick a planet and design an alien that could actually survive there, thinking about what features it might need. We’d chat about animals here on Earth first – how a polar bear survives the cold or a camel copes with heat – and then imagine how a similar creature might look and adapt if it lived on a freezing or fiery planet instead.
The older children would explain their reasoning behind their alien’s features, while the infants would focus on describing colours, shapes and simple ideas like “it has fur to keep warm.” It’s a lovely way to blend science and imagination, letting every child engage at their own level while thinking about environments and adaptation. Love how Science can be so cross curricular and invites us to explore countries etc through Geography.
It would create a fun, colourful display in the hallway to get everyone talking!-
I love your idea Michelle of giving the children a bit of creative freedom with science. Children love to be active in their learning and designing an alien is an excellent way of getting the children to learn about a planet. I found creating a lesson like this has actually made me aware of the conditions on Mars and what creatures could survive on Mars. This is an excellent way of integrating other subjects like Art, Music, Drama etc.
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I have chosen a Star activity for an infant class.
Prompt: Read the picture book How To Catch a Star by Oliver Jeffers.
Starter Question: Have you ever looked up at the stars in the sky and wondered if stars make pictures?
Display a picture of a starry night and ask questions such as “What do you notice?”, “Can you see any shapes?” “Do the shapes remind you of anything?”
Predicting:
– What do you think would happen if we joined the stars together with lines?
– Would it look like something? (an animal, object etc)
– Will all of you see the same picture?Conducting the Investigation: Use the ‘Draw your Constellation’ worksheet from Space Week to help the children discover and create their own constellations. Encourage students to name it.
Sharing the Results: Display the children’s constellations on the noticeboard and gather children in a circle. Ask questions such as
– Did everyone make the same constellation?
– Why do the pictures look different even though we all had the same stars?
– What did you enjoy creating?
– Call on some children to share their experience with the class.Consolidation: The Constellation Song https://www.youtube.com/watch?v=nvDosSr69zA&list=RDnvDosSr69zA&start_radio=1
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I really enjoyed reading your activity. I like how you use How to Catch a Star as a starting point and encourage children to create and name their own constellations. The discussion and sharing at the end give children a great opportunity to explain their thinking and appreciate that everyone can interpret the same stars differently.
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For my Senior Infant class, I would select the Space and Aliens activity set because it offers plenty of opportunities for creative thinking, discussion and collaborative play.
I would introduce the topic by showing the children pictures of space, including planets, stars and the moon. We would talk about the different environments in space and discuss what living things might need to survive there. I would encourage the children to share their own ideas about aliens and what makes them different from people or animals on Earth.
The children would then invent their own alien and think about how it is suited to the planet where it lives. They could decide on its appearance, how it moves, what it eats and any special features that help it survive. Using materials such as paper, paint, recycled objects or modelling clay, they would create their alien and then tell the class about it, explaining the reasons behind their design.
To develop the activity further, the children could work in small groups to create a space station, planet or spaceship for their aliens using construction materials. This would encourage teamwork, communication and problem-solving as they planned and built together. At the end of the lesson, the children could present their models to the class, and photographs of their work, along with their explanations, could be displayed to celebrate their learning and creativity.
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The Space and Aliens activity is an exciting and imaginative way to introduce junior primary children to the topic of space. I would begin by reading a story about a friendly alien who has travelled to Earth for the very first time. After the story, I would encourage the children to imagine they were the alien and ask questions such as, “What would you notice first?” or “What would you think about people, animals, and our homes?” This would promote curiosity, discussion, and the development of oral language skills while allowing every child to share their own ideas.
The learning could be extended across several curriculum areas. In Visual Arts, the children could design and create their own colourful aliens using recycled materials, developing both creativity and environmental awareness. During role play, they could become astronauts, aliens, or space explorers, working together to solve problems and invent exciting space adventures. In English, the children could describe their alien using simple words and sentences or dictate a short story about their journey through space.
To capture the learning, photographs of the children’s artwork, role-play, and discussions could be used to create a digital slideshow or class book. Revisiting these photographs would encourage children to reflect on their learning, celebrate their creativity, and share their discoveries with their families. This playful, child-centred investigation nurtures imagination, communication, collaboration, and early scientific thinking while making space exploration meaningful, engaging, and enjoyable for every child.
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Hi Serena,
This is fab, I really like the idea of putting the children in the aliens shoes! It might be cool to consider in this lesson where aliens might come from!
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I would choose the Activity Set: Space and Aliens for my 2nd Class because it is an engaging way to encourage creativity, curiosity, and scientific thinking. Children are naturally interested in the idea of life beyond Earth, making this topic an excellent starting point for inquiry-based learning.
I would begin the lesson by asking the children whether they think aliens exist and what evidence they have for their ideas. This would encourage discussion and allow the children to share their own opinions while understanding that scientists use evidence to answer questions. The class would then explore the conditions needed for life, such as air, water, food, and suitable temperatures, before comparing these with different planets in our solar system.As a follow-up activity, the children would work in small groups to design their own imaginary planet and create an alien that could survive there. They would explain how the features of their alien help it live in that environment, encouraging them to apply their scientific understanding in a creative way. Each group would present their planet and alien to the class, explaining their thinking and answering questions from their classmates.
I think this activity is an excellent example of inquiry-based learning because it encourages children to ask questions, make predictions, justify their ideas, and work collaboratively. It also integrates Science with Art, Oral Language, and SPHE while developing creativity, communication, and critical thinking skills. By allowing children to explore their own ideas while using scientific reasoning, the lesson becomes both enjoyable and meaningful.
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I would use the Stars set of resources with 1st class.
Stimulus: How to Catch a Star book and stars nightlight/projector
Elicit from pupils what they know about stars. Use some join the dot activities in the shape of planets, rockets etc. Draw parallels between joining the dot activities and doing this in an imaginary sense between stars in the sky. Show examples of star clusters and ask pupils to say what they see. Now show examples of constellations and see if they can come up with a name for them. Children use yellow chalk/oil pastels on navy paper to draw their own constellations. Create 3D models of constellations using cut out stars, skewers and bluetak. Allow pupils to view from different angles.
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Space and Aliens – Make a Martian
Introduce the children to the planet Mars and its environment. Show the children photos of Mars and ask questions about what they notice . Discuss some facts about Mars – Red Planet, very cold, thin atmosphere, lots of rocks and dust, dust storms, very little water, etc.
Tell the children that they are going to become space scientists and their job is to invent a Martian that could survive on Mars. Discuss what a creature needs to survive on Mars.
Get the children to plan their Martian by drawing it first and then decide what art materials they will need to make their creature. Get the children to complete the sentence: My Martian has ________ because ________. E.g. My Martian has five eyes because dust storms make it hard to see.
Children present their Martian to the class and let the children ask questions. Prompt questions like would it survive on Earth?
Conclude activity with questions like What is Mars like? What does every living thing need? What is an adaptation?
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Hi Paula,
This is fab. It sounds like this might be a useful resource for the lesson!
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For this topic, I would choose the ‘Activity Set: Stars’ as it offers a lovely way to encourage children’s natural curiosity about the night sky. I would introduce the lesson by showing photographs of a star-filled sky and asking the children what they notice and what they wonder about stars. After listening to their ideas, I would use a torch and a globe to demonstrate why we can only see most stars at night. The children would then explore pictures and simple information cards in small groups before creating their own constellations on black card using star stickers and chalk. Once finished, each child would name their constellation and share a short story about what it represents. We would display the finished work around the classroom and finish the lesson by talking about something new we discovered and any questions we still have. This activity promotes exploration, creativity and discussion while helping children develop observation, communication and early scientific inquiry skills through meaningful, hands-on learning.
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Gráinne I really like how your activity encourages children to explore stars through a combination of observing, creating and discussing. Using the torch and globe would be a very effective way of helping children understand why we see stars at night, as it makes something abstract more visual and easier to understand.
I also think creating their own constellations is a lovely way to encourage them to use their imagination while developing their understanding of patterns and the night sky at the same time. Naming their constellation adds a personal touch and helps them to develop their communication and language skills and integrates many curricular areas and skills.
I like that you have also gave time at the end for children to share what they have learned and any questions they still have. This helps them to be curious and reminds us that learning in science is not always about having the correct answer but about encouraging children to ask questions and want to find out more.
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Activity set: Stars
Activity: Lots and lots of stars (ESERO 13)
I chose this activity because stars are something that children can see in the night sky, but they may have very different ideas about what stars are and how many there are. I think this is a good place to start as they all have an experience or stories about stars to begin. It allows them to then be curious and question and further their understanding of space.
Engage: I would start by getting the children to think about what they already know about the night sky. I could use two different pictures a stimulus: one of a clear night sky and one with stars. One of a clear night sky and ask some questions to get them to think deeper What can you see? What do you think stars are made of? How many stars do you think there are? I would then know what they know already and build upon that.
Investigate: I would introduce the Lots and Lots of Stars activity. I would give all students a chance to investigate and represent the large number of stars that can be seen in the night sky. The children would then start to notice through comparing and counting and creating their own night sky pictures that there are far more stars than we can easily see or count. I would get the kids to work in pairs or small groups to discuss what they see and the differences.
Take the Next Step: I would encourage the children to think about whether it would ever be possible to count all the stars in space. We could create a large class night sky using black paper and add hundreds of stars to represent the enormous number of stars in the universe. I could progress this to investigate constellations and discuss how people have created patterns by joining stars together. Students could design their own constellation and give it a name, etc.
Conclusion and Reflection: As a whole class we would discuss what was discovered. I would try to encourage the students to think about what surprised them, what did they learn about stars, did their ideas change, etc. It could be good for students to write in a science book or journal “At the beginning I thought…, but now I know…” This would provide an opportunity for them to reflect on their learning and I could use this for assessment and future planning.
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Hi Annmarie,
This sounds fab. This resource sounds like it might be good for this lesson.
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For first class I would choose the Activity Set: Space and Aliens as it provides an engaging and imaginative way to introduce children to early scientific concepts.
<p class=”isSelectedEnd”>Introduction: I would begin with a class discussion about what pupils already know or wonder about space, encouraging them to ask questions such as, “Could aliens exist?” or “What might a planet look like?” I would then use this discussion as the basis for a KWL chart and we would create this as a class.</p>
Development: The Children could work collaboratively to design and create their own imaginary alien using recycled materials before describing how their alien survives in space. This activity integrates Science, Visual Arts, Oral Language and Drama, promoting creativity alongside communication skills. Following this the students will sort pictures of real and imaginary space objects, helping pupils distinguish between facts and fiction.Conclusion: The class will share their creations and reflect on what they learned about space. We will then fill out the rest of the KWL chart. I believe this activity would foster collaboration, imagination and scientific curiosity while creating an enjoyable, inclusive learning environment for young children.
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In my classroom, I plan to do an activity on ‘Space and Aliens’. I would do this as a project when we are learning about living things. The core of my lesson will focus on having students analyze extreme environments on Earth to design an alien and how to adapt to a specific exoplanet environment.
To facilitate this, I will use an inquiry-based learning approach. Students will work in small groups, utilizing ESERO printable planet fact cards to identify environmental challenges (temperature, atmospheric composition, gravity) before sketching and modeling their organism using recycled craft materials. They will have to justify every physical feature of their alien with a purpose. To incorporate digital technology, students will capture their models using tablet cameras and create a 2-minute digital audio pitch using dynamic slideshow tools, explaining how their creature survives.
Reflecting on this activity, its greatest strength lies in addressing common misconceptions about alien life driven by popular media. Rather than treating extraterrestrial life as science fiction, it anchors astrobiology in core biological concepts like adaptation, natural selection, and environmental pressures. -
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I would plan to do an activity exploring ‘stars’ for junior infants.
I would begin the lesson reading a picture book about stars, such as How to Catch a Star by Oliver Jeffers, to introduce children to the wonder of the night sky. During the story, pupils are encouraged to discuss what they notice about the stars and share any experiences of looking at the night sky. I will further explain that groups of stars can form patterns called constellations.
In the main lesson, I will show simple examples of constellations and explain that people have imagined different shapes by joining stars together. Each child will receive the ‘Draw your own constellation’ template to plan their constellation. After, each child will copy their constellation on black paper and white or yellow crayons or stickers to re-create the constellation. They then join the stars with lines and describe what their constellation represents, encouraging creativity, imagination, and oral language development.
To conclude, children share their constellations with the class and explain the stories behind them. I will revisit the idea that constellations are patterns in the sky, reinforcing new vocabulary and celebrating each child’s unique interpretation through positive discussion and reflection.
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Hi Antonia,
This sounds lovely. It can be cool to integrate some cultural stories into this lesson. With the sky cultures feature on Stellarium and perhaps this would be of interest also.
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For this lesson, I would choose the activity set Space and Aliens – Special Life, Life in Space.
The lesson would begin with a reading of the story Aliens in Underpants. The final line of the story would be used as the lesson trigger: “So when you put your pants on, freshly washed and nice and clean, just check in case an alien still lurks inside, unseen!” This would encourage the children to imagine that an alien had been left behind on Earth.
The children would then discuss what they would do if they discovered the alien and how they would help it feel welcome. They would be encouraged to think about the important people, places, and experiences they would like to share with their new visitor. For example, who would they introduce the alien to? What places would they visit? What activities would they want the alien to experience while on Earth?
This theme provides many opportunities for cross-curricular learning. In SPHE, the children could explore how someone might feel when they are in unfamiliar surroundings and discuss ways to make others feel included and welcome.
In literacy, they could write a narrative describing how they met the alien and the adventures they shared together.
In Visual Arts, the children could design and create their own alien using clay before decorating it with paint and colour, allowing them to express their creativity while reinforcing the lesson theme.
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Activity Set: Stars
I think the topic of stars would be an interesting lesson to use in the Junior Infants class-room. I would begin by asking the children what they know about stars-their col-our/shape/size, when we see them, their brightness etc and record their answers on the whiteboard.I would then introduce the children to a video of ‘Stars’ on YouTube https://www.youtube.com/watch?v=lSuAPFMXcYM. After the video, I would get the children to discuss what they learned from the video which was something they didn’t know already and add it to the whiteboard list.
The children would then take part in a hands-on activity by creating their own starry night sky picture. Using a template of a night sky, they would add some materials to create their own design. I would have a mixture of stickers, glow in the dark stickers, star cut-outs, paint, cotton buds, sponges, pastels available on each desk. Once finished, I would get the children to show their individual pictures to the class.At the end of the lesson, I would read the story ‘My Pet Star’ https://www.youtube.com/watch?v=v9vnS_pT_ak. I would also ask the children to observe the stars over the next few nights and we would discuss each morning what we saw the previous night.
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Activity Set: Stars
The activity set that I would really like to use with my class is that of Stars. I would try to encourage children to think about stars by asking them what they can see when they look up into the night sky. We could then make a topic web of all of our answers.
Following this, we could link with art by observing the painting Starry Night by Van Gogh, and learning a little bit about what inspired him to paint it. We could then create our own starry nights with cotton buds, white or silver paint, and cotton buds. This could then be linked back to the idea of collections of stars, that is, constellations. The class could then watch a Youtube video based on all of the constellations visible in Irish skies. This could also be linked to ancient Greece and Greek mythology around the constellations. The children could listen to a few stories based on ancient Greek stories about how the constellations came to be.
Following this, the class could then create their own constellations using the activity set provided, and extended by inviting them to create their own brand new constellation, while also giving it an origin story explaining how it got its name.
Finally, the class could then learn the song Sky Full of Stars by Coldplay for an assembly, while also presenting their own constellation creations.
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Hi Karl,
I really enjoyed reading your post. I particularly liked how you connected the theme of stars with art, storytelling, music and science. Using Van Gogh’s Starry Night as a starting point would be a very engaging way to encourage creativity while introducing the night sky.
The idea of exploring Greek myths connected to constellations would also provide a strong link with history and oral language. I especially like that the children would create their own constellations and develop an origin story explaining their names.
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Activity Set: Stars
I think the topic of stars would be an interesting lesson to use in the Junior Infants classroom. I would begin by asking the children what they know about stars-their colour/shape/size, when we see them, their brightness etc and record their answers on the whiteboard.
I would then introduce the children to a video of ‘Stars’ on YouTube https://www.youtube.com/watch?v=lSuAPFMXcYM. After the video, I would get the children to discuss what they learned from the video which was something they didn’t know already and add it to the whiteboard list.
The children would then take part in a hands-on activity by creating their own starry night sky picture. Using a template of a night sky, they would add some materials to create their own design. I would have a mixture of stickers, glow in the dark stickers, star cut-outs, paint, cotton buds, sponges, pastels available on each desk. Once finished, I would get the children to show their individual pictures to the class.
At the end of the lesson, I would read the story ‘My Pet Star’ https://www.youtube.com/watch?v=v9vnS_pT_ak. I would also ask the children to observe the stars over the next few nights and we would discuss each morning what we saw the previous night.
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Activity Set: Stars
I think the topic of stars would be an interesting lesson to use in the Junior Infants classroom. I would begin by asking the children what they know about stars-their colour/shape/size, when we see them, their brightness etc and record their answers on the whiteboard.
I would then introduce the children to a video of ‘Stars’ on YouTube https://www.youtube.com/watch?v=lSuAPFMXcYM. After the video, I would get the children to discuss what they learned from the video which was something they didn’t know already and I would add these to the whiteboard list.
The children would then take part in a hands-on activity by creating their own starry night sky picture. Using a template of a night sky, they would add some materials to create their own design. I would have a mixture of stickers, glow in the dark stickers, star cut-outs, paint, cotton buds, sponges, pastels available on each desk. Once finished, I would get the children to show their individual pictures to the class.
At the end of the lesson, I would read the story ‘My Pet Star’ https://www.youtube.com/watch?v=v9vnS_pT_ak. I would also ask the children to observe the stars over the next few nights and discuss each morning with the class what they noticed about the stars from the previous night.
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I really enjoyed reading your ideas, especially the use of the stars song at the beginning of the lesson as it would be a fun way to capture the children’s attention. I also like how you encourage the children to observe the night sky at home, as it helps to connect their classroom learning with real-life experiences.
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I would use the stars activity set as part of an Aistear theme on night and day with a junior class. Rather than teaching the activities as a single science lesson, I would spread them over a week and allow the children to explore the topic through play discussion and creative activities. I would set up different learning stations around the classroom. One area would include books and pictures of the night sky where children could explore independently. Another station would have loose materials such as yellow counters, buttons and craft sticks for children to create their own star patterns and pictures. In the role-play area, I would transform the space into a Space Station where children could pretend to be astronauts looking for stars and planets. These activities would encourage imaginative play while developing language and social skills. Throughout the week, I would encourage the children to ask questions about the sky and record their ideas on a class wonder wall. The topic could also be linked with other curriculum areas. In Gaeilge, we could learn simple vocabulary such as réalta and spéir. In music, we could sing songs about stars, while in visual arts the children could experiment with different materials to create a textured night sky. During maths, they could make repeating patterns using star shapes and compare groups of stars using language such as more, fewer and the same. I would assess the children’s learning by observing how they participate in the different activities, listening to their conversations and collecting examples of their work throughout the week. These observations would help me identify what interested the children most and how I could extend their learning in future lessons.
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<p class=”isSelectedEnd”>I really like your idea of using the Stars activity set as part of an Aistear theme on night and day. I think spreading the activities over a full week rather than teaching them as one science lesson would give the children much more opportunity to explore the topic at their own pace. The different learning stations sound particularly engaging for a junior class, as children can learn through play and hands-on experiences.</p>
<p class=”isSelectedEnd”>I especially like the idea of the Space Station role-play area. I think this would really encourage the children to use their imagination while also developing their communication and social skills as they work together. The wonder wall is also a great idea as it would allow the teacher to see what the children are curious about and use their questions to guide further learning.</p>
I also think the links to Gaeilge, Maths, Music and Visual Arts make this a very well-rounded activity. Learning words such as réalta and spéir in context would make the Gaeilge meaningful for the children. Overall, I think your approach would create a fun, child-centred learning experience while still allowing the teacher to assess and extend the children’s learning through observation.
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I would use the Stars activity set with my Senior Infants class, focusing on constellations and creating a star lantern. I would begin by showing the children pictures of familiar constellations and asking what shapes, animals or objects they can see. We would discuss how constellations are patterns that people have imagined by connecting stars. The module includes activities such as constellation stories, making the Plough, drawing an original constellation and creating star lanterns.
The children would then receive a page containing a simple arrangement of stars. They would connect the stars in any way they wished, decide what their pattern represented and give their constellation a name. Each child could share a short story about how their constellation appeared in the night sky. This would encourage imagination, oral language and early mathematical skills involving shape, position and pattern.
As a follow-up, we would make simple star lanterns. For safety, I would prepare or closely supervise the holes before the children decorated their lanterns. When the classroom was darkened, we would use torches to project the patterns onto a wall. The resource suggests using a lantern to project a constellation, making the activity both creative and practical.
I would photograph the completed constellations and create a digital class slideshow. I think this activity would make the idea of constellations memorable while integrating science, mathematics, art, storytelling and collaborative learning.
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I would like to explore the activity set Space and Aliens with my class this year as I know the children will thoroughly enjoy it. I will use the book The little alien, Kiddies Creative Corner to open the lesson and to introduce the idea of a little alien to the children. As this alien travels around earth looking for friends, he meets our class and invites us to travel to space with him. I will bring the children to the school yard or gp room and guide the children through our imaginary journey. We will begin closely gathered in our spaceship counting down and as we launch into space, they may run quickly to show the power and speed needed to launch into space. We can regroup and continue to journey in our imaginations through space. They can look out the windows, and I will introduce new sights for them to see on each side. Using movement, we will travel around the yard seeing different planets and stars and choose a planet to land on. We will recreate landing, opening the spaceship, moving through space and searching for alien friends exploring a new environment. I will give the children freedom to explore on their own just as the little alien did before regrouping everyone in our spaceship for our return flight to earth and to our classroom. I will encourage the children to tell their stories and describe their new alien friends. Using plasticine or clay we will sculpt replicas of our new alien friends. The lesson can be extended to acrostic poems on aliens, creative writing recounts of their journey in space, postcards and letters to their new alien friends and painting and art lessons on the theme. We can sort our aliens based on traits they share in common, their height, their size, their weight and explore maths vocabulary with them. They can also be used to explore friendships and differences and similarities. There is huge scope to extend the work across many curricular areas.
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Hi Mary,
This sounds fabulous! So fantastic and creative, maybe ye could set up a base like the lunar one!
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Activity set: Space and Aliens for First class level
I would start the lesson by Putting Mars on the board and having a Mars bar in my hand to catch their attention! I would ask them do they know where Mars is and what it looks like. They will use think pair share to talk to their partner and I will record what they say for later.
We will look at photos of Mars and discuss similarities and differences between Earth and Mars. They will jot down briefly some points and a quick sketch on a posted of what they imagine a Martian looks like! They will probably not the colour and the lack of water.
We will then put all our posteds on a sheet and talk about them at the end of the lesson. We will finish the lesson by making our Aliens out of Clay and then discussing what we said at the start of the lesson and discuss some of the posteds. I will leave them on display for children to look at them all.
We will then re-vist the topic to write to a character on Mars, one of our Clay models and write him a postcard to say hi and then get a few children who enjoy writing to reply! We will then paint our clay and design a little sapceship that would be suitable for all the class to fit on should we go on our school trip to Mars! We will do further short lessons on an imaginary trip to Mars, an Art lesson on what it would look like if we were all up there and our spaceship on the way up.
If children are enjoy the lesson we will integate it to 2 d and 3 shapes in Maths (the rocket) and read stories on space and watch videos about Mars and Teacher in Role, I myself or one of my colleagues will dress up as a similar character to one of their clay models and sit at the top of the class and they can ask questions and sing a space song to him.
Pleanry:What did we learn about today? Did you enjoy it? What are you looking forward to doing on Space next time? Would you like to live on Mars?
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Activity Set – Stars
I would focus on stars/the night sky with a Junior Infant class. It would be an age-appropriate, fun and interesting topic. The activities encourage curiosity as young children are naturally curious about the sky. We would begin with a whole class discussion with simple prompts such as – what do you see when you look at the sky at night & have you ever noticed the stars? We would look at some pictures of the night sky and note any observations, differences or patterns. This would highlight prior knowledge and misconceptions.
As a whole class, we would investigate how light helps us to see objects using torches and classroom items. This would link to why stars are only visible at nights.
To build on this, the children would get to draw some constellations using the Space Week Constellation sheet, comparing their patterns to animals, people and things. In pairs, the children will guess what item their partner was basing their constellation drawing on. I would promote inquiry by encouraging the children to ask questions, test their ideas and explain their thinking to others.
We would start a class “sky diary” where the children take turns either bringing in a drawing or sending a photo of something they noticed in the sky in order to continue meaningful discussion & to create positive home-school link. This would help children develop observation, problem-solving and questioning skills while fostering an appreciation of the natural world and encouraging a lifelong interest in science.
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Hi Neasa,
This is fab. I love the idea of a diary, this in particular would connect the idea of how different skies experience things like light pollution and how this affects the local environment. There’s more information on this here.
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The activity that I would use in my classroom and wish to reflect upon today would be the topic of Space and Aliens. The previous pedagogy was particularly useful in assisting me with the ability to use other curriculum areas in the teaching of science subjects, not just the STEM subjects themselves but also other areas of the curriculum such as art, English, geography, etc.
Trigger: Read ‘There’s an Alien in my book’ and ‘Aliens love underpants’.
Wondering: Asking the children what they think an Alien is? Where do they think they live? Do they think they are real? Do they all look the same?
Starter question: Look at these books of Aliens. The Aliens all look different. Why do you think the illustrators make them all different? Do they share any characteristics?
Predicting: Record answers.
Experimenting: Children create a plan of how they wish their alien to look. Talk about eyes, ears, noses, how many of each they will give their alien, and why. Talk about colours for their Alien; maybe an alien living on a hot planet may be red and a cold planet blue?
Interpreting results: Look at all the pictures and discuss reasons for creating Aliens in such a way. As a class, discuss the good ideas that came up about the reasoning behind the aesthetic choices children made. Count the eyes/legs/arms on the aliens.
Extension: Art: Create aliens using clay and matchsticks.
Maths extension: If 6 aliens take over the principal’s office and make it their home, how many would be left in the class?
English extension: Create a class story or poem about the aliens we have made.
Teacher reflection with children. -
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Activity Set: Space and Aliens
I chose the Space and Aliens activity set because I think it would really excite and capture the imagination of a 1st class. Using an imaginative theme like aliens is a great way to introduce simple scientific ideas in a fun and engaging way.
I’d begin the lesson by reading a story about space or aliens and asking the children what they think they might find if they travelled into space. A few books I think would work well for first class are: There’s No Place Like Space! – Introduces the planets and basic facts about space in an accessible way. It links the imaginative alien theme with real science and The Way Back Home – A beautifully illustrated story about a boy who meets a friendly alien on the Moon. It ties in well with themes of friendship, problem-solving and space.
We would discuss the different planets and chat about why Earth is special because it is the planet where we live. The children could design and draw their own friendly alien and they could describe the type of planet it might live on. Pictures of objects could be sorted into things that belong on Earth and things that belong in space, encouraging discussion about the differences.
This activity helps children develop their observation, questioning and communication skills. It also links well with Visual Arts through drawing and designing their aliens, and English through storytelling and oral language activities. I would encourage the children to use simple scientific words such as planet, Earth, space, rocket, and astronaut.
For assessment, I would use teacher observation, questioning and the children’s drawings and oral descriptions. I think this activity would be enjoyable for 1st class because it combines creativity with science and encourages the children to ask questions, share ideas and learn through play and discussion. -
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To introduce a Star themed activity in a Junior Infant classroom, I would begin with a child-led exploration table containing hands-on materials such as glow-in-the-dark stars, star-shaped cutters, torches, black fabric, mirrors, magnifying glasses, and sensory trays filled with black sand and silver sequins. Children would be encouraged to freely explore the materials, discuss what they notice, and share their ideas about stars. Open-ended questions such as “What do you think stars are?” and “Why do they shine?” would promote curiosity, language development, and scientific thinking while allowing children to construct their own understanding.
Following this exploration, we would gather for a shared discussion where children’s observations are valued and recorded .I would introduce vocabulary such as star, night sky, shine, and space, building on the children’s prior knowledge before introducing factual information.
I love using picture books to provide an engaging stimulus for further learning. How to Catch a Star by Oliver Jeffers encourages imagination and discussion about stars and wishes, Look Up! by Nathan Bryon inspires curiosity about astronomy through a relatable child character. Papa, Please Get the Moon for Me by Eric Carle supports conversations about the night sky and the Moon, while Moon! Earth’s Best Friend by Stacy McAnulty introduces simple scientific facts in an accessible way.
The learning can be extended through creative play by inviting children to make star constellations with loose parts, paint starry skies, or create stars using clay and natural materials. This inquiry-based approach aligns with promoting play, exploration, communication, and child-led discovery, while fostering early scientific skills and a sense of wonder about the world beyond Earth. -
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I would use the Space and Aliens activity set with my Senior Infants class as I think it would be a great way to tap into their imagination while also developing their scientific thinking. At this age, children are naturally curious and often have lots of questions about space, planets and whether life could exist somewhere else in the universe. I think this activity would provide a great opportunity for them to explore these ideas in a fun and creative way.
I would begin the lesson by showing the children pictures of different planets and asking them to imagine that they have discovered a new planet. We would discuss what the planet might be like, for example, whether it is hot, cold, dark or covered in water. The children would then think about what type of alien could survive in that environment and what special features it might need.
The main activity would involve the children designing and creating their own alien. They could use a variety of materials such as cardboard, paper, recycled materials and art supplies. As they create their aliens, I would encourage them to explain their choices and think about why their alien has certain features. For example, they might decide their alien has extra legs to move across a rocky planet or large ears to hear sounds in space.
To extend the learning, the children could work in groups to create a new planet for their aliens using construction materials. They could decide what their planet looks like, what resources are available and what their aliens need to survive there. The children could then present their creations to the class and explain their ideas.
I think this activity would work particularly well in Senior Infants because it combines Science, creativity, communication and teamwork. It allows children to explore scientific concepts while using their imagination and developing their ability to explain and share their thinking. I feel that activities like this make learning more memorable because the children are actively involved in creating and discovering rather than just listening.
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Hi Patrick
This all sounds fab! I find looking at life on earth in extreme environments to be a great way to get people thinking about what aliens might look like. I also cant recommend enough using model magic for constructing planets, you can even use it to explain colours!
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For this activity, I would select the Space and Aliens Activity Set because it offers an exciting and imaginative way for Junior Infants to explore the concept of space while encouraging creativity and curiosity. I would begin the lesson by reading Aliens Love Underpants by Claire Freedman to capture the children’s interest and introduce the topic in an enjoyable way. Following the story, I would lead a class discussion by asking open-ended questions such as, “What do you think an alien might look like?”, “Do you think aliens would be kind or unfriendly?”, and “What might an alien need to survive on its own planet?” These questions would encourage the children to think creatively, express their own ideas, and listen respectfully to the thoughts of their classmates. The children would then work collaboratively in small groups to create their own unique alien using a variety of art materials, including coloured paper, paint, googly eyes, and recycled resources. As they design their alien, they would also be encouraged to consider the type of planet it lives on and explain how its appearance helps it survive in that environment. Throughout the activity, I would circulate around the classroom, asking further open-ended questions to promote language development, critical thinking, and problem-solving skills.
To conclude the lesson, each group would present their alien to the class, describing where it lives, how it travels, and what it likes to eat. Their finished creations could then be displayed on a classroom “Space Wall,” allowing the children to observe and discuss the similarities and differences between each alien. This inquiry-based activity supports the development of creativity, communication, observation, and imagination while introducing children to the idea that scientists investigate space by asking questions and exploring possibilities. I believe this activity would be particularly suitable for Junior Infants because it combines storytelling, collaborative learning, art, and discussion in a way that nurtures children’s natural curiosity and enthusiasm for learning about the world beyond Earth.
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The constellation activity was the one that stood out to me most. I think I’d turn it into a little ‘space walk’ around the classroom. The children could work in small groups to make a constellation using stars or counters before giving it a name. I’d love to hear what they think they can see, because I don’t think any two groups would come up with exactly the same idea.
Once everyone had finished, we’d walk around the classroom together to look at each group’s constellation. Rather than me explaining them, I’d ask the children questions like, ‘What do you think this looks like?’ or ‘Why did you put those stars together?’ I think they’d enjoy hearing all the different ideas, and it would show them that people can look at the same pattern and notice different things.
What I like about the activity is that maths and science come together quite naturally. The children are counting stars, talking about shapes, patterns and position, while also observing carefully and asking questions. It feels more like exploring than doing separate maths and science lessons.
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I will definitely encourage my school to take part in Space Week in October. It provides a wonderful opportunity to make Science exciting and accessible. It can also be adapted beautifully for children with additional learning needs through sensory experiences, art, music, movement and hands-on exploration.
My chosen class activity from this module would be creating a Star Lantern. We could explore the idea that the night sky contains many stars, even though we can only see a small number from Earth. First decorate a paper cup or paper lantern with stars, moons and planets, making star shapes using stickers or sponges. Then add holes or cut-out star shapes before placing a battery-operated LED tea light inside. Use a star projector or sensory night light to enhance the experience. For children with severe or profound learning needs, the activity could become a wonderful multi-sensory experience. Pupils could choose between different tactile materials, activate a switch to turn the light on, explore star-shaped objects, look at projected stars and enjoy the changing light. -
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Module 3:
I would use the Stars activity set with my Junior Infant class as I think it would be a lovely way to introduce children to the night sky and encourage their natural curiosity about space. I would begin by asking the children what they already know about stars and if they have ever looked at the stars at night. We could discuss what stars look like, where we see them and why we cannot see them as clearly during the daytime.
The children could then create their own star pictures using different art materials such as paint, crayons, glitter or black paper. They could also design their own imaginary constellation and give it a name, explaining what they think the shape looks like. This would encourage their creativity while also developing their oral language skills as they share their ideas with the class.
We could extend the activity by creating a classroom night sky display with the children’s stars and constellations. I could take photographs of the children working and record some of their comments and ideas as a digital record of their learning.
I feel this activity would work very well with Junior Infants as it combines Science with Art, Oral Language and imaginative play. It would encourage children to observe, ask questions, share ideas and develop an interest in the world around them in a fun and engaging way.
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Hi Pauline,
This sounds wonderful. I would recommend having a look at the sky cultures feature on stellarium for inspiration. Also it might be cool to use images from this resource to incorporate scale!
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I would use the Constellation Shapes activity from the Stars activity set as an engaging way to develop children’s understanding of space while also supporting their mathematical thinking. The activity would provide opportunities for children to explore and create constellation shapes using stars, while developing their use of spatial language. The module highlights that the constellation activities are adaptable for young children and have strong links with early maths and spatial language.
In my classroom, I would begin by introducing children to some familiar constellations, such as the Plough, and encourage them to observe the patterns formed by the stars. I would then give the children materials such as paper, counters or small stickers to create their own constellations. They could describe the position of each star using mathematical language such as above, below, beside, between and near. I would encourage them to give their constellation a name and create a short story about it. This would make the activity both creative and meaningful while integrating elements of science, maths, language and storytelling. I would also photograph the children’s creations as a digital record of their learning and use these to encourage reflection and discussion.
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Hi Jenny,
This is fab. I enjoy your use of mathematical language here. Concepts such as mapping out can be incredibly important for our space telescopes particularly Gaia, some of the contents of this resource can be used for younger classes, even just pictures to image how many stars there really are out there!
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Module 3 Forum Post
I found this module to be very broad and lent itself to allowing for a variety if scope to engage children in many different ways and to motivate and interest children’s engagement with this topic.
For this reason I felt it was worthwhile considering the amount of content in a lesson to complete with my class so I would like to see how station teaching would work to incorporate a variety of activities in this lesson and or series of lessons.
To introduce the lesson I would have an image on the white board on display of Van Gogh Starry Night painting to evoke talk and discussion about what they see, how they perceive it differently. Things the children like/dislike about the painting. We would discuss the title of the painting and how the title gives us a clue as to what we are learning about today.
I will create a teacher designed interactive powerpoint ensuring children are encouraged to tell me what they know, and would like to know more about stars. I will introduce the word ‘Constellations’ on a banner with colours- yellow, blue, greens, black as its background to engage thinking about colours in the night sky. The children will learn that constellations are patterns tat people have made up using the stars as dots to join other dots. We will explore some names of constellations- and utilise some clips from the Blackrock Castle observatory site.
A station will be set up where children can create a Starry Night scene and another for making constellations. The children will be supported and language will be used during these activities reinforcing new learning.
Following these tasks, we will return to the group area where we will look at our initial understanding about what we knew already about stars and constellations and add to our KWL chart.
Further extension of this activity would be where we discuss ‘Aliens’ and thoughts about whether they exist or not. A drama lesson could ensue wherby the children draw their interpretation of an alien and act out a day in the Life on an Alien!
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Activity set: Space and aliens
I would begin my lesson by reading the book ‘Aiens love underpants’ to my junior and senior infants class. This book is funny and will definitely engage the class.
I will then tell the students that we have had an alien spaceship land in our classroom and we need to become deactivates to see which planet these aliens came from.
I will have hidden clues around the room to help them and I would start by reading out the first clue. The clues would be them looking for colours, numbers, shapes and the last one would eventually tell us which planet they came from.
The children can then design what they think the Aliens who landed from the spaceship look like. They can name them and tell the class all about them.
We would then do a blast off with our eyes closed and imagine themselves and their aliens landing in their favourite planet.
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Lesson: Stars and Constellations.
This lesson would to introduce children to constellations while developing their understanding of 2D shapes, position, counting and spatial awareness through movement and play.
Introduction – Sensory Room: Bring the children to the sensory room and allow them to lie on beanbags while stars and constellations are projected around the room. Read a simple story about a lost star finding its way back to its constellation. Encourage the children to look carefully at the different patterns made by the stars.
Main Activity – Creating Constellations:
Return to the classroom and discuss shapes and patterns we saw on projections. After, divide the children into small groups. Give each group a large picture of a simple constellation to use as a reference. Using ribbons or string, the children will work together to recreate the constellation, using themselves as the stars. Encourage the children to count how many stars are in their constellation and identify the shapes and patterns they can see.
The children will be encouraged to use positional language such as beside, above, below, between and beside as they decide where each star (person) should be to recreate the constellation.
Once each group has created their constellation, one child per group will be removed to represent the lost star. The group must work together to figure out where the missing star belongs and guide them back into the correct position.
Conclusion: We will look at each constellation together, count the stars and talk about the different shapes, patterns and positions we noticed. This will help children make connections between stars, patterns, shapes, counting and spatial awareness in an enjoyable, hands-on way.
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Activity Set Space and Aliens
After completing module 3 the following is a lesson I am planning to teach next year with my first and second class.
I will introduce the topic to the children by reading the story ‘Aliens love underpants’. This is a fun story and a great way to begin the lesson and to spark their interest.
We will then discuss the story and what an alien might look like. I will encourage the children to come with with their own ideas of what an alien might look like, what features they have, how many eyes etc We will then discuss where Aliens might live. I will elicit from the children ‘planets’, which will then lead us to discussing planets further. We will examine some images of the different planets, their names and characteristics and explore the living conditions for aliens living on the different planets for example cold planets, cold planets, dark planets etc.
In pairs/small groups, the children will then design their own Alien based on the characteristics of the eight planets. The children will be prompted to think about and explore for example if their Alien lives on a cool planet they might have no fur, if they live on a really hot planet they might just have skin and no fur. If their Alien lives on a dark planet they might have lots of eyes or big eyes etc. The children will use a variety of materials to construct their aliens such recyclable materials, play doh, card etc
Afterwards the children will present their Alien to the class and discuss what planet they live on and why they designed their Alien in such a way based on the characteristics of the planet their Alien lives on.
This is a lesson that provides lots of opportunities for integration with other subjects. We could extend this lesson by designing a rocket to bring their Alien to space and then writing a story based on their Alien.
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Activity set: Stars
Engage: I would begin by darkening the classroom and projecting an image of a starry night sky. I would ask the children what they notice and wonder if they can see any pictures or patterns hidden among the stars. I feel this would create a sense of wonder and encourage children to share their existing knowledge about stars and space.
Investigate: I would introduce some simple constellations and explain that people have used their imaginations to create pictures by joining stars together. In pairs, children could create their own constellation using star stickers or counters. To incorporate Maths, they would count the stars, compare quantities and explore positional language such as above, below, beside and between. They could then join the stars using straight lines and name their constellation.
Review: We would display our constellations and discuss the different patterns created. Children could describe their constellation using mathematical language and compare it with others. I feel this activity would provide a playful, meaningful way to integrate early Maths, Science, creativity and communication.
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For a lesson on constellations with Senior Infants, I would start by asking the children what they notice when they look up at the night sky. We would talk about stars and whether they have ever noticed that some stars seem to make patterns or pictures. I would introduce the word constellation and explain that people have imagined pictures and shapes by joining stars together.
I would use the Universe in a Box programme to help introduce the topic and show the children some examples of constellations, such as Orion and the Big Dipper.
For a hands-on activity, the children could use black paper and star stickers to make their own night sky. They could then join some of the stars together using a white crayon to create their own constellation. I would encourage them to give their constellation a name and tell the class what they think it looks like.
We could also use constellation cards and counters or playdough to recreate different patterns. To finish, we would look at the children’s creations and talk about the different patterns they made. This would be a fun way to develop their observation, creativity, fine-motor and early STEM skills.
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Activity Set: Stars
I would choose Stars, particularly the Make the Plough and Draw Your Own Constellation activities, as I think they would provide an engaging, hands-on learning experience for my multi-grade setting. Module 3 highlights the importance of observing, measuring and developing mathematical and scientific skills through practical activities.
I would begin by asking the children what they already know about stars and constellations and record their ideas on a class mind map. I would then introduce different constellations and encourage the children to look closely at the patterns and discuss what shapes they can see. The children could work in pairs to recreate the Plough using string and other materials before designing their own constellation and creating a story to explain it.
I particularly like the opportunity for cross-curricular learning, as the activity could link with Maths through spatial awareness and measuring, Science through observation, English through storytelling, and Art through creating their constellations. The module also highlights the opportunity to explore myths and stories about constellations from different cultures. Overall, I feel this activity would encourage curiosity, creativity and collaboration while making space science accessible and enjoyable for young learners.
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To teach about stars, space and aliens; I would use the Mars “design a Martian” activity. This is a very creative activity that lends itself to visual arts, music and drama. Firstly, the children would brainstorm all of the fun and wacky ways a Martian might differ from an earthling. As part of a literacy creative writing class, we would write a class story about Life on Mars. They would design a 2D Martian using paper and colours. Then we would use play doh or modelling clay to create our 3D Martian. Using an app called stop motion, we could bring our Life on Mars story to life. This involves taking multiple pictures and putting it together to make a moving animation. We could also act out our story in a drama lesson. The children absolutely love using their imagination through creative writing and designing and would also enjoy presenting their final pieces. I would encourage the children to use their scientific skill of interpreting the results at the end. How do the Martians compare/ contrast to humans? Why do think that is?
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