Module 5 – Rockets & Alien Chemistry

[Pat Brennan]

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ASSIGNMENT

Choose one of the activities or activity sets outlined in this module – How would you use the activity in your classroom? or consolidate your experiences and action plans in the course by creating a class plan to engage with Space Week. Post a reflective piece (150 words min) to the forum as a reply to this post. You may include digital records of the activities.

Please also, respond to at least one other participant’s post.

[Niamh Diskin]

Inquiry-Based Lesson: Foam Rockets (2nd Class)

To engage the children, I would read The Way Back Home and discuss the idea of travelling through space and how rockets move. We would explore the story and talk about what might help objects fly.

The children would then design and make their own foam rockets using simple materials, focusing on shape, balance and design. Before testing, we would pose the enquiry question: How does changing the force on a rocket affect how far it goes?

The children would work in groups to make predictions and discuss what they think will happen when more or less force is applied.

They would then carry out a fair test by launching their rockets and measuring the distance travelled. We would discuss whether the test was fair and what could be improved.

Finally, we would apply our learning to other contexts by comparing rocket fins to darts and exploring other flying objects such as paper aeroplanes.

[Kate Foley]

Hi Niamh! I love the idea of reading a book as a stimulus for a lesson. I can imagine how much the children would love this lesson and the enquiry based learning aspect of the lesson sounds highly effective!

[Aoife Lavelle]

This lesson would be great as part of a thematic lesson scheme. I  think that using a book as a stimulus for SESE lessons is very effective.

[Louise Day]

Hi, great idea to introduce the lesson through reading a story and the following discussion, I have used this method and will again..

[Bernie mc goldrick]

I love that story, The way back home Niamh, I will also use it to teach the children about rockets.

[ESTHER GERMAN MATEO]

Thank you for sharing your activity. I really enjoyed reading about how you have combined a story with a practical STEM investigation. Using The Way Back Home is a great way to introduce the topic of space and encourage children to start asking questions about rockets and movement.

[Helen Moriarty]

Hi Niamh, I think it’s a really lovely stimulus to read a book to a class, especially a younger group. I haven’t heard of that book but will look it up, for future lessons. Thank you for sharing.

[Sarah Murphy]

I like how you compare rocket fins to darts and other objects. That is something that I will add into my lesson in the future. I will also look into your book recommendation as I have used the same one for quite a while now

[Sarah Cosgrove]

This sounds like a very fun and engaging lesson. The children will love it.

[Sarah Cosgrove]

This sounds like a very fun and engaging lesson.

[Michelle O’Sullivan]

My class would love this lesson! I will definitely do it next year. Thanks for sharing.

[Barry Corcoran]

These lessons are excellent! really engaging and practical which are deadly for the younger classes and developing their motor skills.

[Elaine Salmon]

This sounds like a very enjoyable and interactive lesson. The children will love it. The book idea is great and will help keep the children interested and involved in the lesson.

[Elaine Salmon]

Bubbling Alien Potions

Space Week is always a lovely week in our school. Before I moved to SEN, I used this activity with my Junior Infant class and the children really enjoyed it.

I told the children that for this Science lesson we were space scientists making bubbling alien potions on a new planet. We used baking soda, vinegar, food colouring, and a small amount of washing-up liquid to create a fizzing and foaming reaction.

Before mixing the ingredients, I asked them to predict what they thought would happen. We then watched the bubbles and foam and talked about what they saw using words such as fizz, bubble, foam, and mix.

We all discovered that when the baking soda and vinegar were mixed together, they created lots of bubbles and foam. They were excited to see the reaction and enjoyed making simple observations about what was happening.

This hands-on activity supported STEM by encouraging the children to predict, observe, investigate, and talk about their ideas. It also linked with Maths as the children counted spoonfuls and measured ingredients, and with Oral Language as they described what they saw and learned new vocabulary.

The children needed no encouragement to take part in the experiment, but they needed a little nudging to work together, take turns, and share their ideas. This helped build confidence, teamwork, and a love of science while making learning enjoyable and meaningful during Space Week.

[Riona Brennan]

Hi Elaine, this sounds like such a fun and engaging activity, I was hooked myself at the words ‘bubbling alien potions’! I like how inquiry based the lesson is, and how it integrates with many curricular areas. Thanks for sharing!

[Gail Kennedy]

I’m sure that the children needed no encouragement to join in with this fun experiment Elaine. That sounds like something the childen in my class would enjoy and I’ll use it as a lesson next year.

[Emma Gleeson]

Hi Elaine, this sounds fantastic, I can only imagine they fun they had while learning new skills!

[Hannah Billings]

I would love to do this lesson myself a an adult!!! So fun and engaging.

[Bernie mc goldrick]

This all sounds like wonderful fun.

[Caroline Bradley]

Hi Elaine,

Whoa what an activity, I can only imagine that your infants loved this. To complete this during space week when Halloween and potions are already in children’s minds is an amazing idea. Encouraging children to work collaboratively at this age is tricky but this activity is surely one that would enthuse the children to try. Definitely an idea I will try in the future. Thank you.

[Rachael Donnellan]

The timing of it would work so well with the Halloween hype starting around then too. It would integrate very well given the time of year.

[Colin Leonard]

Elaine this is a fun and engaging STEM activity that encourages curiosity and scientific thinking in young children. I like how it combines prediction, observation, maths, and oral language in a meaningful, hands-on way. It is an excellent example of playful learning that promotes teamwork while making science exciting during Space Week and it’s somthing I’d consider using in the classroom for sure.

[Margaret Leo]

This sounds like a fantastic activity!

[Valerie Ryan]

Hi Elaine,

I love the fun and interaction in your lesson, and also the opportunities for practising turn-taking – always a plus!

[Elaine McGowan]

This sounds like a very fun lesson Elaine. It would be great to do around Halloween as a witches potion. Every group could make their own potion, using different colours of food colouring and they could guess which colour might fizz and bubble more. I will definitely be trying it out with my Seniors in Oct!

 

[Rachel Breen]

The children would absolutely love this. Especially with the food colouring. Will also definitely be trying this in October.

[Fiona Morrison]

I think this would be a great activity to use in my SET class because turning the experiment into a space adventure would make science more fun & engaging for my students

[Laura O’Meara]

This sounds like a great lesson and one I’m definitely going to try with my Junior Infants. I think they’d love to make a bubbling alien potion.

[Elaine Mc Tague]

This sounds very fun and engaging. A great way to introduce new vocabulary

[Emma Ruttledge]

Hi Elaine,

This is such a lovely activity that would really engage the children. I will definitely add it to my list of Science activities.

[Emer McCarthy]

Hi Elaine, I loved your potions idea! The children would love that, I also love the scope for integrating it with measures in Maths.

[Emer O’Sullivan]

Elaine I love this idea and i know every junior infant class will love it. It captures their attention from the start and i love how it incorporates different curriculum areas.

[Catherine Carr]

I particularly liked how you encouraged pupils to investigate and ask questions throughout the activities. Your focus on active, hands-on learning is something I also value, as it helps children become more confident and engaged in STEM. I especially liked your idea of linking the activities to other curriculum areas, which makes the learning more meaningful. Your post has given me some useful ideas that I hope to incorporate into my own classroom during Space Week. Thank you for sharing your experience.

[Shauna Ní Bhaircéir]

Wow Elaine, such a fun, engaging lesson!! I am sure the children had so much learning learning through doing and investigating!

[Audrey Gillard]

Hi Elaine,

This sounds like a really fun and engaging lesson, with lots of scope for integration into other curricular areas. Art could also be included where the children could paint their potions and as space week is usually in the weeks leading into Hallowe’en this could be extended into colourful witch or wizard space potions! I’m sure they were so excited to become space scientists!

[Aoife Duignan]

I love this lesson. I can only imagine how much fun the children had predicting and observing this lesson.  The fizzing and the foaming of the liquid would cause alot of excitment.

I will definitely be trying this out in my class.

[Lauren Doran]

That sounds like such a great link to maths and oral language. The changes in materials activity with the baking soda and the vinegar sounds great. It could also be linked to baking, reading/writing recipes, and the change in those materials to further a real life connection for the students.

 

[Amanda Sweeney]

This is so engaging – it definitely encompasses the magic that you can bring into infant education which is why I love this age group so much!!!

[Elaine Fitzgerald]

Hi Elaine,

This sounds like a very fun and engaging lessons. I am definitely adding this to my bank of lessons for science week this year. Thanks so much for sharing.

[Irene Milmoe]

I think the children must have really loved this hands on activity….so much fun watching the bubbles and hearing the fizz etc.!

[Susan Rose]

Hi Elaine,

I love the idea of making “bubbling potions”. The apparatus you used is quite simple and I think the children would enjoy witnessing all the bubbles and foam.
There is plenty of cross curricular linkage too particularly in maths with measuring the ingredients.
This is also a lesson you could use during Halloween whilst concocting witches potions after reading the story of “Room on the Broom” by Julia Donaldson.

 

[Darren Moynihan]

Great lesson idea/activity! Looking forward to trying something like this next year!

[Jennifer Hanlon]

Hi Elaine, this would be a super lesson for space week. It sounds really engaging and I could see how the infants would be so excited by this. This is something that I will try with my incoming infants. Thank you for sharing.

[Una Kenefick]

Hi Elaine,

I love this idea for the infant classes. They will be so hooked into the lesson and engage positively with science exploration and inquiry. As you said, wonderful opportunity to develop turn taking skills and sharing with their peers too. How fun!

[Suzanne McLoughlin]

I really enjoyed reading about your Space Week activity. The idea of becoming “space scientists” making bubbling alien potions is such a creative way to capture the children’s imagination. I like how you encouraged them to make predictions and describe their observations using scientific vocabulary. It’s also great that you highlighted the cross-curricular links with Maths and Oral Language. Activities like this show how hands-on learning can make STEM both engaging and meaningful for young children.

[Mairead OSullivan]

This sounds great and I will love to try this next year. I like the way you tell the pupils they are space scientists and are trying alien potions. The children love pretending like this. Using prediction is great as well.

[Wendy Wood]

I particularly liked how you used the enquiry question about force, as it encourages the children to think scientifically and make predictions before testing. The link to other flying objects like paper aeroplanes is also a great way to extend their learning and make connections.

[Gemma ANTHONY]

This sounds like a really fun lesson!!

[Alyson O Rourke]

This is a great lesson. We made foam rockets as part of Space week last year and the children really enjoyed it. It is simple yet very effective.

[AISLINN Murphy]

I love the use of a book. With so much to cover and always struggling for time integrated learning is key. A great idea.

[AISLINN Murphy]

I have made a plan for a -Rocket Launch lesson

Learning Outcomes:
By the end of the lesson, children should be able to:

* Recognise that a push can make an object move.
* Predict what might happen when they blow through a straw.
* Observe and describe how their rocket moves.
* Use simple scientific language such as *push, air, move,* and *rocket*.

Resources:
Rocket templates, paper, crayons, scissors, tape, straws, and pictures of rockets.

Introduction
Begin by showing pictures of rockets and asking the children what they know about space. Explain that rockets travel into space using a very powerful push. Ask the children to predict what will happen when they use air to launch their own rockets.

Development
Children decorate their paper rockets before attaching them to a straw. They take turns blowing through the straw to launch their rockets. Encourage them to observe which rockets travel the furthest and discuss whether blowing harder or softer changes how the rocket moves. Prompt children to make observations and share their ideas with their classmates.

Conclusion
Gather the class together to discuss what they discovered. Reinforce that air is a force that can push objects and that real rockets use powerful engines to create the force needed to travel into space. Invite children to describe what they observed using their own words.

[Lucy Cosgrave]

I like this lesson for younger classes. I particularly like the idea of challenging the children’s thinking to compare the impact of force (how blowing hard effects the rockets distance). Continuing on the idea of ‘taking next step’, exploring push and pull forces could further develop the learning here (or even start it). The prompt/engaging phase then could include explorative play with toy cars travelling over various ‘alien planet’ surfaces. E.g. when we push the cars across wood do they go further than when we push the across grass.

[Caoimhe Lyons]

Hi Aislinn,

This is wonderful. What might be cool at the end of this is for the class to watch a chemical reaction rocket launch!

[Helen Penlerick]

This sounds like a really fun lesson. Love the idea of using a straw. Maybe the could also compare blowing without a straw compared to with a straw!

[Sharon Coyne]

I would love to introduce Space Week in my school and teach this lesson. I feel space is a topic that really fascinates children. I would introduce a Space Week in my school to encourage curiosity, creativity, and scientific thinking.

We would begin by reading stories such as Way Back Home, Far Side of the Moon, and Aliens Love Underpants. We would also look at photographs of rockets from Kennedy Space Center and discuss rockets, astronauts, and the Moon.

The children would investigate different types of rockets by designing and making paper rockets, foam rockets, and balloon rockets. We would discuss how each rocket is launched and ask the children to predict which design they think will travel the furthest.

The children would work in pairs to design, make, and test their rockets in the PE hall. Afterwards, we would compare the results with our predictions and discuss why some rockets travelled further than others.

[Caoimhe Crossan]

Hi Sharon, it’s great to get ideas of different books that could be used during Space Week in our school this year. I also think the children in our school would love to discuss and investigate rockets and it would be a great hands on and active approach to Space Week.

[Marie Torpey]

Sharon, we have never undertaken Space Week in our school.  Having done this course, I am very eager to start it up.  With all the lessons available to us from the various websites, it could be a memorable one for the children – and staff!  I love the three books you mentioned!

[Caoimhe Lyons]

Hi Sharon, this is fab especially the prediction aspect, very important for ensuring engagement. This video might be useful for your lesson.

[Bernie mc goldrick]

There are endless possibilities and ideas here to make space week very engaging and enjoyable for the children.

[Geraldine Fahey]

That is such a lovely idea it would be one that would be popular designing rockets would be such a fun activity that the children could do in pairs or even small groups.

[Geraldine Fahey]

Lesson Plan: Introduction to Space Week possible opening lesson

Objective: Students will understand what Space Week is and explore basic space concepts through fun, interactive activities.

Introduction:
Begin with a question: “What do you know about space?” Discuss answers. Explain that Space Week is a special time when people around the world celebrate space exploration, astronauts, planets, and stars. Share fun facts: astronauts float in space, the Moon orbits Earth, and rockets help us travel to space.

Main Activity:

Planet Walk: Use a large poster or printed images to show the solar system. Use the IWB to pull up a image of our solar system. Name the planets and let students repeat them. Play “Planet Freeze Dance”—play music, and when it stops, show a planet and ask a student to name it. This would be great fun and I think would prove to be very engaging.
Rocket Craft: Hand out paper, crayons, and tape. Students design and decorate their own rockets. Encourage creativity—add flames, stars, or alien passengers.
Closing of lesson
Gather in a circle. Each student shares one thing they learned or loves about space. End with a video on IWB showing a rocket launch.

Materials: Solar system poster, music player, paper, crayons, tape.
Assessment: Observe participation and recall during discussion and games.
Extension: Suggest students ask family about stars or watch the night sky. This would be a real doable task as Space week falls in October and the night time sky would lend itself to this activity.

[Laura Mc Ginley]

The planet walk is a great idea! I would love to incorporate this idea into my Space Week plans this year.

[Caoimhe Lyons]

Hi Geraldine,

This is wonderful! I would recommend looking into stellarium, open space and winstars3 as software that allows you to explore the night sky and the planets.

[Sonali Roy]

I really enjoyed reading your Space Week lesson plan. I agree that beginning with the question, “What do you know about space?” is a great way to discover the children’s prior knowledge and encourage curiosity. The Planet Freeze Dance is a particularly fun and engaging idea, as it combines movement, music and learning. It would also help children remember the names of the planets in an enjoyable way.
The rocket craft activity gives pupils an opportunity to be creative and express their own ideas about space. I also like how you have included different ways of learning through discussion, visual images, music, art and video. Ending the lesson with a real rocket launch would create excitement and make the topic more meaningful. The home extension of looking at the night sky is simple, practical and very suitable for Space Week in October.

 

 

[Zara Curtis]

Love this idea for 2nd class Niamh! The children would love making the foam rockets!

[Ciara Rogan]

I completed a lesson similar to this last year and the children really enjoyed it. It was great to see their imaginations run wild when design their own rockets. This is definitely a lesson I would teach again!

[Lynn McElroy]

I must try this with my 2nd class good idea!

[Anna-Rose Mc Laughlin]

Hi Niamh,

I did this lesson while working alongside 4th Class this year and they absolutely loved it. It is so engaging and hands-on.

[Hannah Waide]

Using a picture book as a stimulus is brilliant and super engaging for the children !

[aoife carley]

I agree this is a great book ‘ The Way Back Home’ for this lesson. It provides opportunities for discussion on the idea of travelling through space and how rockets move and function. Exploring this story as a stimulus for the lesson. Excellent idea of progressing the lesson for the children to make their own rockets I agree first and second would really enjoy this.

 

[Emer Fahy]

I love that story and how you’ve used it to introduce the lesson—it would make the rocket activity really exciting for the children. The hands-on investigation is a great way to get the children thinking, talking, and working together while also having lots of fun with science.

[Caoimhe Lyons]

Hi Niamh this is fab!

When making rockets to launch, elastic bands can often be the easiest and cheapest if you want to stick to something mechanical. Bicycle pumps can also be loads of fun!

[Hannah Billings]

 

Lesson: Paper Rockets

The aim of my activity is for children to understand that rockets move because of a push. I would ask them to make predictions before making and testing the rockets and record their predictions e.g. my rocket will fly from the door to the window. I would use the Marvin and Milo cartoons as a stimulus and for discussion before we begin investigating and making. I would also show the children pictures of rockets and gather their prior knowledge of rockets.

The resources I would provide would be  card,  paper, straws, scissors, sticky tape, crayons or markers. We could also use bottles and make a rocket mouse as shown in the slides, a simple recording sheet where they could write, use a scribe or draw what may happen. They could also voice record their predictions using ICT.

They would then have time to design and make their rocket. I usually allow children to decide during designing and making if they would like to work alone or in pairs. We would then test our rockets in the hall if possible or in the yard on a dry , calm day.

[Killian Doyle]

Hi Hannah, I think this lesson is great and I love the use of everyday objects as it is something the children could explore again at home themselves if they wanted to reinforce their learning. The use of the cartoons is such an engaging way to gather their interest at the start of the lesson and it is so important to get their previous knowledge. I think the children would have so much fun testing their rockets. They could also record their rocket testing and send the video home and discuss their learning with their parents to involve parents in their children’s learning.

[Sandra Costello]

I really like how you’ve linked The Way Back Home to exploring force and motion. The fair‑test element makes the learning purposeful and hands‑on, and measuring distance gives a clear maths connection. Comparing rocket fins to darts and paper planes is a clever way to extend the investigation and help children notice how design affects movement. Thanks for sharing your idea as I would like to try it with my own class next year

[Laura Egan]

I like how you’ve used <em data-start=”142″ data-end=”161″>The Way Back Home to introduce the lesson, as it’s a lovely way to spark the children’s interest before moving into the investigation. The foam rocket activity sounds like great fun and gives the children lots of opportunities to make predictions, test their ideas and work together. I also like how you’ve linked it to other flying objects at the end, as it would really help the children make connections with what they’ve learned. It sounds like a really engaging lesson.

[Edel Moran]

Using a book is a fantastic way of introducing a new topic! Thanks for the book recommendation !

[kate O Callaghan]

<p class=”PDq2pG_selectionAnchorContainer” data-start=”51″ data-end=”220″><strong data-start=”51″ data-end=”61″>Theme: Space Week<br data-start=”72″ data-end=”75″ /><strong data-start=”75″ data-end=”91″>Class Level: Junior/Senior Infants<br data-start=”113″ data-end=”116″ /><strong data-start=”116″ data-end=”136″>Curriculum Area: STEM (Science, Technology, Engineering & Mathematics)<br data-start=”190″ data-end=”193″ /><strong data-start=”193″ data-end=”206″>Duration: 45–60 minutes</p>

<h2 data-section-id=”bex0sm” data-start=”227″ data-end=”249″>Learning Intentions</h2>
<p data-start=”250″ data-end=”264″>Children will:</p>

<ul data-start=”266″ data-end=”457″>
<li data-section-id=”1spbp88″ data-start=”266″ data-end=”306″>Explore how rockets travel into space.
<li data-section-id=”yfiolh” data-start=”307″ data-end=”341″>Make predictions and test ideas.
<li data-section-id=”1o26ede” data-start=”342″ data-end=”377″>Design and build a simple rocket.
<li data-section-id=”c2lzaf” data-start=”378″ data-end=”423″>Develop curiosity through inquiry and play.
<li data-section-id=”bg2z70″ data-start=”424″ data-end=”457″>Work cooperatively with others.

<h2 data-section-id=”10irhbc” data-start=”464″ data-end=”484″>Learning Outcomes</h2>
<p data-start=”485″ data-end=”538″>By the end of the lesson, children should be able to:</p>

<ul data-start=”540″ data-end=”723″>
<li data-section-id=”1s45nsg” data-start=”540″ data-end=”579″>Talk about what a rocket is used for.
<li data-section-id=”1vihtnk” data-start=”580″ data-end=”620″>Design and make a simple paper rocket.
<li data-section-id=”vvi9iz” data-start=”621″ data-end=”665″>Predict which rocket will travel furthest.
<li data-section-id=”rr47jr” data-start=”666″ data-end=”723″>Observe and discuss the results of their investigation.

<h2 data-section-id=”jbjw” data-start=”730″ data-end=”742″>Resources</h2>
<ul data-start=”744″ data-end=”962″>
<li data-section-id=”mb91ai” data-start=”744″ data-end=”790″>Pictures or short video of rockets launching
<li data-section-id=”1rpj5ge” data-start=”791″ data-end=”815″>Card or coloured paper
<li data-section-id=”1o5xqcc” data-start=”816″ data-end=”833″>Rocket template
<li data-section-id=”1me657x” data-start=”834″ data-end=”851″>Crayons/markers
<li data-section-id=”15ibpfj” data-start=”852″ data-end=”862″>Scissors
<li data-section-id=”1wu8ham” data-start=”863″ data-end=”877″>Glue or tape
<li data-section-id=”113rebc” data-start=”878″ data-end=”913″>Paper straws (or drinking straws)
<li data-section-id=”ujmv6e” data-start=”914″ data-end=”946″>Measuring tape or metre sticks
<li data-section-id=”1rfrjpd” data-start=”947″ data-end=”962″>Floor markers

<h2 data-section-id=”1pxls2g” data-start=”969″ data-end=”997″>Introduction (10 minutes)</h2>
<p data-start=”999″ data-end=”1031″>Gather the children in a circle.</p>
<p data-start=”1033″ data-end=”1076″>Show photographs of rockets and astronauts.</p>
<p data-start=”1078″ data-end=”1082″>Ask:</p>

<ul data-start=”1084″ data-end=”1224″>
<li data-section-id=”19auu1p” data-start=”1084″ data-end=”1118″>What do you think a rocket does?
<li data-section-id=”1b03gr2″ data-start=”1119″ data-end=”1141″>Where do rockets go?
<li data-section-id=”16cgp3o” data-start=”1142″ data-end=”1179″>What might astronauts see in space?
<li data-section-id=”1i9zg0f” data-start=”1180″ data-end=”1224″>Have you ever seen a rocket on television?

<p data-start=”1226″ data-end=”1325″>Read a short story such as <strong data-start=”1253″ data-end=”1271″>Whatever Next! by Jill Murphy or <strong data-start=”1290″ data-end=”1309″>Roaring Rockets by Tony Mitton.</p>

<h2 data-section-id=”77wbey” data-start=”1332″ data-end=”1351″>Inquiry Question</h2>
<p data-start=”1353″ data-end=”1399″><strong data-start=”1353″ data-end=”1399″>How can we make our rocket travel further?</p>
<p data-start=”1401″ data-end=”1454″>Allow children to share their ideas before beginning.</p>

<h2 data-section-id=”1iavcwo” data-start=”1461″ data-end=”1490″>Main Activity (25 minutes)</h2>
<h3 data-section-id=”amdc04″ data-start=”1492″ data-end=”1511″>Step 1 – Design</h3>
<p data-start=”1513″ data-end=”1554″>Children decorate their own paper rocket.</p>
<p data-start=”1556″ data-end=”1587″>Encourage creativity by adding:</p>

<ul data-start=”1589″ data-end=”1634″>
<li data-section-id=”33yq2f” data-start=”1589″ data-end=”1598″>Windows
<li data-section-id=”1y1flso” data-start=”1599″ data-end=”1607″>Flames
<li data-section-id=”178hrqn” data-start=”1608″ data-end=”1615″>Stars
<li data-section-id=”w96zw9″ data-start=”1616″ data-end=”1625″>Planets
<li data-section-id=”1w7ul78″ data-start=”1626″ data-end=”1634″>Aliens

<h3 data-section-id=”jc1qbn” data-start=”1641″ data-end=”1659″>Step 2 – Build</h3>
<p data-start=”1661″ data-end=”1741″>Attach the rocket to a paper straw sleeve so it can slide over a drinking straw.</p>

<h3 data-section-id=”ynq2q1″ data-start=”1748″ data-end=”1768″>Step 3 – Predict</h3>
<p data-start=”1770″ data-end=”1774″>Ask:</p>

<p data-start=”1778″ data-end=”1826″>Which rocket do you think will fly the furthest?</p>

<p data-start=”1828″ data-end=”1879″>Children place a thumbs up beside their prediction.</p>

<h3 data-section-id=”tbtr0v” data-start=”1886″ data-end=”1906″>Step 4 – Launch!</h3>
<p data-start=”1908″ data-end=”1964″>Children blow through the straw to launch their rockets.</p>
<p data-start=”1966″ data-end=”2002″>Measure how far each rocket travels.</p>
<p data-start=”2004″ data-end=”2050″>Record the distances using simple comparisons:</p>

<ul data-start=”2052″ data-end=”2075″>
<li data-section-id=”1j3ywvk” data-start=”2052″ data-end=”2058″>Near
<li data-section-id=”1o4iql” data-start=”2059″ data-end=”2064″>Far
<li data-section-id=”137ygfr” data-start=”2065″ data-end=”2075″>Furthest

<h2 data-section-id=”z2oa3u” data-start=”2082″ data-end=”2100″>STEM Discussion</h2>
<p data-start=”2102″ data-end=”2115″>Ask children:</p>

<ul data-start=”2117″ data-end=”2253″>
<li data-section-id=”m9z6tl” data-start=”2117″ data-end=”2155″>Why did some rockets travel further?
<li data-section-id=”atcy2g” data-start=”2156″ data-end=”2179″>What could we change?
<li data-section-id=”1au6h0o” data-start=”2180″ data-end=”2215″>Would a bigger rocket fly better?
<li data-section-id=”16s1zr1″ data-start=”2216″ data-end=”2253″>What happened when you blew harder?

<p data-start=”2255″ data-end=”2300″>Encourage children to test their ideas again.</p>

<h2 data-section-id=”1wjlcdv” data-start=”2307″ data-end=”2332″>Cross-Curricular Links</h2>
<h3 data-section-id=”g25bua” data-start=”2334″ data-end=”2349″>Mathematics</h3>
<ul data-start=”2350″ data-end=”2413″>
<li data-section-id=”18g5bbq” data-start=”2350″ data-end=”2370″>Measuring distance
<li data-section-id=”1hn5xs5″ data-start=”2371″ data-end=”2390″>Comparing lengths
<li data-section-id=”1qacs6z” data-start=”2391″ data-end=”2402″>More/Less
<li data-section-id=”1e4le3q” data-start=”2403″ data-end=”2413″>Ordering

<h3 data-section-id=”148284k” data-start=”2415″ data-end=”2432″>Oral Language</h3>
<ul data-start=”2433″ data-end=”2490″>
<li data-section-id=”ncf2ol” data-start=”2433″ data-end=”2442″>Predict
<li data-section-id=”1spq47m” data-start=”2443″ data-end=”2452″>Observe
<li data-section-id=”1pa2w9h” data-start=”2453″ data-end=”2461″>Launch
<li data-section-id=”6sr8b0″ data-start=”2462″ data-end=”2470″>Rocket
<li data-section-id=”178eoek” data-start=”2471″ data-end=”2478″>Space
<li data-section-id=”brrebh” data-start=”2479″ data-end=”2490″>Astronaut

<h3 data-section-id=”8o34ue” data-start=”2492″ data-end=”2507″>Visual Arts</h3>
<ul data-start=”2508″ data-end=”2548″>
<li data-section-id=”1mhtgrx” data-start=”2508″ data-end=”2527″>Designing rockets
<li data-section-id=”1vqcwv7″ data-start=”2528″ data-end=”2548″>Colour and pattern

<h3 data-section-id=”1by3ckf” data-start=”2550″ data-end=”2561″>Aistear</h3>
<ul data-start=”2562″ data-end=”2650″>
<li data-section-id=”1yq5sbv” data-start=”2562″ data-end=”2584″>Space Role Play Area
<li data-section-id=”1ymzs6w” data-start=”2585″ data-end=”2605″>Astronaut costumes
<li data-section-id=”1ekhc1i” data-start=”2606″ data-end=”2621″>Space station
<li data-section-id=”1wpiob1″ data-start=”2622″ data-end=”2634″>Moon rocks
<li data-section-id=”o2i1i8″ data-start=”2635″ data-end=”2650″>Alien puppets

<h2 data-section-id=”1904rkj” data-start=”2657″ data-end=”2670″>Assessment</h2>
<p data-start=”2672″ data-end=”2702″>Observe children’s ability to:</p>
<p data-start=”2704″ data-end=”2722″>✔ Make predictions</p>
<p data-start=”2724″ data-end=”2751″>✔ Participate in discussion</p>
<p data-start=”2753″ data-end=”2780″>✔ Design and build a rocket</p>
<p data-start=”2782″ data-end=”2813″>✔ Test and improve their design</p>
<p data-start=”2815″ data-end=”2836″>✔ Use STEM vocabulary</p>

<h2 data-section-id=”w4gg50″ data-start=”2843″ data-end=”2861″>Differentiation</h2>
<h3 data-section-id=”wtb5pl” data-start=”2863″ data-end=”2874″>Support</h3>
<ul data-start=”2875″ data-end=”2945″>
<li data-section-id=”1sgzi5z” data-start=”2875″ data-end=”2892″>Pre-cut rockets
<li data-section-id=”1s08kc7″ data-start=”2893″ data-end=”2914″>Visual instructions
<li data-section-id=”kl15ie” data-start=”2915″ data-end=”2933″>Adult assistance
<li data-section-id=”11z2kkj” data-start=”2934″ data-end=”2945″>Pair work

<h3 data-section-id=”an1rjz” data-start=”2947″ data-end=”2960″>Extension</h3>
<p data-start=”2961″ data-end=”2995″>Challenge children to investigate:</p>

<ul data-start=”2997″ data-end=”3099″>
<li data-section-id=”1299aaj” data-start=”2997″ data-end=”3022″>Which straw works best?
<li data-section-id=”1cti6dn” data-start=”3023″ data-end=”3058″>Does a longer rocket fly further?
<li data-section-id=”v8a5i8″ data-start=”3059″ data-end=”3099″>Does blowing harder make a difference?

<h2 data-section-id=”ycrsdt” data-start=”3106″ data-end=”3128″>Plenary (5 minutes)</h2>
<p data-start=”3130″ data-end=”3146″>Gather together.</p>
<p data-start=”3148″ data-end=”3152″>Ask:</p>

<ul data-start=”3154″ data-end=”3260″>
<li data-section-id=”1ea5qxv” data-start=”3154″ data-end=”3184″>What did you discover today?
<li data-section-id=”127lalv” data-start=”3185″ data-end=”3206″>What surprised you?
<li data-section-id=”5mofp0″ data-start=”3207″ data-end=”3260″>If you built another rocket, what would you change?

<p data-start=”3262″ data-end=”3295″>Finish by counting down together:</p>
<p data-start=”3297″ data-end=”3336″><strong data-start=”3297″ data-end=”3336″>10…9…8…7…6…5…4…3…2…1… BLAST OFF! </p>

[mary kelleher]

Niamh l particularly like the lesson conclusion how you draw comparison between rocket fins and darts so relatable for the children.

[Niamh Kenny]

Hi Niamh, Sounds like a lovely lesson. Allows for analysis in a way that feels natural rather than forced. Allowing them to make their own rockets and analysis of a fair test will really engage the children

[Bernie mc goldrick]

As I said before I took my son to the Kennedy Space Center Visitor Complex in Cape Canaveral, Florida.  several years back. While there I had both my mammy and teacher head on I looked at good teaching and learning resources. I felt that the following resources were excellent, and I feel they would now work well with my 1^st class children next year, while focusing on the theme of rockets.

• NASA Kids’ Club – A fantastic free resource with space games, colouring pages, simple activities and printable worksheets suitable for young children. It encourages curiosity about rockets and space through fun, interactive learning.
• Kennedy Space Center Spac-Ed Videos – Short, child-friendly videos introducing rockets and space travel. These work well as a lesson starter or to spark discussion about how rockets launch.
• Story Time from Space – Children listen to astronauts reading picture books from the International Space Station. This links Science with Literacy, develops listening skills and inspires children’s imagination.
• Virtual Rocket Tours – Short video tours of Cape Canaveral or the Kennedy Space Center allow children to see real rockets, astronauts and launch pads, helping them connect classroom learning to the real world.
• I plan to access these resources next term with my 1^st class children. To engage them I will start off by showing them some of my personal photos taken with myself and my son while in NASA in Cape Canerval, e.g. photos taken with rockets, rocket launchers, dressed in astronaut gear, The Space Shuttle Atlantis etc. I will also use some of the resources suggested here. I particularly like Marvin and Milo’s two examples of rockets, balloon and penny rockets. I also plan to do the following practical activities with my class.

• 5-4-3-2-1 Rocket Countdown – Build a rocket using blocks or cubes while counting backwards before shouting “Blast Off!”. This reinforces number skills and introduces the idea of a rocket launch.
• Straw Rockets – Children design, colour and launch paper rockets using straws. This simple STEM activity introduces the idea of air pushing the rocket (thrust) while encouraging creativity and investigation.
• Fizzy Rockets (Teacher Demonstration) – A teacher-led outdoor experiment using a small container, water and a fizzing tablet to create a mini rocket launch. Children predict what will happen, observe the launch and discuss why it happened, introducing the idea of forces in a safe and exciting way.

These resources and activities fit well with the SESE (Science) curriculum by encouraging observation, prediction and investigation, while also supporting Mathematics (counting backwards, measuring and comparing), Visual Arts (rocket design), English (oral language and storytelling), and Drama (role-playing astronauts and countdowns). The emphasis on exploration and hands-on learning makes them particularly suitable for 1st Class children.

 

[Tracy Murphy]

Sounds amazing Bernie. Wonderful ideas thanks for sharing.

[Pearl OBrien]

You have lots of great ideas here Bernie. I didn’t know of Nasa’s Kids club but I will be looking at it for this coming school year. I also like your idea for Fizzy Rockets. Having been in the senior end for many years, I look forward to trying this with the junior classes.

[ESTHER GERMAN MATEO]

Reflective Post – Rockets & Alien Chemistry

I would use the Rockets & Alien Chemistry activity with my First Class pupils as part of a Space Week project. This activity would encourage children to explore science through creativity, investigation, and teamwork while learning more about rockets and materials.

I would begin the lesson by showing the children images and videos of real rockets and asking questions such as: “Why do rockets need to be powerful?” and “What materials do you think are used to build a rocket?” The children would share their ideas and make predictions about how rockets work.

The main activity would be a rocket design challenge. In small groups, the children would design and build their own rockets using recycled materials such as cardboard tubes, paper, foil, and plastic bottles. They would decide what features their rocket needs and explain the purpose of each part. After building their rockets, the children would test them using a simple launch activity and discuss what worked well and what changes they could make to improve their designs.

For the alien chemistry part, the children would become “space scientists” and create a new material that could exist on an alien planet. They would choose its colour, texture, and properties and explain what it could be used for, such as building houses, making space suits, or providing energy.

To document the activity, I would take photographs and videos of the design process, the rocket models, and the children presenting their ideas. These digital records could be shared during Space Week with families and used to reflect on the learning experience.

 

[Helen Moriarty]

Class: Junior or Senior infants

Lesson: How to launch a rocket.

I would start the Lesson with children watching a video by kiwico – how do rockets work. Children would watch the lesson and then we would discuss their thoughts on the lesson and what they learnt. Children would have a few minutes to work with a partner to discuss their thoughts before sharing with the class. Next I would demonstrate 2 ways how to launch a rocket. I would ask some children to help. First I woild show how a balloon can be stuck to a straw that was threaded onto a piece of string. The strength would be held by two children and another child would let it go, as it sped across the string to the the end. Next I would explain that today the children would be making their own rockets, which they would get to launch but in a different way as we want the rocket to go up in the air. I would demonstrate the mouse rocket cones. First i would make the cone and stick the end. I would show the children how to decorate it so it looks like a mouse. I would then show the children how it can be launched by placing it on a plastic bottle and applying the force needed to launch it, by clapping my hands together to dispell the air form the bottle and launch the mouse rocket.

I would explain that the children could work in pairs or as a table group. After rockets were made, we would spend time launching the rocket as everyone watched.

At the end, children would summarise what they learnt today and what makes a rocket launch.

An extension of this lesson could be children working in groups during science week with groups from older classes on the balloon rocket ideas. They would record their experiment by drawing the experiment, listing the materials needed and recording the findings if the rocket launched or not.

[Caoimhe Lyons]

Hi Helen,

This sounds wonderful. I like your idea for getting older classes to help! This video might also be useful!

[Aishling Kelly]

Hi Helen, I really like your idea for the younger children to work with older children for Science Week. I think they would both learn things from each other and come up with some very creative ideas. Great plan!

[Orla Carrroll]

This book will lead to a fabulous lesson and lots of discussion

[Natasha Delaney]

This sounds like a very engaging lesson – I’m sure the children in my class would love this also.

[Dean Vaughan]

I really like how you’ve linked the activity to The Way Back Home to spark the children’s interest. The focus on making predictions, carrying out a fair test and reflecting on improvements is a great example of inquiry-based learning. I also like the extension to paper aeroplanes and darts, as it helps children apply their learning to real-world examples.

[Muireann O’Brien]

I really like how you have developed this foam rockets activity into a full inquiry-based lesson. Starting with The Way Back Home is a great way to engage children and connect literacy with science. I think the enquiry question is particularly effective because it encourages pupils to make predictions, test ideas and use evidence to explain their findings. The comparison with darts and paper aeroplanes is also a great extension as it helps children see how the same scientific ideas apply to everyday objects.

[Orla Irwin]

Thanks for sharing suitable book titles in the forum that can be used as stimulus for lessons, it really helps with thematic planning.

[Isobel Wallace]

great idea, thank you for sharing!

[Grace O’Connor]

What moves rockets through space is sure to engage the whole class and stimulate brilliant discussions

[Kate Foley]

Consolidate your experiences and action plans in the course by creating a class plan to engage with Space Week;

Throughout this ESERO course, I have developed a deeper understanding of how space-themed learning can promote scientific enquiry, curiosity, and cross-curricular learning. As a primary teacher, I plan to use Space Week as an opportunity to engage my class in a variety of practical, hands-on STEM activities that build on the knowledge gained throughout the course.

My class plan will begin with an introduction to gravity and forces, where pupils will investigate pushes, pulls, friction, and air resistance through simple experiments and rocket challenges. We will then explore the Earth, Moon, and planets, creating moon phase models, constructing a Solar System model, and taking part in role-play activities to understand how the Earth rotates and orbits the Sun. During our study of stars and constellations, pupils will observe the night sky, design their own constellations, and learn how stars differ in size and colour.

To encourage scientific enquiry, pupils will complete investigations linked to weather, rocket launches, and Alien Chemistry, making predictions, measuring results, recording observations, and presenting their findings using graphs and digital tools. I will integrate mathematics by measuring distances travelled by rockets, comparing data, and interpreting results.

Following the principles of School Self-Evaluation (SSE) II will gather evidence through pupil work, observations, discussions, and assessment to evaluate learning and identify areas for improvement. I also hope to work towards the Curious Minds Award by embedding inquiry-based STEM learning across the school. Overall, my aim is to create an engaging, inclusive, and collaborative Space Week that inspires curiosity, develops science skills, and encourages pupils to become confident young scientists.

[Marcia Neenan]

Hi Kate, I like your idea of using role play to help children understand how the Earth rotates and orbits the Sun. I think that’s a really practical, fun way of making quite an abstract concept easier for younger children to understand!

[Irene Lynch]

Hi Katie, i really like how you have incorporated role play into the lesson

[Niamh Diskin]

I agree that the theme of space and the ideas gained in the course lend themselves very well to cross-curricular integration e.g. maths, science, art, drama.

I like how the activities you have outlined are pupil focused and hand-on which promotes active learning. e.g. the activity you outlined where the children will create moon phase models.

[Doireann Nolan]

I would also like to introduce some of the lovely ideas from this course into a space week in my school. I love how they are simple and easy to use with young children.

[Sarah Murphy]

Lesson: Paper Rockets

Class: Senior Infants
Theme: Space and Forces

Learning Objectives-
Children will:

Recognise that rockets travel because of a push (force).
Predict what will happen before testing.
Observe and compare how different rockets fly.
Use simple scientific language such as push, fly, high, far, predict, and observe.

Materials
Rocket template (from Spaceweek.ie)
A4 paper
Straws (one narrow straw inside a wider paper tube)
Scissors
Tape
Crayons/markers
Recording sheet with smiley faces.

I will show pictures of rockets and ask questions like:

Have you ever seen a rocket?
Where do rockets go?
What do astronauts need rockets for?

I will the read a story called “Whatever Next!” It tells the story of Baby Bear who is travelling to the moon in a cardboard box.

After reading I would ask:

How did Baby Bear travel?
Could a cardboard box really fly?
What does a real rocket need?

Investigation: The main question- Which paper rocket will fly the furthest? The children will decorate their rockets and before launching they will predict with thumbs up/down or point to a picture:High?Low?Far?
Launch each rocket using the straw. We will observe:Which went highest?Which went furthest?
Why do you think that happened?
Allow children to test several times. A class discussion will be had and I would introduce the word force. “When we blow into the straw, the air gives the rocket a push. That push is called a force.”

Recording-Children draw their rocket-A happy face if it flew high,
a surprised face if it did something unexpected.
Finish the sentence:

“My rocket flew ______.”

At the end of the lesson the children will be asked: What made the rocket move? Did everyone’s rocket fly the same?
What did we learn today?

[Sarah Prenty]

This is a lovely lesson. My class would love this. Thanks for sharing

[Stephanie Murphy]

This is a lovely lesson. It is clearly laid out, lovely learning experiences and a balance between child and teacher led learning.

[Emily Whitney]

I really enjoyed this lesson and thought it was a fantastic way to introduce the concept of forces through a fun, space-themed activity. I like how it combines storytelling, prediction, investigation, and play, allowing children to learn through hands-on exploration. The paper rocket activity is highly engaging and encourages pupils to observe, test, and compare their results like young scientists. In my Junior Autism Class, I would adapt the lesson by providing pre-made rocket templates where needed, using visual supports and simple choice boards for predictions, and allowing pupils to launch the rockets individually with adult support.

[Meabh Mc Sweeney]

A lovely lesson. I like that the children get to make predictions and test their rockets several times, as it encourages them to think like scientists and change up how hard they blow and see what happens to their rockets.

[Caoimhe Lyons]

Hi Sarah this is fab!

I love that youre using the space week resource. What can be fun at the start of a lesson like this is ballon rockets.

[Clodagh Tyrrell]

Hey Sarah. I haven’t heard of that storybook before, ‘Whatever Next!’ Definitely sounds like a great one to get students thinking about rockets and how might they actually work to get to Space.

[Sarah Cosgrove]

Activity Set: Rockets

This activity begins with a short discussion and video clip showing real rockets launching into space. I would ask the children, “What do you think a rocket does?” and “What might we need to build a rocket?” This helps spark curiosity and introduces basic vocabulary such as “blast off,” “space,” “engine,” and “astronaut.”

We would then read a short story like Roaring Rockets by Tony Mitton, which gives a fun and accessible introduction to how rockets work and where they go. Following the story, the children will take part in a hands-on rocket-building craft activity using recycled materials. Each child will create their own rocket using toilet roll tubes, coloured paper, foil, glue, tape, and markers. Triangles for the top and flames made from tissue paper can be added also.

As the children work on their rockets, I would encourage conversation about their rockets. Once complete, we’ll display the rockets on the wall in the classroom. Each child can name their rocket and decide on a planet or star it is flying to.

To finish, we’ll do a countdown together from 10 and pretend to launch our rockets with a big group “Blast off!” This activity promotes creativity, fine motor skills, early STEM awareness, and language development and it encourages interest in space exploration.

 

[Alison Duggan]

Hi Sarah, I love the idea of using the story Roaring Rockets as a stimulus. I also think it is a great idea to have the children name their rockets and decide on the planet and star they will land on. It really promotes creativity.

[Denise Tyrrell]

The story book ‘Roaring Rockets’ is a great resource in this lesson as it simplifies the very complex topic of space travel and uses lots of age appropriate space related vocabularly, all in an engaging and enjoyable way.

[Emma McCready]

A video of a real rocket launching into space would be a great way to engage the children and captivate their imagination! While now obvious I hadn’t thought on it and will add it to my future rocket building lessons!

[Caoimhe Lyons]

Hi Emma I find this video very good for younger children.

[Christine O’Brien]

I love the idea of using that book too.  I will definitely be adding that to my Space Week list too

[Mary Nolan]

Hi Sarah,

I like that you are showing a video of real life rockets and then consolidating it with a book. It would definitely get children interested. I also love that the children get to name and display their rocket. I imagine every day they would come in and talk about each other’s rockets. This is a great way to keep discussion going.

[Marcia Neenan]

I have chosen the Rockets activity because it builds on an area that I have found genuinely engages children in my own teaching. I am currently working as a Nurture teacher and have worked with many children who have a strong interest in space. We really enjoyed following the Artemis II mission this year, and watching the launch together. It generated lots of discussion and curiosity, and space became an ongoing theme in many of our nurture sessions and art activities.

I would begin the lesson by showing a short video of a real rocket launch and encouraging the children to make predictions about what helps a rocket travel into space. We would then work together to design and build simple paper rockets before testing them. The children could compare how far their rockets travelled, record results and discuss whether their investigation was a fair test. This activity would develop scientific enquiry skills while encouraging teamwork, communication and problem solving.

[Irene Lynch]

This is a really nice lesson Sarah, I love how you’ve Incorporated using recycled materials

[Irene Lynch]

Tell the children: “Today we are going to make a mouse rocket!” Show a simple paper mouse and a cardboard tube.

Ask: “What does a rocket need to fly?” Encourage ideas such as fuel, wings, or a strong push.

Give each child a paper mouse and simple craft materials (paper, crayons, tape, and a straw or cardboard tube). Children decorate their mouse and make a simple rocket by placing the mouse on top of the tube or attaching it to a straw launcher.

Invite children to predict: “How can we make our mouse fly higher?” Let them test by blowing through a straw or gently launching with a paper launcher.

After testing, ask: “What happened?” “What helped your mouse travel?” “What could you change next time?”

Finish by celebrating each launch and discussing that rockets move because a push force sends them into the air. Encourage children to share one thing they learned about making their mouse rocket fly.

[Áine O’Keeffe]

Inviting children to predict how they can make their mouse fly higher before testing really encourages scientific thinking and gets them actively engaged in the process. The reflective questioning at the end, asking what helped the mouse travel and what they could change next time, helps children connect their actions to the outcome and understand the idea of push force in a really simple, hands-on way.

[Caoimhe Lyons]

Hi Irene this is fab! This can be a fun start to a lesson like this.

[Michelle O’Sullivan]

Class Plan: Space Week

Throughout this ESERO course, I have developed a stronger understanding of how space-themed learning can support curiosity, hands-on learning, and cross-curricular links in the primary classroom. I would use Space Week as a way to bring these ideas together through a range of simple, practical, and engaging activities.

I would begin Space Week by introducing the idea of forces and movement in space, focusing on pushes and pulls. Pupils would explore this in a fun, hands-on way through activities like paper aeroplane tests or simple rocket-style challenges, where they can make predictions and see how different changes affect movement and distance.

We would then move on to learning about the planets and the solar system. Pupils could sort and sequence the planets, take part in simple role-play activities to show how the Earth moves around the Sun, and create their own “planet models” using craft materials. This would help them begin to understand that Earth is one part of a much larger system.

Next, we would explore stars and space imagination activities, where children look at images of the night sky and talk about what they notice. They could create their own constellations using simple dot patterns or drawings and give them names. This links nicely with creativity and allows children to use their imagination while still thinking about real stars in the sky.

To encourage enquiry, pupils would also take part in simple investigations linked to space, such as testing what helps a paper rocket travel further or exploring how different designs affect movement. They would be encouraged to predict, test, and talk about their results in a simple way appropriate to their age.

Throughout the week, I would use discussion, observation, and children’s work to assess understanding. I would also encourage pupils to explain their ideas aloud, as this gives a clear picture of their learning and thinking.

Overall, my aim for Space Week would be to create a fun, active, and inclusive learning experience that builds curiosity, supports early science skills, and helps children see space as something exciting and imaginative.

[Caoimhe Lyons]

This sounds wonderful Michelle! Exactly what space week is all about. Some resources for these kinds of activities can be found here.

[Áine O’Keeffe]

Activity: Alien Slime

Introduction: Show a picture of an alien and ask, “What if aliens were made of slime?”
Investigation: As a group, children mix cornflour and water in a tray, using visual step cards (pour, stir, squeeze) to support the sequence. Offer a spoon as an alternative for children who prefer not to touch the mixture directly. Let children explore pressing it quickly (it feels hard) and slowly (it feels runny).
Conclusion: Gather together with picture cards showing “hard” and “soft.” Ask each child to point to or say which one matches how their slime felt when squeezed, reinforcing the idea that alien slime can be both a solid and a liquid.
Note: Have wipes/gloves nearby, and offer a visual choice board so children can opt in or out of the tactile activity.

[Caoimhe Lyons]

Hi Áine, This is fab! What might be cool and would bring in some chemistry is this!

[claire donovan]

Hi Áine. I love this activity and how you’ve managed to incorporate the student voice by allowing them to choose whether or not to engage in the tactile activity

[fiona Gunn]

Hi Aine. This is a great lesson. I really like the fact that your lesson acknowledges that messy tactile stuff is not for all children and offers choices and adaptations for those who have sensory or other issues around this. Well done.

[Sarah Prenty]

STEM Lesson: Dancing Raisins

Aim: To explore how gas can make objects move.

Materials: Clear glass, water, sparkling water, raisins.

Ask the children: What do you think will happen when we put raisins into sparkling water?

Fill the glass with sparkling water. Drop in a few raisins. Watch carefully as the raisins move up and down like they are dancing.

Talk about what happened. Tiny bubbles of gas stick to the raisins and lift them to the top. When the bubbles pop, the raisins sink again. This happens over and over.

Ask simple questions:

What did you see?
Did the raisins float or sink?
Why do you think they moved?
STEM Learning:

Science: Gas bubbles can make objects float.
Technology: We use a clear glass to observe.
Engineering: Think of another object to test.
Maths: Count how many times a raisin reaches the top in one minute.

[Sinéad Coyle]

This is a lovely activity and one that the children can be active participants in.

[Sharon Coyne]

A simple experiment but one that allows the children to easily observe the results of the experiment

[Sharon Mulvehill]

Dancing raisins is a lovely simple experiment that I will try this  year for Science week. Last year my class enjoyed experiments involving reactions with vinegar and baking soda. The children made lava lamps, self inflating balloons and volcanoes.

[Dolores Killian]

I would love to introduce a Space Week in my school, as I find that space is a topic that really captures children’s imagination and enthusiasm for learning. It provides an excellent opportunity to develop curiosity, creativity, and scientific inquiry through a range of engaging, cross-curricular activities. To introduce the theme, I would read books such as Way Back Home, Far Side of the Moon, and Aliens Love Underpants. These stories would spark discussion about space, astronauts, rockets, and the Moon while also supporting literacy development. We would explore real photographs of rockets from the Kennedy Space Center and discuss how rockets are designed and launched.</p>
The children would then investigate different types of rockets by designing and building paper rockets, foam rockets, and balloon rockets. Before testing them, pupils would make predictions about which rocket they think would travel the furthest and explain the reasons for their choices. Working in pairs, they would test their rockets in the PE hall, carefully observing and measuring the results. Afterwards, we would compare the outcomes with our predictions and discuss why some rocket designs were more successful than others. This activity would encourage teamwork, problem-solving, and the development of key science skills through enjoyable, hands-on learning.

• This reply was modified 4 months ago by Dolores Killian.

[Susan McMahon]

I really enjoyed reading this. I’d love to see a Space Week introduced in my own school too, as it’s a topic that really captures children’s imagination. I like how you’ve used storybooks to introduce the theme before moving into the practical rocket activities. The opportunities fir predicting, testing and discussing results would make the learning really meaningful. It sounds like a brilliant way to encourage curiosity while developing STEM skills.

[Caoimhe Lyons]

Hi Dolores, This is fab I particularly like the comparison of different rockets. It might be interesting to discuss with children why rockets are launched. There are so many reasons! –> satellites, rovers, moon orbiting, travelling to the ISS etc.

[Sharon Coyne]

I love the idea of doing alien slime with the children as I love hands on activities that the children are eager to complete

[Louise Coughlan]

Such a great idea and sure to be a winner in the classroom. Will definitely try this next year, thanks Sarah!

[Sinéad Coyle]

I like the idea of using the Fizzing and Foaming lesson plan in my classroom. I have done the dancing raisins experiment before and it really catches the children’s attention.

For Science Week last year I gave the class ownership of their own learning and asked them to prepare and present a science experiment to their class. They had a week to come up with an experiment and gather the equipment they needed. They could work on their own or in groups. It was lovely to see the different ideas that they came up with. They came up with the dancing raisins and the balloon blow up.

I have never done the explosion experiment but think that it would be a memorable activity for the children and great that they can be in groups. They also love making a mess!

I have made oobleck in class before but like the idea of calling it Alien Slime. The Netflix show Emily’s Wonder Lab has lots of child friendly experiments that I have used in class including the oobleck one. The children really enjoy the show and I have also used it on wet days.

[Nicola Corbet]

Lots of lovely ideas here.

I like how you gave the children autonomy over their learning and that they had a free choice during Science Week. It’s definitely something we could look at doing more of in my school as enhancing pupil voice is something that comes back in out SSE all the time.

I must check out that Netflix show. Sounds like there are a wealth of ideas for scientific investigations there!

[Gemma ANTHONY]

Love the idea of giving the children ownership of the experiments. Weve done this before in previous space weeks and its amazing what they come up with. They love learning from one another and love the idea of being “in charge”

[Shirley Kerr]

Hi sinead making ooblek very good ive not tried this yet so must give this a go.

[Alison Duggan]

Theme: Rockets in Space – Design and make different rockets (Senior Infants)
The children will take part in a series of investigations to deign and make different rockets and test different materials.
As part of the theme Space, the children will have learned about stars, the moon and planets. The children will have read a variety of pictures books based on this theme such as The Way Back and Aliens Love Underpants. The children will watch video clips of rocket launches and discuss what they know about
The children will complete a variety of the activities outlined in this course.
Marvin and Milo Cartoon – Balloon Rocket: Firstly, the children will look at and discuss this comic strip and identify the materials they will need to create their balloon rocket. The children will work in pairs and will add decorations and details to personalise their rockets. The class will experiment with adding different amount of air to the balloons to see how far they will travel. the children will alos experiment with different directions. The children will test their creations in a fair test, from the same staring point and measure the distance travelled.
Rocket Mice – Similar to the activity above, the children will carry out this activity in groups, where each child in the group can design, decorate and name their mouse. This lesson could also be used for a whole class shared writing lesson where they create a story about the mouse’s journey to space.

[Fionnuala Lyne]

Your activity was wonderful to read,I think it’s so impressive that you have combined science, art and literacy together for Senior Infants. The rocket investigations are so hands-on and involve so much exploring, predicting and problem solving with an emphasis on fun and collaborative learning.

[Caoimhe Lyons]

Hi Alison, I love the idea of group work here! What might be a nice addition is this video.

[Stephanie Murphy]

Space Week
Class plan across the curriculum
Senior Infants

Science:
• Designing and launching the rocket- try ut may different rocket styles such as paper rocket, mouse rocket and identify which is more effective and discuss why they think this may be the case. Discuss what they think would happen if the rocket was bigger/ smaller.
• The children could actively engage in exploring shadows. Identify where light comes from and value in exploring shadows. Outdoor shadow activity and indoor activity where the roon is dark and the children use torches to explore shadows would be very effective for problem solving and playful learning. Create a whole class sun dial which can be observed on a daily basis
• Craters activity- Use images as a stimulus. Explore the differences with rock size, shape. Further investigation could be undertaken during play time.
• Explore life on Mars and design a Martian and a landscape. Compare Earth to Mars.

History:
• Explore the Apollo 11 mission. Discuss how they may have been feeling. Take on the role of one of the astronauts and engage in thought tracking to discuss how they were feeling at different times of the mission.

Art:
• Construction of a rocket using recycled materials
• Plan and create an alien n pairs using partners instruction . Do our drawings match?
• Draw and create the planets using chalk
• Plan and create a 3D Martian using clay

Exercise breaks/ PE:
• Hula hoop activity where children practise a fundamental movement skill while also learning the order of the planets from the sun.
• Running activity: children run around the hall/ yard like shooting stars. If they are caught, they must turn themselves into a planet. Their peers can free them if they orbit the planet 3 times.
• Play a Space version of crocodile crocodile where each child is assigned a planet and they can cross the solar system if the clues align with the properties of their given planet
Maths:
• Shapes of the planets/ rockets/ aliens
• Gathering data and number: how many rockets reached a certain distance; which type of rocket travelled the furthest. Who would like to travel to the moon survey?
• Explore halves when discussing a half moon and learn what causes a full or half moon
• Weight: will the weight of the crater determine its impact?
• Time: exploring changes in the sky during day and night using Stellarium

Play:
• Plan and design a rocket using lego
• Role play: embark on the Apollo 11 mission or a new mission (Drama)
• Make planets using playdough with the use of images as a guide
• Threading- planets
• Space themed puzzles

Reading:
• Decodable space themed readers
• Stories from the library. E.g. Alien’s love underpants, Man on the Moon
• Marvin and Milo cartoons
• Older classes may create a short text which will contain their new learning about Space and this could be shared with the infants during a buddy reading activity
Writing:
• The space diary of an astronaut/ Martian
• Simple space poem (rhyming)

Music:
• Planets song
• Twinkle Twinkle little star
• Compose a new space song to the tune of twinkle twinkle

Gaeilge:
An Spás- oral language activity. What did you see in space?

[amy collum]

So many ideas here Stephanie across the curriculum for Space Week, thank you!The Pe activity with the hula hoops to name and order the planets by distance from the sun, simple but effective!

[Dolores Killian]

I love this lesson and I look forward to trying it with my class next year.

[Sinead Clerkin]

This is such a well thought out plan that covers many curricular areas. I will definitely be incorporating some ideas into my Science week plan for next year.

[Alison Laffan]

This is a fantastic lesson Stephanie, with lots of cross curricular integration.  I will certainly be taking ideas for a theme about rockets in my classroom.  I love your PE activities whereby you use physical activity to reinfore the learning outcomes of your lesson.

[Caitriona Parry]

Hi Stephanie.  I absolutely love the design of your science week.  The idea of using recycled ideas to design a rocket can bring in sustainability into art.  It could also be a discussion on climate change.  I would also like to try the alien pair art activity (enhancing communication and teamwork) and the PE activities to add some more exercise and fun.  I will definitely have to give it a go.

[Sinead Smith]

Hi Stephanie, you have created a fantastic science week there. So many lovely ideas and it is spanning so many areas of the curriculum. I particularly like your PE games and art ideas which link the who week together with so many creative ideas.

[Shirley Kerr]

I love somany parts of the lesson but the pe shooting star one is perfect for even a wet day in our hall and use the space.

[Fionnuala Lyne]

For this Module 5, I have decided to create a class plan for Space Week with my Senior Infants. I feel that space would be a brilliant opportunity to build on the interest of the space the children have while incorporating the teaching and learning across a variety of areas. Each day we would start by reading and discussing a space-related story with the children where we would explore the planets, stars, moon and astronauts with the children learning through different age-appropriate videos and activities.

 

We would also be exploring how rockets move by testing different paper rockets where the children could predict how well they will fly and they can discuss their discoveries, this is promoting observation and enquiry skills.

 

The children would create their own planet/rocket/alien using a number of art materials, in oral language activities the children would describe what they have made and how they feel space would be like, through mathematics, we can use counting and sorting using different space objects. The children will discover and explore through hands-on activities and this will help to foster curiosity, creativity, and scientific thinking skills while they learn.

[Sarah Boylan]

 I like the idea of starting each day with a story as the anchor or introduction to the topic for that day. Lots of great stories have been mentioned across this forum and I have a lovely list of books to look for. That is the only downside of a summer course like this.. it will cost me a fortune in book recommendations to add to my collection!!

[Wendy Wood]

Using the ESERO Inquiry Framework, I would plan a junior infants activity set based on rockets to support hands-on, playful STEM learning. In the wondering and exploring stage, I would begin with a picture book such as “Roaring Rockets” and a short video clip of a rocket launch to capture interest and provide strong visual support. I would ask simple questions like: What is a rocket? Where does it go? How does it move? This encourages curiosity, talk, and questioning.

In the investigating and designing stage, children would work in small groups to design and make their own rockets using simple materials such as paper, cardboard, and plastic bottles. They would explore what might help their rocket fly further, such as shape or size, developing early problem-solving skills.

During sharing and interpreting, children would test their rockets and talk about what happened, using simple language and teacher prompts.

Finally, in reflecting, children could draw their rocket and say one thing they learned.

[Emily Whitney]

Activity Set: Alien Chemistry – Dancing Raisins
Class Level: Junior Autism Class (Junior & Senior Infants)

I would use this activity to introduce simple scientific investigation through an exciting “alien experiment.” I would tell the pupils that we have received mysterious “space raisins” from another planet and ask, “What do you think will happen when we put them into the special alien liquid?” Pupils would make simple predictions by pointing to visual choice cards showing “up,” “down,” or “both.”

Working in small groups, pupils would place raisins into clear cups containing sparkling water and observe what happens. They would watch as the raisins appear to dance, float, and sink. I would encourage pupils to use speech, gestures or pictures to describe what they notice, using simple questions such as, “Is it moving?”, “Is it up or down?”, and “What happened next?” Pupils could record their observations by matching picture cards or sequencing photographs of the experiment.

To extend the activity, pupils could compare what happens when raisins are placed in still water, encouraging them to notice the difference. We would also explore bubbles by blowing bubbles, watching lava lamps, or using sensory bottles filled with glitter and water to reinforce the idea that bubbles can make objects move. Throughout the lesson, I would use visuals, structured routines, modelling, and repetition to support participation for all pupils, including those who are pre-verbal.

This activity encourages curiosity, observation, prediction, and early scientific thinking while providing a highly motivating, sensory STEM experience. The hands-on nature of the experiment makes science accessible and enjoyable, allowing every pupil to investigate, communicate, and discover at their own level.

[Emily Loughlin]

I really enjoyed reading this activity. I especially valued reading it from the perspective of an autism class, as it made me think about how the same STEM activity can be adapted so that every child can participate in a way that suits their needs. I liked how you used visual choice cards and different ways for the children to communicate their predictions and observations, rather than relying on spoken responses.
The idea of the “space raisins” is such a fun way to introduce the investigation, and I think it would really capture the children’s curiosity. I also liked the comparison between sparkling water and still water, as it gives the children another opportunity to observe changes and make connections. The extension activities with bubbles and sensory bottles fit really well with the theme and provide lots of opportunities for exploration. It was really interesting to see how you adapted the lesson to make it accessible while still keeping the focus on scientific enquiry and discovery.

[Riona Brennan]

There were some fabulous ideas and activities in this module that I think the children would love to do! I think I will try the Rocket Mouse activity, as watching the accompanying video has given me confidence to teach this lesson. To engage the class, I would read the book ‘The Way Back Home’ by Oliver Jeffers. Having read and discussed the story, I would ask ‘Are there any other ways of travelling into space?’ Assuming that rockets/spaceships will come out of the chat, we would examine images of rockets, noting their design features and why the design helps the rocket to function well. Next, we would make ‘rocket mice’ as per the instructions. I will ask questions like, ‘How will we launch the mouse off the rocket/cause the mouse to blast off?’ ‘What caused the mouse to fall back down?’ (to tie in with previous lessons on gravity). Some of the questions from the module were excellent, including the starter question; ‘How does changing the force on the rocket effect how far it goes?’ We will make predictions, conduct our investigation and see if it was a fair test. I will see if they can make links to using science in their own lives: ‘Do you ever use a similar force at home or in school?’, hopefully making the connection to squeezing a ketchup bottle, shampoo bottle, tube of cream etc where air pressure also causes a reaction.

[Caoimhe Lyons]

Hi Riona, This sounds brilliant.

Here is a video that might be useful for the rocket aspect of this!

[Emma McCready]

Class Plan for Space Week for 1st/2nd.

General themes: The moon, stars and planets, Gravity, The Sun, Rockets, Aliens

Science Investigation: How does weight impact gravitational pull, how does the sun position impact shadows, make mice rockets

History: First Man on the Moon

Geography: Night and Day across the world

English: vocabulary associated with space.

Oral language game: I went to space and I saw a….

Books: Way Home, The Dinosaur that pooped a planet, Aliens love underpants

Writing- labelling planets, constellation. Use of adjectives to describe martians

Gaeilge: basic space vocabulary.

Maths: space themed word problems

Music: The Planet Song, Zoom zoom we’re going to the Moon.

Art: design and make an alien

P.e. Martian Martian may I cross the galaxy!

Drama: Role play – interview an alien

[amy collum]

Activity: making rockets using the esero enquiry framework.

<span style=”text-align: center;”>To spark and engage the children’s interest I would read the book “Mousetronaut” by astronaut Mark Kelly. It is such a lovely book on space while also having the message for children that being small doesnt mean you cant make a big difference! We will discuss how the mouse “Meteor” travelled into space. -On a rocket.</span>

I will show children images of different rocket ships using the primaryscience.ie website.

I will explain to the children that we are going to create our own “Rocket Mouse” using plastic bottles,sticky tape and paper.

By squeezing the bottle we will make their own “mousetronaut”fly.

The investigation;does changing the force on the bottle make the rocket(mousetronaut) go further?

We will discuss and record predications and carry out the investigation.

The more you squeeze a bottle, the pressure inside increases and the rocket goes further.

 

 

[Dolores Killian]

This is a great plan. Thanks for giving me such great ideas for next year!

[Nicola Corbet]

Balloon Rockets:

In order to carry out this investigation with Senior Infants, I would need Large balloons (long shaped), a Balloon pump, String OR cotton thread OR fishing
line 3-4 m long, Drinking straw, Clothes-peg, Sellotape, Two chairs

In order to prompt the children I will show them a deflated balloon and ask what it is? What do you know about balloons? What do we use them for? How would we change the shape of this balloon?

I will then blow up the balloon for the children using a balloon pump. I won’t tie a knot in the balloon. To encourage the use of Investigation and experimentation skills I will ask the children to predict what will happen if I let go of the balloon?

We will then watch as I release the balloon. What did you notice? What is emptying out of the balloon? What direction did the balloon go?

Next I will control the path of the balloon by connecting the blown up balloon  to a piece of string and repeat the experiment.  What happened this time? Did it follow the same direction? I wonder why?

To follow up I would ask children to choose a method of recording the experiment. Some may choose to draw pictures, others may wish to write an account, other may record a voice note or video. These can be shared with parents on Seesaw

[Louise McGlynn]

Hi Nicola, I love this! I really like this investigation because it is simple, exciting, and encourages children to make predictions before observing what happens. Giving children different ways to record their learning is a great idea, as it supports a range of learning styles and allows them to reflect on the investigation while sharing their work with their families.

[Sinead Clerkin]

Unfortunately Space week is not something that emphasise is put on in my school. Space Week provides an exciting opportunity to explore Science across the curriculum. I would begin by discussing the Solar System, the Moon, stars and astronauts, encouraging children to ask questions and make predictions about space.

Art-

Children can create colourful planets using paint or pastels and design their own imaginative aliens or spaceships.

English-

I would ask the children to write a short story or postcard from the perspective of an astronaut visiting a new planet, developing their creative writing skills.

Drama-

children can work in groups to role-play a space mission, taking on the roles of astronauts, scientists and friendly aliens while using mime and improvisation.

Maths-

children can investigate the sizes and distances of the planets using simple measuring activities, create repeating space-themed patterns, or collect and display class data, such as “Which planet would you most like to visit?” using a bar chart.

Geography-

Compare Earth with other planets and discuss why Earth is the only known planet that supports life. During Music, children can learn songs about space and create sound effects to represent rockets, stars and meteor showers using percussion instruments.

These activities promote curiosity, creativity, communication and teamwork. In my school the children rotate to different class teachers during Science week. This allows the children to try a variety of experiments <u>,</u>also means less pressure on the teacher. This approach could be used during Science week.

[Emma McCready]

I think it’s quite easy to celebrate Space Week on a class by class basis even if it isn’t necessarily celebrated on a whole school level. But maybe the idea might be picked up on if you celebrate it.

[Caoimhe Lyons]

Hi Sinead,

Fantastic cross curricular links! For the maths piece this might be useful.

[Louise McGlynn]

Activity: Rockets

I would introduce this lesson by reading ‘Sadie Sprocket Builds a Rocket’ by Sue Fliess to spark the children’s interest in space and rockets. During the story, we would stop to discuss what rockets are used for, where they travel, and who flies in them, introducing simple vocabulary such as rocket, astronaut, launch, and space.

After the story, the children would design and build their own rockets using recycled materials such as cardboard tubes, coloured paper, foil, tissue paper, and glue. As they create, I would encourage them to talk about where their rocket is travelling and what they might discover in space. This provides opportunities to develop oral language, imagination, and creativity while exploring an early STEM concept.

When everyone has finished, we would display the rockets around the classroom to create our own “space station.” Each child would introduce their rocket, give it a name, and explain its mission. During their free play time, I would designate an area in the classroom as the space area and they could use their rockets to pretend they are blasting off into space. It gives them a great sense of responsibility that they created a rocket and can use it to play using their imagination!

[Miriam Scully]

 

• This reply was modified 3 months, 4 weeks ago by Miriam Scully.

[Caoimhe Lyons]

Hi Louise,

This is a wonderful lesson. What might be cool for the children to think about is rockets are used for all sorts of missions –> to deliver equipment to the ISS, to put satellites into orbit, to send telescopes to space, to send rovers to the moon or mars, or to send people around the moon like was recently done with Artemis II.

[Alyson O Rourke]

Space provides many open ended opportunities for lessons across all subject areas. It is an area that children particularly enjoy learning about. I have actually carried out the foam rockets with a first class before. This was part of our science enquiry based lesson. We created foam rockets and used elastic bands to launch them. We created score boards that were similar to a darts board with different points. The children aimed the rocket at the score board and had 3 turns, they then added up their points for each turn and calculated their score. This integrated maths with science and was very effective. This was towards the end of the week and was used to consolidate the children’s learning on Space and Rockets. Prior to this, we looked at the Moon Landing in history. We looked at the rocket used for the first moon landing and also looked at rockets used in recent days. We discussed similarities and differences. We created a Space timeline and looked at how things have changed over time. We really focused on Neil Armstrong and the moon landing, also noting the animals that were sent to Space before humans. This opened another opportunities for ethics and animal cruelty. We looked at the distance between the planets in geography and created planets using balloons and paper masche in art. A week to teach Space really doesn’t do it justice. It could definitely be carried out over a fortnight or even more. The rockets lessons was one I enjoyed and would definitely implement in the future again. I also really like the idea of the dancing raisins lessons. I have 2nd class next year and will definitely try this out

[Colin Leonard]

I would choose the Make a Rocket activity as part of a whole-class investigation during Space Week with my Junior Infants. I would begin by reading a story about space to introduce the topic and encourage the children to talk about rockets, astronauts, and the Moon. Before making their rockets, I would ask the children to predict what shape or design they think will help a rocket fly the furthest. They would then work in pairs to design and build their own paper rockets, developing creativity, fine motor skills, and teamwork.

Once the rockets are complete, we would test them in the school hall or playground. The children would observe how far each rocket travels and discuss why some rockets flew further than others. This would encourage the development of important science skills such as predicting, observing, investigating, comparing, and communicating results. We would record our findings using simple charts and photographs, allowing the children to reflect on what they discovered.

To extend the learning during Space Week, I would create a space-themed learning station with books, puzzles, and construction materials where children could build spacecraft and space stations. I would also use short videos from ESA Kids or NASA’s children’s resources to reinforce key concepts in an engaging way. As a class, we could create a large display showing our rockets, photographs from the investigation, and children’s drawings and captions about what they learned. This activity provides a fun and meaningful introduction to STEM by encouraging curiosity, problem-solving, creativity, and scientific thinking through hands-on learning.

[Karen Walsh]

Activity: Straw Rocket Launch
Materials needed:
A drinking straw
Construction paper or lightweight cardstock
Tape
Scissors
Markers or crayons
Safety goggles (optional but recommended)
Instructions:
Begin by cutting out a triangle shape from the construction paper or cardstock. This will be the main body of the rocket. Help the child to make it about 4-5 inches tall and 2-3 inches wide.

Encourage the child to decorate the rocket body with markers or crayons. They can draw windows, flames, or any other design they like.

Once the rocket body is decorated, roll it into a cone shape and secure it with tape. This will be the nose of the rocket.

Cut small triangular fins out of the remaining construction paper or cardstock. You’ll need three fins for stability.

Attach the fins to the bottom of the rocket body using tape. Space them evenly around the circumference.

Now, it’s time to launch the rocket! Have the child put on safety goggles to protect their eyes.

Ask the child to place the straw at the bottom of the rocket, with the open end of the straw facing downwards.

Hold the rocket in one hand, making sure it’s pointed away from people and objects.

Instruct the child to blow forcefully into the straw, launching the rocket into the air.

Encourage the child to experiment with different blowing strengths to see how high they can make the rocket fly.

[Caroline Bradley]

Module 5: Rockets and Alien Chemistry

Imagine telling a junior infants class that today boys and girls we are becoming alien scientists in our own space laboratory! The children can decorate their own alien themed headband and wear them throughout their sensory alien experimentation. I would begin the lesson with a discussion about aliens, space, and what might happen in an alien laboratory, introducing vocabulary such as mix, fizz, bubble, slime, and rockets. I would read the children a story called ‘The Great Alien Cake Off’ by Rachel McCoubrie to engage children in the creative alien theme. Children then take part in hands-on experiments, including making alien slime using glue, colouring, glitter, and activator, encouraging them to observe textures and changes. Materials such as marshmallows will be named as ‘Martian mallows’ and glitter will be called ‘galactic glitter’ keeping with the alien theme.  A fizzing experiment using baking soda and orange coloured vinegar inside a 500ml bottle with holes at the bottom allows children to explore bubbling reactions like that if a space rocket taking off and enable children to hear alien like noises.  I would also include a fun alien song throughout the day singing to the tune of B-I-N-G-O but instead using the letters A-L-I-E-N and to finish off the day I would include an art activity where children design their own alien in a spaceship using their hand print and a toilet roll tube. Through observation, prediction, and discussion, children develop early scientific thinking in an engaging and playful way and have memorable fun experiences.

[Edel McGrath]

Great idea, very age appropriate can imagine how excited and engaged they would be !

[emily fogarty]

I really like the creativity of this lesson. The alien theme would be so engaging for younger children, and I think the hands-on experiments would make the science lesson both memorable and fun.

[Lora Murphy]

That sounds like a lovely lesson Caroline. I must look at that book ‘The Great Alien Cake Off’.

[Caoimhe Lyons]

Hi Caroline,

This sounds fabulous! what might be cool here is thinking about where Aliens might come from.

[Edel McGrath]

Theme: Space and Rockets (Senior Infants)

As part of our Space theme, the children will learn about the Sun, Moon, planets and astronauts through stories, songs and simple videos. We will read books such as The Way Back Home and Aliens Love Underpants to spark their interest and encourage discussion about space and rockets.

The children will then take part in some of the space activities from this course. We will begin with the Balloon Rocket activity. First, we will talk about how rockets travel into space and watch a short video of a real rocket launch. The children will work in pairs to make a balloon rocket, decorating it with colours and shapes. They will predict which rocket they think will travel the furthest before testing them. We will compare the results and talk about why some rockets travelled further than others.

Next, the children will complete the Rocket Mice activity. Each child will design and decorate their own mouse before sending it on its rocket journey. After the investigation, the class will work together to create a simple story about where the mouse travelled in space and what it discovered. The children could also draw a picture of their mouse visiting a planet.

Throughout these activities, I will encourage the children to ask questions, make predictions and share their ideas with their partners. They will learn by exploring, testing and talking about what happened. If tablets are available, the children could take photos of their rockets and record a short voice clip explaining what they made and what they found out. I think these activities would be enjoyable, encourage teamwork and help develop the children’s curiosity about space through hands-on learning.

[Caoimhe Lyons]

Hi Edel,

This sounds wonderful. See here for some resources for classroom activities.

[Margaret Leo]

Class plan to engage in Space Week

Space is always a topic that I love teaching. There are many areas for integration around this topic.

Science:

Mouse rockets- I would begin by discussing rockets. What do rockets need to fly? Provide materials to design their own rockets. Integrate with maths to measure which rockets travelled the furthest. Discuss factors that improved the distance they travelled.

The Planets- introduce the planets through the planets song. Learn about the planets- integrate with maths for sorting activities- by colour, size etc

Art-

Design your own rockets

Design your own planets- provide the children with the option to create 3D or 2D planets

Play

Rocket launch role play

Space station role play

Space themed sensory play

Create space sensory bottles

STEM

Build rockets using blocks

Literacy

Oral language based around the theme of space

PE

Moving around the planets.

 

[Caoimhe Lyons]

Hi Margaret,

This is lovely, seeing the cross curricular links is very useful. In terms of the moving around like the planets their orbits can be a bit confusing I recommend if you have the space to mark out the orbits in chalk outside and give a couple of steps to mark each – so if all of the children move in unison it will show that some planets take longer to move around the sun! Pluto can be cool to include as its orbit looks so different from the rest!

[emily fogarty]

I would choose the Balloon Rockets activity from the Rockets activity set. I think this activity would work particularly well in my classroom because it is practical, engaging and gives children the opportunity to learn through exploration and investigation. It also encourages children to make predictions, test their ideas and discuss what they notice, which fits well with an inquiry-based approach to learning.

I would begin by showing the children a short video of a rocket launch before introducing the balloon rocket. We would discuss how rockets move and ask questions such as, “What do you think will make the rocket travel further?” and “What will happen if we use a bigger balloon?” The children would make simple predictions using visuals or discussion before carrying out the investigation.

Working in small groups, the children would take turns launching the balloon rockets and observing what happened. We could investigate different variables, such as the size of the balloon or the length of the string, while keeping the other parts of the investigation the same. Afterwards, we would compare our results and discuss whether our predictions were correct and why we thought the rockets behaved the way they did.

I like that this activity is easy to adapt and gives every child an opportunity to participate. It develops observation, communication and problem-solving skills while introducing simple ideas about forces and motion in a fun and meaningful way. I also like that it naturally links with maths through measuring distances and comparing results, making it a practical cross-curricular STEM activity that children would really enjoy.

[Ruth Joyce]

I like how you included prediction and discussion before the activity, as this encourages the children to think like scientists. The link to Maths through measuring and comparing distances is also a great idea. I think Senior Infants would really enjoy this activity and learn a lot through the hands-on investigation.

[Gail Kennedy]

Over the past number of years our whole school has engaged in various activities for Science Week. It’s hard to come up with new ideas every year and sometimes we end up repeating experiments etc. I think next year it would be fun to have Science/STEM week themed as Space Week. The boys in my school are always intrigued and fascinated by all things space.
The ESERO website has a huge range of lessons that would be so simple to distribute to teachers around the school. We would need to plan in advance so that all of the materials have been gathered and perhaps buddy up the younger and older classes for some of the more involved experiments.
The infants would love experimenting with the mouse bottle rockets. Taking this activity outside on a fine day would also give them plenty of room to play. We have used the berocca tablets to launch rocket tubes in the past with some success. Older classes could be challenged to design a landing module that can protect an egg.

[Valerie Ryan]

For this module assignment, I would use the lesson on Rocket Launch. The very mention of a rocket would engage the children straight away!

Starting with a story from books on this link would be an effective introduction to the topic: https://bestkidsbooks.com/curations/5-best-picture-books-about-rockets-and-spaceships/

I think this experiment would work well with 1st/2nd Class. I like the graded approach starting with just balloons initially. This is very accessible. Ideally it could take place outside on a calm, dry day with little or no breeze. Everyone could have the opportunity to launch their own balloon and observe the effect of the air coming out of the back of the balloon, pushing it forward. This is an impactful way to explain the effect of hot gases coming from the back of a rocket, pushing it forwards. As everyone launches their balloons, we will also be able to observe the random paths followed by the balloons.

When everyone has had the opportunity to launch their own balloon, I would arrange small groups for the next stage. This step in the experiment provides for observations in a more controlled environment. Each group will follow the steps with string, straw, balloon and clothes peg and record what happens in their own group, as well as observe what happens in the other groups. The contrast of the random balloon path with the controlled balloon path is very effectively illustrated here as well as the forward motion created by the release of hot air.

[Chantelle Madigan]

Hi Valerie,
I really like how you’ve built the lesson up in a very structured way from free exploration with the balloons to a more controlled group investigation. The comparison between the random balloon movement and the guided “rocket” system is a great way to help children clearly understand how rockets move forward in a very visual and memorable way.

[Lora Murphy]

Science Lesson: Balloon Rocket Investigation (Senior Infants)

Learning Objectives:

By the end of the lesson, children should be able to:

• Recognise that a push from air can make an object move.
• Make predictions about how a balloon will move when the air is released.
• Observe and describe the movement of a balloon rocket.
• Use simple scientific vocabulary such as push, air, force, move, and balloon.

Resources:

Balloons, string, drinking straws, tape, clothes pegs or clips, pictures of rockets and balloons, and a recording sheet (optional).

Introduction

Begin the lesson by showing pictures of rockets and balloons. Ask the children how they think rockets move and what happens when they let go of an inflated balloon without tying it. Explain that today they will investigate how air can create a pushing force. Encourage the children to predict what they think will happen when the air is released from the balloon and discuss their ideas with a partner before sharing them with the class.

Development

Set up a length of string threaded through a straw and stretched tightly across the classroom. Inflate a balloon and tape it to the straw without tying the end. Ask the children to observe carefully before releasing the balloon. Repeat the activity several times, allowing different children to release the balloon and compare the results. Encourage the children to notice how the escaping air pushes the balloon forwards along the string. Ask questions such as:

What happened when the air came out?
Which direction did the balloon travel?
What do you think made the balloon move?
What might happen if we used a bigger balloon or filled it with more air?
Support children in describing what they observe using scientific vocabulary including push, air, move, force, and balloon.

Conclusion

Gather the children together to discuss what they learned during the investigation. Revisit their predictions and compare them with what actually happened. Reinforce that the air escaping from the balloon created a pushing force that made the balloon move forwards. Explain that scientists investigate how different forces make objects move and that rockets also move because powerful engines create a very strong push.

 

 

 

 

[Caoimhe Lyons]

Hi Lora,

This sounds fab! it might be cool to integrate at the end of this lesson a demonstration of chemical rockets! or perhaps one using a bike pump.

[Elaine McGowan]

Activity: Rockets
Class Level: Senior Infants

Seniors would really enjoy making mice rockets. This is a nice simple experiment for younger children to carry out without too much adult help. They could decorate their rockets first then experiment with different sized bottles when firing their rockets. They could see which bottle made the rocket go further, did the rocket with lots of decorations go as far as the rocket that had nothing on it? If we added feathers to the rocket, what would happen? Can we measure how high the rocket travelled? Can we measure how far from the starting point the rocket travelled? This could be done using non standard methods with lollipop sticks, cubes, links or children.

I would love to try make balloon rockets with my class. I think this would be a great experiment to do with the help of 6th class, as the balloons might be tricky for the infants to hold without letting the air out. If 6th class held the balloons, Seniors could very carefully decorate them. When they were happy with their rockets, they would all line up and, on the count, let go of their rockets. They would have great fun chasing them around the yard or school hall. They could also challenge 6th class to a rocket race!

There is a lot of scope for teamwork, compromise, patience and good communication in lessons like this. Children will learn through investigation and experimentation that science doesn’t always work the way we expect it to, some of our experiments are successful while others can be a disaster! It’s all part of the fun of science, not being afraid of the results, especially if they don’t go as you predicted.

[Alison Laffan]

I love the lesson with the ‘Rocketmouse’  I would use a prompt question such as how would we travel to space?  I would make up a story as to why my pet mouse has to return to his family inspace and we need to get him there.  I would launch the mouse for the bottle but explain that he didn’t go far enough, didn’t reach space so we would lauch him again.  I would repeat this a number of times to instill in the pupils the idea that the more pressure applied to the bottle, the further the mouse will travel.

[Sharon Mulvehill]

Theme : Space and Rockets
Space Week: 1st and 2nd Class Level

Introduction
Show the children pictures and videos of different rocket launches.
Poem ‘I’m building a rocket’ by Kenn Nesbitt

Discussion
Why do rockets go up? (discuss vocabulary such as force, launch, gravity push, pull, thrust)
Play the recording of Apollo 11 moonwalk. Discuss the Astronauts: How were they feeling? Clothes they were wearing.

Conclusion: discussion and recap on new vocabulary.

Art
Design and make a rocket from recycled material.
Activity: Balloon Rockets
Use of Milo and Marvins cartoon strip on balloon rockets. Discuss the steps involved in designing and making a balloon rocket.

Blow up a balloon and ask a child to let it go. Children notice what happens.
The air coming out pushes the balloon forward.
Pull string through a drinking straw. Tie string to two chairs and pull tight. Connect long balloon to straw. Blow up balloon and ask different children to release. Discuss what happens.

Activity
Mouse Rocket.
Children would enjoy designing their mouse template .
Launch the mouse rockets out on the school yard and measure how far they travel

[Caoimhe Lyons]

Hi Sharon,

This sounds brilliant! It might be useful to discuss different uses of rockets –> such as launching satellites, launching telescopes, sending people around the moon etc!

[Caitriona Parry]

Activity Set: Rockets

Personally I would approach this lesson after the weather, sun and moon lessons but before the star and planets lesson.  I would have the students create their own spacesuit to adjust to all temperatures when going to the moon and then discuss how to get to the moon previously.  After the rocket lesson, I would discuss the planets and stars in space and go into more detail about space exploration and the wider universe.

I would love to try a sensory story approach to introduce the idea of rockets. It could introduce the process of the countdown, going into space and then returning home after the journey.  One example of a book that could be used for a sensory story is https://www.youtube.com/watch?v=UiC2qKg10gY which aims to allow the students to feel like they are on the rocket.  The link https://inclusiveteach.com/2025/02/07/space-sound-story-eyfs-pmld/ also has sound effects and sensory suggestions which I might try in my own class.  Having my students curiousity piqued about the sensory experiences of being in a rocket, I could then dive into history, examples and real footage of a rocket launch/landing.  I have also used the moon landing for this in the past however, it would be great to make it more personal for them by building/ wearing designed space suits from a previous lesson. We could also add in stepping out of the rocket and feeling things like sand or bubble wrap underneath our feet.

I have done rockets in my previous lessons using paper rockets designed by students and blowing them with straws.  The students race them to see which one is the best.  We have also explored if different types and shape fins make the rocket fly differently.  I have done the rocket launcher using the vitamin tablet in the capsule bottle as well with the students which always works well.

The ideas I have not come across before was the mouse rockets using the different shaped bottles.  I thought this was a great idea to get them to design a hypothesis about which bottle will work better.  It would also be great if we could create a game where a cat rocket could be aimed at the mice which have already be launched.  I am also intrigued by the balloon rocket idea and would love to get students guessing if the different shape and size balloons make a difference.  The pictures of Marvin and Milo could be a great starter as well for introducing a rocket building experiment.

[Olwyn Matarazzo]

Caitriona thanks for the links to the sensory story and the link to sound effects. What a great way to spark children’s interest when learning about rockets and space. I also love the idea of children using straws to blow the rockets and race them; so much fun and learning and real memorable activity for children.

[caitriona ni chriostoir]

Some great ideas here Caitríona! Thanks so much

[Chantelle Madigan]

Activity Set: Dancing Raisins – how would you use this in your classroom?
I would use the Dancing Raisins activity as a simple investigation in a SESE Science lesson on materials and change, or as an engaging demonstration during a class discussion on air and gases.

I would begin by showing the children the raisins in water first so they can see that they naturally sink. I would then repeat the process using a freshly opened fizzy drink and ask the children to predict what might happen. This would encourage observation, questioning and discussion from the start.

As the raisins begin to “dance” up and down, I would pause the class and allow them to describe what they see and try to explain it in their own words. I would then introduce the idea of gas bubbles sticking to the raisins and making them float to the surface.

As a follow-up, I would link it to Maths by weighing the raisins before and after or recording observations in a simple table. Overall, I think it would be a very visual and memorable experiment that would really engage younger children.

[Kevin O’Dwyer]

I like the idea of showing them in normal water first and also the idea of pausing during the dancing raisins and asking them to explain in their own words before you tell them.

[Eimear Wallace]

Space Week Plan – 1st/2nd Class- The overall theme for Space Week would include exploring the **Sun, Moon, planets, stars, astronauts and space travel** through a range of fun, cross-curricular activities.

In Science, the children would investigate how craters are formed using flour and marbles, explore how shadows change throughout the day, and make simple balloon rockets to learn about forces. In **History**, we would learn about the first Moon landing and discuss why it was such an important achievement. Geography- lessons would focus on day and night and identifying Earth’s place in space.
For English, we would build space-themed vocabulary, read stories such as *Whatever Next!* and *Aliens Love Underpants*, and write a postcard from space or describe an imaginary planet using adjectives. In **Oral Language**, pupils could play “If I went to space…” by describing what they might see or discover.
In **Maths**, children would solve space-themed counting, measuring and problem-solving activities. **Gaeilge** would introduce simple space vocabulary through games and songs. **Music** would include *The Planet Song* and space-themed movement activities. In **Art**, pupils would create a rocket or design their own planet, while **Drama** could involve pretending to be astronauts preparing for a mission. **P.E.** would include a fun obstacle course called **Astronaut Training**, where children complete “space missions” using balance, jumping and crawling activities.

[Eimear Wallace]

yes great ideas!

[Katie Fitzpatrick]

I really like the idea of writing a postcard from space. This is a lovely way to explore adjectives with a class group.

[Denise Tyrrell]

Activity Set: Rockets

We will begin our lesson by reading the picture book ‘Peep Inside How A Rocket Works’. This will stimulate lots of conversation about rockets; the children’s prior knowledge, space related questions, rocket vocabulary etc.

We will then focus on how we think a rocket actually works. We will look at a Kids Academy video; ‘How Rockets Work’ to further aid our discussion.

We will then make the ESERO Rocket Mice in small groups. I will explain that just like a real space rocket, our rocket mice will use trapped air in the carton to push them upwards.

I will then ask the children the question ‘What happened to the mice after they were shot up into the air?’. (This will lead onto the next day’s lesson about gravity.)

[Eileen coady Coady]

It is great to get a list of different books that can be used as hooks for lessons.

The ESERO Rocket mice is such a simple and effective way of creating a rocket. i will definitely use this next year .

[Caoimhe Lyons]

Hi Denise,

This sounds fab! Discussing how a rocket works is brilliant, I would recommend getting the children to think about what we actually do with rockets –> launch satellites, deliver materials to the ISS, send people around the moon, send rovers to mars etc.

[Katie Fitzpatrick]

Students always enjoy taking part in and celebrating Space Week. There are so many fantastic activities for a class group to get involved in. This year I have Senior Infants and I hope to use the many resources and activities from the different modules of this course to celebrate Space Week. Some of my favourites include the Marvin and Milo cartoons, Mouse Rockets and Astronomy Picture of the Day. I would plan a unit of work for Space Week ensuring to integrate a variety of the curriculum subjects.

English: Picture books based on the theme of space and aliens, poetry based on space

Science: Take part in Rocket Mouse activity, measure the distance the mouse travels

Music: Listen to a variety of space themed songs

Drama: Teacher in role as an alien from another planet- the students interview the alien

Art: Design and make a spaceship using a variety of recycled materials

[Caoimhe Lyons]

Hi Katie,

I like how you went through the cross curricular links. Here might be a useful place for you to find resources.

[Olwyn Matarazzo]

Activity: Space & Rockets

First class

Learning objectives:

·        Children will investigate using lots of different materials to create a rocket

·        Children will make predictions about what materials will help a rocket to launch

·        Children will discuss what worked and didn’t work and make changes to be successful

Lesson

I would start by reading ‘Aliens love Underpants’ and ‘There’s an Alien in my book’. We would then discuss how rockets launch into space. What shape rocket do children think would be best? Why? Link to Maths- different shapes. I would show children videos of rockets launching. Then I would provide children with lots of different materials e.g. pipe cleaners, bun cases, tape, toilet roll holders. Children would work in groups to try create a rocket that will launch/fly. Then we would take the rockets outside and allow the children to launch them to see how far they will travel. Did they launch? Why/Why not? What would you change? Allow children extra time to add/take away parts of their rockets to see of they can successfully launch.

Feed back to class. Children discuss why their rocket launched/didn’t launch.

 

[Markey Jessica]

I love how you’ve made the connection with Aliens Love Underpants and the rocket launch. Sounds like a very engaging and hands on lesson with lots of various resources available for the children to create and experiment with.

[Caoimhe Lyons]

Hi Olwyn,

This is fab! the focus on prediction and reflection in particular is great! It could be cool do do a chemical rocket demo at the end too!

[Gemma ANTHONY]

Lesson:
Rocket launch

Class : first class

Science vocab: push, pull, force, launch

Learning objective: the children will learn that their balloon rockets will need air(force) to move/launch

I would start the lesson by showing the children a video of Chris Hadfield launching a rocket into space. (https://m.youtube.com/watch?v=jI5I23TPGMQ)

We will then discuss the video and discuss how we will get our paper rockets to launch/move.

I will then distribute a paper rocket for everyone to decorate. Once that task is completed we will distrubte straws and the children will get a chance to launch their rockets.They will notice that blowing harder or softer will have an affect on how far their rocket goes.

The children will be split into groups to have rocket races.

To conclude the children will dicuss how they got their rocket to move further/faster! They will dicuss how more air(force) makes the rocket move further/faster.

[Michaela Barrington]

I really like how this lesson combines science with a fun, hands-on activity. Starting with the rocket launch video is a great way to capture the children’s interest and provide a real-world connection before they begin their own investigation. The paper rocket activity encourages students to make observations and explore how different amounts of force affect the distance their rockets travel. I also like that you’ve included rocket races, as this adds an element of teamwork and excitement while reinforcing the learning. The discussion at the end is a great opportunity for children to reflect on their findings and use scientific vocabulary such as push, pull, force, and launch to explain their thinking. Overall, this sounds like an engaging inquiry-based lesson that will help First Class pupils develop both their scientific understanding and their problem-solving skills.

[Caoimhe Lyons]

Hi Gemma,

This is wonderful, the focus on discussion is great. another video that might be cool for your class is linked here!

[Eileen coady Coady]

I really loved the idea of using the cartoon Marlo and Milo: penny rocket for a hands on lesson on rockets
For our experiment the students will:
• Listen to and discuss the story Marlo and Milo: Penny Rocket.
• Explore how rockets work through a simple investigation.
• Build and test a penny rocket.
• Understand the idea of a fair experiment (fair test).
• Reflect on observations and results.
We will read Marlo and Milo: Penny Rocket aloud.
Pause throughout the story to ask questions such as:
• What problem are Marlo and Milo trying to solve?
• What do you think will happen next?
• Why do you think their rocket/penny worked (or didn’t)?
• What changes did they make?
Introduce the word experiment.
Scientists test ideas by doing experiments. They try to make experiments fair so they know what caused the result.
I would show students the penny rocket materials.
Ask:
• What do you think will happen to the coin?
• What do you think makes the coin fly?
Students draw or write their prediction.
Students test their rockets three times.
Record:
• Trial 1
• Trial 2
• Trial 3
Measure or estimate the distance travelled.
After the experiment we wil discuss if it was a fair experiment. We will discuss what stayed the same and what changed in our trials.
Was it a fair test?
Guide students toward the idea that a fair experiment means changing only one thing at a time while keeping everything else the same.
we will discuss what a Fair Experiment Means…
• We keep most things the same.
• We change only one thing.
• We repeat the test.
• We compare our results.

• This reply was modified 4 months ago by Eileen coady Coady.

[Dolores Mc Monagle]

Hi Eileen,

I really enjoyed reading your lesson plan. Using Mario and Milo: Penny Rocket is an excellent way to engage children while introducing scientific investigation. I especially liked how you encouraged predictions, repeated trials and discussion about fair testing. This hands-on activity promotes curiosity, critical thinking and a clear understanding of how experiments work in an enjoyable, meaningful way.

[Markey Jessica]

My class for next year have a big interest in rockets so I would definitely use the “Rocket Mice” experiment for an Aistear station.
I would begin this experiment during Aistear by leaving the equipment (empty bottle, sticky tape and rocket mouse template) to provoke the children and let them question what we could do with these resources. After we have made the rocket mouse, I would ask the children to predict what will happen when the bottle is squeezed. We would then conduct the experiment, letting each child test what happens and question how the mouse is moving up and down again? We would experiment with different sizes and shapes of bottles and record any differences. The children could experiment with how high they can make the rocket mouse fly – keeping record of which rocket mouse flew the highest.
I really like this activity because it is also a simple experiment for children to recreate at home and share with their families.

[Michaela Barrington]

I would use the Dancing Raisins activity as an engaging way to introduce my students to scientific inquiry and observation. I would begin the lesson by showing the class a glass of sparkling water and a handful of raisins, asking them to predict what they think will happen when the raisins are dropped into the water. Students would share their ideas and explain the reasoning behind their predictions before carrying out the investigation.

As the raisins begin to rise and fall, students would carefully observe what is happening and record their observations through drawings or simple written notes, depending on their age. We would then discuss why the raisins move, exploring how bubbles of carbon dioxide attach to the rough surface of the raisins, making them float before the bubbles burst and the raisins sink again.

To extend the activity, students could investigate whether other small objects, such as dried cranberries or pasta, behave in the same way. This would encourage them to ask questions, test their ideas, and compare results. I like this activity because it is simple, inexpensive, and highly engaging while promoting key science skills such as predicting, observing, recording, and communicating findings. It also demonstrates that science is about asking questions, investigating evidence, and learning through exploration, making it an excellent inquiry-based activity for the primary classroom.

[Siobhan Rooney]

The dancing raisin lesson always works a treat. I have done this with pupils previously and they have loved it. So simple yet very easy for the children to understand

[Caoimhe Lyons]

Hi Michaela,

This sounds brilliant, perhaps discussing that the carbonation in the water that makes these raisins dance is the same as the tiny bit of CO2 (carbon dioxide) in our atmosphere or most of the atmosphere of Venus!

[Dolores Mc Monagle]

Module 5 Assessment – Alien Chemistry
For this assignment, I selected the Activity Set: Alien Chemistry because it provides an enjoyable, hands-on way for First Class pupils to investigate scientific concepts.
I would begin by discussing solids, liquids and gases before introducing an exciting ‘alien laboratory’ where pupils act as young scientists. Children would predict what might happen when safe household materials such as baking soda and vinegar are mixed before observing the fizzing reaction.
They would describe what they see using scientific vocabulary, record their observations with simple drawings and compare their predictions with the results. This lesson promotes enquiry, observation and teamwork while integrating Science, Mathematics and Oral Language.
I would extend the activity by encouraging pupils to create their own imaginary alien and explain what type of planet it lives on, linking with Visual Arts and creative writing.
Using ESERO Ireland resources and connecting the lesson to Space Week would further inspire curiosity about science and space while developing pupils’ confidence in practical STEM investigations.

[Evelyn Kennedy]

Hi Dolores, this is a very engaging and imaginative lesson idea for First Class pupils. I like how the Alien Chemistry activity combines hands-on investigation with opportunities for prediction, observation and discussion. The use of familiar household materials makes the experiment accessible while still creating excitement and curiosity in the classroom. I also think the cross-curricular links with Mathematics, Oral Language, Visual Arts and creative writing add great value to the lesson and allow children to express their learning in different ways. Extending the activity through ESERO Ireland resources and Space Week is an excellent way to deepen interest in STEM and space.

[Caoimhe Lyons]

Hi Dolores,

This sounds brilliant I enjoy the workshop set up! in particular the predict and compare aspects are fab. Here are some ideas for experiments along the lines of what you described.

[Sinead Smith]

Rocket Launch lesson with Infants.

I would begin the lesson by reading ‘The way back Home’. We would discuss the story and the  journey undertaken. We would then discuss how people travel in space and through this discussion get an idea of how much the children already know about space travel. I would then talk about forces and how a force is necessary for the movement of objects. We would look at both push and pull forces. We would talk about rockets and how they need a force/push of energy to launch them into space.

We would then look at some video clips of rocket launches and discuss this.

The children will then be asked if and how we might build and launch a rocket. The children will work in pair and then we will discuss our ideas and solutions.

Having looked at the different ideas we will proceed to making our own cone rockets. The children will use paper and straws for this activity. The children will first decorate their rockets and then use the straw to propel the rocket upwards.

Having practiced and tested our rockets we will discuss how and what impacts the flight of the rocket- weight, size, potential shape, force of air blown through the straws etc.

We will conclude our lesson with a class discussion on what worked well and what didn’t, what could be improved and whether other methods might be more effective.

[Caoimhe Lyons]

Hi Sinead,

This is wonderful here is a simple video about traveling in space.

[Evelyn Kennedy]

To teach this lesson with infants, I would begin by introducing the idea of a rocket mouse and explaining that we will be using air to make it fly. The children would each have a clean milk carton, a paper cone (mouse) template, scissors, glue or tape, and colouring materials to decorate their mouse. First, the children would make and decorate the paper cone mouse and place it on top of the carton. I would then model how to carefully squeeze the milk carton so that the trapped air pushes the mouse upwards into the air.

Throughout the lesson, I would ask science-based questions such as: What do you think will happen when we squeeze the carton? Why does the mouse move? What is pushing it up? To extend the investigation, the children could test bigger and smaller cartons and compare how far each rocket mouse travels, helping them explore forces, air pressure, and prediction.

[nicole lynch]

This is a really engaging and hands-on idea for infant classes. I like how you’ve linked simple materials to a clear scientific concept like air pressure in a child-friendly way. The use of prediction and questioning throughout the lesson is great for developing early inquiry skills. The practical element will really help pupils understand how and why the “rocket mouse” moves.

[nicole lynch]

To introduce the lesson, I would read The Way Back Home and talk with the children about space travel and how rockets manage to move through the air. We would discuss what helps things travel far or fast and link this to real-life examples like balloons or paper planes.

The children would then make simple foam rockets in groups, thinking about shape, stability and design. We would set up a clear enquiry question: What happens to the distance a rocket travels when we change the force used to launch it?

Before testing, pupils would make predictions and share ideas with their group about what they expect to happen.

We would then carry out a fair test by launching the rockets using the same equipment but changing the force each time. The children would measure and record how far each rocket travels.

Finally, we would discuss the results, reflect on what made a fair test, and link learning to other flying objects such as paper aeroplanes or darts.

[Caoimhe Lyons]

Hi Nicole,

This sounds wonderful. Foam rockets are a great shout theres resources for that here.

[Doireann Nolan]

Introduction:

Read the story Aliens in Underpants Save the World. Discuss the aliens and what they got up to.

Discuss how you might get up to space. Chat about rockets and explore the childrens knowledge of these, how they work and what they know about them.

Make a paper rocket mouse using a cone shape. Decorate it to look like a mouse, add colour and ears.

Next, choose your rocket launcher. This could be a milk carton or drinks bottle. Try a variety of sizes.

Starter question. What will it take to launch the rocket? How will we make the rocket go higher?

Ask the children to predict what they think will happen and discuss.

Carry out the experiments. Chat about making it a fair test when comparing the different bottles.

Conclusion:

Discuss what else flies through the air like a rocket- darts, archery.

Discuss what they learned and what they enjoyed about the lesson.  Se if they have any unanswered questions and maybe explore the topic some more.

[Lynn McElroy]

In this lesson plan for second class, we will create a spacecraft using simple materials. Over two 45-minute sessions, students will learn basic spacecraft design while developing creativity, fine motor skills, and teamwork. We’ll start with a brief introduction to spacecraft, showing pictures and videos, and discussing their purpose. Students will then brainstorm and draw their spacecraft designs in small groups, choosing materials like cardboard, aluminum foil, and plastic bottles. They will begin building on the first day, focusing on structure, and continue adding details and decorations on the second day. Each group will present their completed spacecraft, explaining its features and design choices. The lesson will conclude with a class discussion about what they learned. Classroom discussion will then take place – which spacecraft would travel the furthest/fastest etc.. Why? This hands-on activity aims to make learning fun and develop an interest in space exploration.

[Caoimhe Lyons]

Hi Lynn,

This sounds full of discussion and comparison which is great!. Some foam rocket resources can be found here, you could also consider chemical rockets!

[Lucy Cosgrave]

Marvin and Milo Issue 19, Balloon Rocket Activity, 2nd Class

I like this simple activity a lot because it is very open ended which would support child-led and scientific enquiry.

Here is a lesson I would use based on this cartoon:

ENGAGE:

I would show partially inflated balloon. I would let the children see me inflate it, hold the opening closed, and then ask them to predict what will happen when I let go. I would encourage them to wonder and discuss their thoughts using questions such as: What do you think will happen? Why do you think that? Where have you seen something like that happen before? What is inside the balloon? How could we investigate what makes it move?

INVESTIGATE:

I would provide the balloon rocket materials (balloons, string, straws and tape) for the children to explore, but still no direct instruction on what to do. In small groups, pupils would be asked to plan a simple investigation to test if/how the balloon could move, using all equipment provided. Again, discussion and sharing ideas would be central here.

Once the groups have share their ideas, I would give out copies of the cartoon and discuss the investigation with class, focussing on key vocabulary. Each group would then be challenged to carry out the investigation, but by deciding on one variable to change (e.g., the amount of air in the balloon, the size of the balloon or the tightness of the string), while keeping the other variables the same. This would help to introduce the idea of a fair test.

Pupils would carry out their investigation and record their observations in a form suited to their needs (writing, drawing, orally, photorgraphs etc.). They could measure and compare results by measuring how far the balloon traveling using a metre stick and tape, counting how many turns reached the end of the string, using a stop watch etc.

Teacher questioning during the activity would guide thinking and application of skills. E.g. What are you changing? What are you keeping the same? Did your prediction match what happened? What evidence do you have? What would you change if you repeated the investigation?

TAKING THE NEXT STEPS & REFLECTING:

Groups share their findings and compare results. As a class, we would discuss what they discovered about how escaping air creates a pushing force. Pupils would be guided to reflect on whether their predictions were correct and how they could improve their investigation.

We would then relate this learning to every-day examples. How then do you think an aeroplane can fly? What about a sail boat?

We would finish with a reflection like, Today I discovered….. Something that surprised me was… Next time I would….

[Siobhan Ryle]

Such a nice lesson Lucy, I think children of many ages will love this, its simple yet effective

[Kevin O’Dwyer]

As an introduction to the topic, I would read the book ‘The way back home’ and get the children discussing travelling to space and how you’d get there etc.
Once the topic of rockets has been introduced, you could ask the class, what would you need to build a rocket that could fly. Pose the question, can you build a rocket powered by air and see what their responses are. This is probably best suited to a 2nd class.
Introduce the idea of balloon rockets to the children and explain the concept behind it. Give them the resources and let them come up with their own methods on how they think it could work. Ensure they discuss a number of strategies. If their rocket is not successful, introduce the idea of putting the string through the straw and tying the straw onto two chairs. You could get them to redesign their rocket again to see if they can improve their distance. Measure the distances of all the rockets and you could record the data in Maths.
Have a discussion at the end. What worked well, would you change anything? Why do we do multiple tests of an experiment?

[Siobhan Rooney]

I really enjoyed reading your post Kevin. I like how you begin with The Way Back Home to spark children’s imagination before moving into a practical science lesson. Starting with a story provides context and encourages children to think creatively about space travel before exploring the science behind rockets.

I also like that you’ve structured the activity to allow pupils to autonomy to design their own rockets and allow for redesign to improve the first attempt. Best of luck with your lesson

[David Kelly]

I really like the start of this lesson. A good book can get great engagement from a class straight away.

[Noreen Harnett]

I like how you used The Way Back Home to introduce the topic. It is a lovely way to get the children thinking about space before starting the science activity. I also like that the children get the chance to test their own ideas before making improvements.

[Caoimhe Lyons]

Hi Kevin,

This is great, the prediction and comparison here especially. It could be cool to consider foam rockets or chemical rockets!

[Siobhan Ryle]

Rocket Launch Lesson

2nd Class

Learning Outcomes:
By the end of the lesson, pupils will be able to:

Recognise that a push force can make an object move.
Predict what will happen when air is used to launch a rocket.
Observe and describe how their rocket moves.
Use scientific vocabulary such as force, push, air, move, and rocket.
Resources:
Rocket templates, paper, colouring materials, scissors, tape, straws, and images of real rockets.

Introduction:
Begin by showing pictures of rockets and discussing what pupils already know about space travel. Explain that rockets move into space using a very powerful push. Ask pupils to predict what will happen when air is used to launch a paper rocket.

Development:
Pupils design and decorate their rockets and attach them to a straw. In pairs, they blow through the straw to launch their rockets and observe how far they travel. Encourage them to investigate whether blowing harder or softer changes the distance or direction. Pupils record and discuss their observations with a partner.

Conclusion:
Gather the class and discuss findings. Reinforce that air can create a push force that makes objects move and that real rockets use powerful engines to travel into space. Pupils share what they observed using appropriate scientific language.

[Zara Curtis]

Excellent lesson plan Siobhan , thanks for sharing. I think the children will really enjoy blowing through the straws to launch the rockets! Very engaging and creative.

[Siobhan Rooney]

For my action plan, I would like to develop Space Week as a whole-school initiative. We have previoulsy done creative week and wellbeing week to great success.  Each class level would explore a different aspect of space through age-appropriate, inquiry-based activities while integrating Science, Maths, English, Art and STEM. Infant classes/ Frist and Seceond could focus on the planets, stars and astronauts through stories, songs and art. 3rd and 4th classes  could investigate rockets, gravity and simple engineering challenges, while senior classes could explore space exploration and the Solar System.
Throughout the week, each class would complete practical experiments and create displays of their work. We then could invite parents in to see the projects in the school hall. In addition, pupils could keep Space Week journals, record predictions and observations, and use digital technology to document their learning through photographs, videos or presentations. We could reach out to parents working in science or engineering could be invited to speak about their careers if possible. This could also be run alongside engineering week where there are lots of events taking place for schools.
To conclude the week, the school could turn the school hall into a ll things space. Parents and classes could be invited to visit, Older pupils could also support younger classes by helping with activities, promoting leadership and collaboration across the school. We have previoulsy run science week in the school and older classes workign with the younger class has worked really well in the past.
A whole-school Space Week would foster curiosity, creativity and teamwork while promoting a positive culture around STEM. I think there would be huge benefits to holding a space week in our school next year.

[Orla McGrath]

That sounds like a great plan for space week. The children would love it – sounds very fun!

[Sarah Feeney]

This sounds great and something I would be very interested in.  We celebrate both maths week  and science week as a whole school and I have participated in space week with my class,  but the whole school participating would be the aim going forward.  Through the integration of story, visual art, construction,  drama,  aistear and music it is accessible for all teachers no matter their confidence about teaching about space and would be a good start to develop interest in space week.

[Caoimhe Lyons]

Hi Siobhan,

This sounds fab! definitely have a look at https://www.bco.ie/education/ for activity ideas, and https://www.spaceweek.ie/listingtype/public-events/?post_types=listings for last years events!

[Caoimhe Crossan]

Balloon Rocket

To introduce the topic to the children I would show them a photo of a rocket and ask them if they know what it is. I would then use a mind map on the whiteboard to see what the children already know about rockets, what they do and how they work.
After this discussion, I would explain to the children that they are going to be split into groups and each group is going to make their own rocket. I would give the children a demonstration on how to use the materials to make their rockets and to get them to work.
When they had completed this activity I would get them to write about the process and draw a diagram in their copy books.
To differentiate this lesson, the children could be given the bags of materials and told that they need to build a rocket and make it fly. Each group would then have to figure out how to do this. This would also work great as an activity for an afterschool STEM club.

[Caoimhe Lyons]

Hi Caoimhe,

This is brilliant, I especially enjoy the diagram piece. a follow up from the rocket making could be parachute making as thats how rovers are landed on mars for example. While this resource is second level orientated it absolutely can be adapted for younger children or done through a demonstration.

[David Kelly]

Rockets – Senior Infants
I would begin by asking open-ended questions such as, “What is a rocket?”, “Why do rockets go into space?”, and “How do you think a rocket takes off?” The children would share their ideas, make predictions, and ask questions to guide the investigation.
The children would explore pictures, storybooks, and short videos about rockets and space travel. Working in small groups, they would design and build their own rockets using recyclable materials or construction blocks. They would predict which rocket design might work best and explain the reasons for their choices. If appropriate, the children could test simple paper or balloon rockets and observe how they move.
After the investigation, the class would discuss what they noticed and compare the different rocket designs.

[Fiona Morrison]

I could use the rocket launch activity in my SET class as an enjoyable way for students to learn about forces and movement. My students would really like this activity because it is hands on & engaging. Instead of just learning about rockets from a book, they would get the chance to carry out an experiment and see the science happening in front of them. I would begin by looking at a video of a rocket launch and explain to the students that we are going to make our own rocket launch by blowing up a balloon & releasing it. I would ask the students what they think will happen when the balloon is released and encourage them to make predictions. Afterwards, we could discuss why the balloon moves forward and how this connects to how real rockets work. I could also encourage them to change different variables, such as the amount of air in the balloon, and observe the effects. The activity could be adapted to suit different abilities within my SET class, allowing everyone to take part and experience success.

[Ciara Ní Mhaolagáin]

I like the idea of using theses activities in SET I fell like the kids would love to do these expirments in smaller groups and go into more details. I could also degsin the next lesson based on the outcome of these activities.

[Caoimhe Lyons]

Hi Fiona,

This sounds fantastic! This video might be useful.

[Noreen Harnett]

For this module, I chose the Balloon Rocket activity because I think it would work really well with my Junior asd class. My pupils learn best through practical, hands on activities and this lesson would give them the chance to explore movement and cause and effect in a fun way.
I would begin by showing pictures of rockets and talking about what they do using simple language and visuals. I would use a visual timetable and picture cards to support understanding. Before launching the balloons, I would ask the children to make simple predictions about whether the rocket would go fast or slow or travel a long or short distance.
Each child would have a chance to launch a balloon rocket with support if needed. I would encourage communication throughout the lesson by using words like “go”, “stop”, “more” and “again” through speech, Lámh or AAC. The activity would also support turn taking and working together.
This lesson links well with art, maths and language development. I think it would be a great way to introduce science while keeping the children engaged and giving every pupil the opportunity to participate at their own level.

[Glenys Healy]

Hi Fiona,

I think the children would really enjoy your lesson. I think it’s a great idea to show them a video of a real rocket launch as this would really engage the children before carrying out their own experiments. I have tried the balloon rocket experiment previously with my class and they really enjoyed launching their rockets! You have done a great job adapting the experiment to suit the needs of the children in your SET class.

 

[Orla McGrath]

I have chosen to focus on The Moon activity set for 2nd class.

First, we will make a Moon Word Bank. We will watch the fun Paxi and Our Moon cartoon to learn about shapes and eclipses. Then, the pupils will brainstorm words to describe what the Moon looks like. Then, we will do the What Does the Moon Look Like? drawing activity.

To bring in art and history, we will explore the Multicultural Moon. We will read old stories and myths from different countries about the “Man in the Moon”. After that, the children will use paper circles, crescents, paint, and foam balls to make their own 3D Moon models with craters and mountains.

[Caoimhe Lyons]

Hi Orla, this sounds fab! Google earth pro has a moon option that might be useful here!

[Glenys Healy]

Every year we have science week in our school and I think it would be fantastic to include some of the activities outlined in this module during that week. I think that second class would particularly enjoy the idea of alien chemistry experiments.
I would allow children to choose an experiment that they would like to carry out in their group. They could choose from the dancing Raisin experiment or the balloon rising experiment. Preparation would be carried out before experimenting. Each group would be given a copy of their chosen experiment. The children would have to decipher what equipment and materials they would need to carry out the experiment.
In order to discuss the science behind fizzing and carbon dioxide I would bring in a fizzy drink and quiz them as to why it was fizzy. How do you know? What does it feel like/taste like?
Dancing raisins experiment:
Equipment needed:
Container filled with water
Container filled with fizzy drink
Raisins

Method:
1. Children predict what will happen when they put raisins into each container.
2. Raisins are dropped into each container.
3. Raisins fall to the bottom of the container filled with water.
4. Raisins initially fall to the bottom of the container filled with fizzy drink, however they absorb the CO2 and start to move and make their way up to the surface. They release the CO2 at the surface and then sink down to the bottom again. This process will continue until all the gas or fizz is used up.

Balloon Blow Up Experiment:
The children will discover that carbon dioxide can be created and used to blow up a balloon.
Equipment needed:
baking soda
vinegar
an empty bottle
Method:
1. The children predict what will happen to the balloon when they lift it upright.
2. The empty bottle is filled with vinegar.
3. The balloon is filled with baking soda and secured on the top of the bottle.
4. The balloon is held upright causing the baking soda to fall into the vinegar.
5. The chemical reaction releases CO2 which makes the balloon blow up.

These experiments support stem in the classroom as the children are encouraged to predict, carry out hands on experiments, observe and draw conclusions leading them to a better understanding of science and the world around them.

[Jacob Steel]

This seems like a lot of fun! I believe that allowing the kids to select their own experiment would be a lot of fun, particularly the balloon and dancing raisins activity. They are both really captivating and an excellent method of teaching science to kids through practical experience. I think it’s a great idea to start with a carbonated beverage to get them thinking!

[Laura O’Meara]

 

I think that my class next year would really enjoy the Rocket Mice experiment. I find that all infant classes love doing space based experiments and creating their own rockets and launching their mice would be something they’ll really enjoy. To begin we would do a song such as We’re Going on a Rocket Ship. We will then discuss what we know about rockets and how they work. For the experiment itself, I would put the children in pairs. Within their pairs they could create their own individual mice but work together on the experiment itself. I would provide different sized bottles for the children to choose from and also let them experiment with different sized bottles asking them to predict what will happen with the different bottles and then check whether their predictions came true. Weather permitting, we would also experiment with launching their rocket mice outdoors and see if their predictions and results changed by being outdoors.

[Zara Curtis]

This module has informed me about how to merge maths, art and science skills in a cross-curricular way around the theme of space, sub-theme : Rockets.

Making Foam Rockets

I think a using  Rocketman song by David Bowie as an introduction to the class and then stimulus books mentioned in module like Aliens in Underpants or Way Back Home are great places to start to  introduce the theme of rockets to children. I will read one of these with my class and discuss the idea of travelling through space and how rockets move. Rocket mice, balloon rocket, Alien chemistry, make a spacecraft projects. I will use the resources to create rocket making lessons with the children to enhance learning about space.

Children will design and make their own foam rockets using simple materials, focusing on concept design, shape of rocket & balance.

The children will work in groups to make predictions and discuss what they think will happen.

They will then carry out a fair test by launching their rockets and measuring the distance travelled. The can then discuss whether the test was fair and what could be improved. How w as it fair? What is a fair test?

Connections to other flying objects in different contexts can be pointed out cross curriculularly by comparing rocket fins to other flying aerodynamic objects/modes of transport/toys/ games.

 

[Linda Breathnach]

I really enjoyed reading your post. I like how you have linked science, maths, art, and literacy through the theme of rockets. The foam rocket activity is a great hands-on way to encourage children to make predictions, test their ideas, and think about what makes a fair test. I also like that you included storybooks and music to introduce the topic, as this would really engage the children and make the learning fun.

[Caoimhe Lyons]

Hi Zara, This sounds fab, see here for rocket making resources! Love the David Bowie idea aswell. I remeber being taught to sing a spaceman came travelling in school and it definitely stuck with me!

[Sarah Feeney]

Rockets
I had a child in my class this year who was obsessed with NASA and rockets of all sorts so have used a number of the lessons outlined and have made balloon rockets, bottle rockets and paper rockets. The children enjoy all these activities. I began by reading ‘baby brains’ as a general introduction and stimulus to space.
Wonder: I wonder how one could travel to space? I wonder would a hot air balloon or aeroplane get you to space?
I then get children to design a rocket in pair/ groups yang anything available in the classroom. This gets them thinking about what shape would work best. The children then make their rockets a an art activity and discuss and comment on each other’s designs.
The next lesson we refer back to the best shape for a rocket and discuss why.
We then moved on to making balloon rockets using balloons and straws and the children predict how they will get the rocket to move. I got the children to thread the straws through one of either line of 2 strings which i has strung across the room (1 rocket balloon on each string)… the balloons are blown up and each child predicts which will travel further… they release the end of the balloon and we see who the winner is. We then discuss the results and any way we can get our balloon rockets to travel further.
We also made paper rockets and used prediction, discussion, collaboration to try to improve the distance the rockets could travel. More force and improved design were investigated.
The integration of science, geography, measures, oral language, construction, design and make make this whole theme very enjoyable.

• This reply was modified 4 months ago by Sarah Feeney. Reason: Spelling errors!

[Linda Breathnach]

I decided to create a simple plan to engage with Space Week in my Second Class. I think Space Week is a great opportunity to spark children’s curiosity about science while linking learning across different curriculum areas.

Throughout the week, I would include a variety of hands-on activities. We could begin by reading a story about space and discussing what the children already know about the Solar System. During science lessons, we would investigate the Moon, stars, and planets through practical activities, such as making simple models of the Solar System and observing the night sky at home with their families.

I would also integrate other subjects into the theme. In art, the children could create space-themed paintings or design their own rockets. In English, they could write a short story about travelling to space or imagine a day as an astronaut. In Maths, we could explore shapes by creating rockets and planets, or use simple data handling activities based on favourite planets.

To involve parents, I would encourage the children to complete a simple night-sky observation sheet at home and share their findings with the class. This would strengthen home-school links while encouraging children to become more aware of the world around them.

I believe a Space Week plan would be an exciting way to promote inquiry-based learning, creativity, and teamwork. As I currently teach Second Class, I know the children would enjoy the practical activities and would develop a greater interest in science through exploring space in a fun and meaningful way.

[Ciara O Donnell]

I like how you have linked Space Week across different subjects, making the learning fun and meaningful for the children.

[Caoimhe Lyons]

Hi Linda,

This sounds wonderful! I definitely recommend stellarium for the stargazing especially in case children come up against light pollution or clouds its handy to have a virtual alternative!

[Ciara Rogan]

I love space week especially in the infant classroom as the children love all things space! Last year I completed the following activities with my class over the week and they were a real hit!

I began by reading the story the smeds and the smoos and we discussed all things space and aliens in the book. This was a real hit!

The next day there was an alien teddy sitting on my desk with a note. The note read ‘Hello Earth Scientists!, I am Smoos and I come from planet Zoom. My rocket has run out of fuel! I found some strange Earth powders and liquids but I don’t know what happens when they are mixed. Ca nyou become Alien Scientist and help me figure out what materials will refuel my rocket so I can return home?’

Beside the teddy was a box labelled ‘Alien Chemistry lab’ the children predicted what might be inside, what they think the alien could use and what would a scientist do?
The first day the children were given baking soda, vinegar, food colouring, cups. They predicted what would happen when they mix the ingredients together. They drew their predictions and then drew what actually happened beside it. We then discussed if this would be a good mix to get Smoos back to planet zoom. We left it out that night with a note for the Alien and the next day he left a note thanking us as he had returned to his planet with our special mixture.

I will definitely do this lesson again as they kids loved it!

[Ellen Stack]

Ciara, that sounds like a fabulous lesson and so engaging, their imaginations must have been doing over time!! I love the Smeds and the Smoos book, a great one aliens.

[Aisling Troy]

What fun! I hope you don’t if I steal this idea next year for Space Week. I have read the Smeds and the Smoos with my own class but I love the idea of a letter being left with a task and the Chemistry Lab Box. This is all very engaging and exciting. What a great way to learn about rockets and how different materials react when mixed together.

[Eleanor Mc Sweeney]

Thank you for sharing these books that would fit perfectly into science week! Story books are a fantastic way to anchor the lesson

[Caoimhe Lyons]

Hi Ciara,

I love this! Might be cool to test different rockets with them – the chemical ones you have here vrs ones launched with elastic or ones launched with bicycle pumps for example. Launch and fuel considerations are a big deal with real rockets – particularly between using solid or liquid fuel.

[caitriona ni chriostoir]

I would begin the lesson by chatting with the children about rockets and space and find out what they already know. We would look at a few pictures and read a short story to introduce the topic. After that, the children would make their own rockets using paper, crayons and some recycled materials. They could work on their own or with a partner, depending on the activity. While they are working, i would ask question and encourage them to talk about what they are making. We could also include some mats by counting the rockets, comparing their sizes and sorting them by colour. The children would learn a few new space words during the lesson as well. Finally, we would have a fun role play where the class pretends to be astronauts. We would count down from ten and then blast off together. This activity gives children lots of opportunities to learn through play, creativity and discussion

[Elaine Mc Tague]

In my classroom, I would use the Rockets activity to create an exciting Space Week experience for junior infants. I would begin by showing pictures or videos of rockets and asking the children what they notice about how rockets move. Then I would let them design and make simple paper or balloon rockets using materials that are safe and easy to handle. This would give them a chance to predict, test, and observe what makes a rocket travel further or faster.

I would use this experience to link science with maths, language, and art. The children could compare rocket lengths, count down before launching, and talk about what happened first, next, and last. I would also invite them to describe their rockets using simple words about colour, shape, and movement. This would support communication, teamwork, and curiosity. I think this activity would be very engaging because it builds on the children’s natural interest in space and lets them learn through doing. It would also help me plan future Space Week activities that are meaningful, active, and enjoyable

[Louise Coughlan]

Activity Set: Rockets (2nd Class)

I would begin by asking the children what they already know about rockets and where they think rockets travel. We would record what we already know on a mind-map. We would discuss why rockets are needed to travel into space and I would ask the stimulus question, “What helps a rocket move upwards into the sky?” This would encourage pupils to share their ideas and make predictions before introducing the concept of thrust. We would discuss how rockets need a force to push them upwards against gravity.

For the hands-on activity, I would have pupils design and build their own paper rockets using paper, card, colouring materials, stickers etc., whatever way they like. Once completed, they would launch their rockets using a paper straw and compare how far they travelled. I would chat with the pupils about which rockets went furthest/highest and we would investigate whether changing the size of the fins or the shape of the rocket affects how it flies. I would allow them again to investigate independently using their investigation skills and then have a whole class discussion to see what we found out. I would hope that this exploration would open the pupils’ thoughts on how rockets travel into space.

[Miriam Scully]

I really like Louise’s ideas for this lesson. Starting by discussing what the children already know is a great way to get them thinking and involved from the start. The paper rocket activity sounds like a fun way for the children to explore and learn how rockets work. I also like that they can try different designs and see how this changes how the rocket flies. It sounds like a lesson that would keep all the children interested in especially if they can design the rocket in their own way.

[Caoimhe Lyons]

This is fab Louise I particularly like the mindmap! This might be a helpful video to use.

[Aisling Troy]

Rockets:
ENGAGE:
I would show the children a picture or toy rocket.
Ask:
What do you notice about the rocket?
Where do rockets go?
What do you think makes a rocket move?
Watch a short video clip of a rocket launch or demonstrate a balloon being released to spark curiosity.
Encourage children to share what they already know about rockets and space.
INVESTIGATE:
Starter Question
How can we make a paper rocket travel the furthest?

Predicting
Children predict:
Which rocket will fly the furthest?
What might make a rocket travel higher or farther?

Conducting the Investigation
Children decorate and make simple paper rockets.
Using a straw/balloon launcher, children launch their rockets.
Each child has a turn while classmates observe.
Compare rockets with different nose shapes or fin sizes (teacher prepared if appropriate).

Interpreting Results
Discuss:
Which rocket travelled the furthest?
Which travelled the highest?
Why do you think some rockets flew better than others?
Did your prediction match the results?

TAKE THE NEXT STEP:
Children redesign one part of their rocket to see if it improves the flight.
Talk about how real engineers test and improve rockets many times before they are launched.
Make links to space exploration and discuss what astronauts use rockets for.
REFLECTION
Ask:

What did you discover today?
What helped your rocket fly well?
What would you change next time?
What surprised you?
Assessment
The teacher observes whether children can:

Make a prediction.
Participate in the investigation.
Describe what happened.
Suggest one improvement to their rocket.
Resources
Paper rocket templates
Straws or rocket launcher
Card, crayons/markers
Tape and scissors (teacher support where needed)
Pictures or video of a rocket launch
Learning Outcome: Children investigate how changing the design of a rocket can affect how it moves, while developing skills in predicting, observing, testing, and reflecting.

[Ellen Stack]

Activity set: rockets
I would focus on rockets for this activity and perhaps would introduce it with videos and images for the recent Artemis II mission around the moon as it so current and topical at the moment and I know children were enthralled by it at Easter. I would have discussion about rockets and spaceships and gauge the level of information children have. I would then introduce Rocket Mice. I think it would be good experiment as the variables of the different sized containers would evoke a good conversation around pressure and height of the flying “rocket”. I would also interlink it with Art and allow children to design and decorate their rockets purely off imagination or based on real rockets, depending on the class.
I had never heard of Marvin and Milo comic strips and I think they are excellent. They are so child friendly and engaging but really explain the point of the lesson and is something I will definitely be using in the future.

[Eleanor Mc Sweeney]

Hi everyone,

I would use the foam rocket activity as part of a Space Week theme with my class. To introduce the lesson, I would read The Way Back Home and use the story to encourage discussion about space travel, rockets and how astronauts reach space. I would ask the children to share their own ideas about what helps a rocket move and record their predictions before beginning the investigation.

The children would then design and build their own foam rockets using simple classroom materials. Before launching them, we would agree on our investigation question: “How does the amount of force used to launch a rocket affect the distance it travels?” Working in small groups, the children would predict what they think will happen and explain the reasons for their answers.

The children would test their rockets several times, measuring and comparing the distances travelled. We would discuss the importance of carrying out a fair test by keeping the rocket the same while only changing the force used to launch it. Afterwards, we would reflect on our findings and consider whether our predictions were correct.

To extend the activity, we would compare our rockets with other flying objects such as paper aeroplanes and gliders, discussing how different designs affect movement through the air. This investigation encourages children to observe, predict, measure and communicate their ideas while developing teamwork and problem-solving skills. I think it would be an enjoyable, hands-on activity that would engage children during Space Week while helping them develop important scientific inquiry skills.

[Caoimhe Lyons]

Hi Eleanor, This is wonderful I especially like the fair test aspect. There are some resources here that might be of use.

[Ciara O Donnell]

I would use the Rocket Mice activity in my Junior Infants classroom as a fun way to explore STEM. I would begin by talking about rockets and space and asking the children how they think a rocket travels. We would look at the rocket mouse and encourage the children to predict what they think will happen when we launch it.

The children would decorate and make their own rocket mouse before placing it on top of an empty plastic bottle. By squeezing the bottle, the rocket mouse would launch into the air. We would watch carefully and talk about what happened. I would encourage the children to make predictions before each launch and compare what they observed afterwards.

To extend the activity, we could investigate what happens if we squeeze the bottle gently or harder and discuss which rocket travelled the highest. We could also measure the height or distance using cubes or footsteps.

This activity would help children develop science skills by encouraging them to predict, observe and investigate. It also supports early maths skills through measuring and comparing, while giving children the opportunity to learn through play and hands-on exploration.

[Edwina Cahill]

Hi Ciara, I really like how this activity combines science, maths, and play in such an engaging way. Encouraging children to make predictions and compare their observations helps develop important scientific thinking skills. Measuring the rocket’s height or distance is a great way to link with early maths. It sounds like a fun, hands-on activity that would keep Junior Infants actively involved in learning.

[Laura Mc Ginley]

I have always found it challenging to come up with ideas for Space Week. In the past, I tended to focus mainly on topics such as space, astronauts, and the planets. Through this course, I realised there are so many more creative ways to explore the theme with children.

I particularly enjoyed learning how to link topics like houses and homes to Space Week. I also loved the connections to animal homes and the hot and cold science experiments. These activities have really broadened my understanding of how to make Space Week more engaging and cross-curricular.

I feel that I now have a much wider range of knowledge, ideas, and resources to draw on, and I am looking forward to using them in my classroom.

Space Week Topic Plan (Junior & Senior Infants)

Monday- Exploring Space
Introduce Space Week by discussing what children already know about space.
Learn about the Sun, Moon, stars, planets, and astronauts.
Read a space-themed story.
Art: Create a rocket or astronaut picture.

Tuesday- Aliens and Their Homes
Discuss what an alien might look like and where it might live.
Compare alien homes with our own homes.
Design and build an alien home using construction materials or recycled objects.

Wednesday- Homes in Space and Animal Homes
Sort animals into their correct homes.
Small-world play using animals and space figures.

Thursday- Space Science Experiments
Investigate hot and cold by discussing why astronauts wear special suits and how temperatures differ in space.
Carry out a simple hot and cold experiment (e.g. observing ice melting in warm and cold places).

Friday- Space Celebration
Sing space-themed songs and take part in a “Space Mission” role-play.
Share favourite facts and celebrate Space Week with a gallery walk of the week’s work.

[Niamh Donnelly]

Hi Laura,

 

I really like this plan. I also agree that as a result of the modules there are now so many ideas andactivities to expand on. For infants the thematic approach is perfect and one that deepsned the learning across the curriculum. I like that you have set out a variety of activities for the week, this goes well with the new curriculum with more fluid timetabling allowing cross curricular learning. The infants will have so much fun!

[Caoimhe Lyons]

Hi Laura,

This is brilliant! I am glad you found the course useful! I definitely recommend stellarium and open space for looking at the planets, and in terms of habitats this might be of interest to you!

[Laura McDonnell]

Hi Laura, I agree that it can sometimes be challenging to come up with ideas for science week. I like your weekly layout ideas listed- sounds very engaging and fun!

[Laura Mc Ginley]

Mind Map
Space, Solar system, planets, stars, galaxy, astronauts, Neil Armstrong, shadow, songs, rocks, air, wind, water, hot, cold, ailens, Mars, red planet, animals, houses, homes, local area, environment, space walk, rockets, weather

[Ciara Ní Mhaolagáin]

<p class=”p1″>I like the idea of using <b>Space Week</b> to do something a little different. Rather than focusing on one activity, I’d spread the different experiments out over the classroom and let the children move around in small groups. I think it would create a nice buzz in the room and keep everyone involved. Activities like <b>Fizzing and Foaming</b>, <b>Messy Mixtures</b> and <b>Dancing Raisins</b> are all simple, but I think they’d get the children asking plenty of questions and chatting about what they notice.</p>
<p class=”p1″>If I had a sixth class available, I’d love to get them involved as well. They could help run the different stations, demonstrate the experiments and ask the younger children what they think is going to happen before they begin. I think the younger children would really enjoy working with the older pupils, and it would be nice for the sixth class to take on that role too.</p>
<p class=”p1″>One thing I’ve enjoyed throughout this course is how every activity starts with the children wondering, making predictions and then talking about what actually happened afterwards. I’d keep that the same at each station and finish by bringing everyone back together to chat about which experiment surprised them the most and why.</p>
<p class=”p1″>I think it would be a lovely way to celebrate Space Week. It wouldn’t just be about carrying out the experiments, but giving the children the chance to explore, ask questions and learn from each other in a relaxed and enjoyable way.</p>

[Ciara Ní Mhaolagáin]

<p class=”p1″>I like the idea of using Space Week to do something a little different. Rather than focusing on one activity, I’d spread the different experiments out over the classroom and let the children move around in small groups. I think it would create a nice buzz in the room and keep everyone involved. Activities likeFizzing and Farming, Messy Mixtures and Dancing Raisins <span class=”Apple-converted-space”>  </span>are all simple, but I think they’d get the children asking plenty of questions and chatting about what they notice.</p>
<p class=”p1″>If I had a sixth class available, I’d love to get them involved as well. They could help run the different stations, demonstrate the experiments and ask the younger children what they think is going to happen before they begin. I think the younger children would really enjoy working with the older pupils, and it would be nice for the sixth class to take on that role too.</p>
<p class=”p1″>One thing I’ve enjoyed throughout this course is how every activity starts with the children wondering, making predictions and then talking about what actually happened afterwards. I’d keep that the same at each station and finish by bringing everyone back together to chat about which experiment surprised them the most and why.</p>
<p class=”p1″>I think it would be a lovely way to celebrate Space Week. It wouldn’t just be about carrying out the experiments, but giving the children the chance to explore, ask questions and learn from each other in a relaxed and enjoyable way.</p>

• This reply was modified 4 months ago by Ciara Ní Mhaolagáin. Reason: not formatting prorerly through notes

[Anna-Rose Mc Laughlin]

I would begin by sharing Whatever Next! with the children to spark their interest in space and rockets. After reading the story, we would chat about how rockets travel and what helps them move through the air.
I would then introduce balloon rockets using string, balloons, straws and tape. The children would work in small groups to set up their own rocket tracks and investigate the question: What happens when you change the amount of air in the balloon? Before testing, they would make predictions and explain their thinking.
They would then launch their balloon rockets, measure how far they travelled and compare their results. As a class, we would discuss whether the investigation was fair and think about any changes we could make to improve it.
To finish, we would explore other examples of pushes and pulls in everyday life and talk about how forces help different objects move.

[Marcella Maher]

We used balloon rockets in my class this year and children loved them. Your scientific method is great here, a fantastic basis for other experiments too.

[Caoimhe Lyons]

Hi Anna-Rose

This is fab! This might be cool if forces is something youd like to focus on.

[Marcella Maher]

I would use the mouse rocket lesson with the children in my senior infant class. I find it very hands on and the children would enjoy making and designing their rockets, but also learning about the ketchup bottle and using that as a stimulus would be a good trigger question. I would also ask the children to explore whether they can apply their learning / theories to their own toys – are here any toys you own that also work like this? Then I would allow the children to bring them into the classroom and create an investigation table with them. To extend their learning I would ask hem could the change any aspect of their mouse rocket to go further? Which rocket goes the farthest? I would also encourage the older children to engage with or class – could you think of any way to improve their design? Would you use anything different to create your own rocket? I hint adding their thought process to their digital portfolios would be an excellent assessment tool for them to look back on in years to come. I would also encourage rockets to be something we focus on at our class level for science week. This course has given me loads of ideas and hands on experiments for science week!

[Hannah Waide]

After completing this module, I would like to organise a Space Week in my classroom to promote curiosity and enthusiasm for STEM. I would begin by discussing what pupils already know about space and encouraging them to ask questions they would like to explore during the week.

Throughout the week, we would take part in a variety of hands-on activities across the curriculum. Pupils could investigate the planets and gravity in Science, create space-themed artwork in Art, and write imaginative stories or astronaut diaries in English. I would also include a STEM challenge where groups design and build a spacecraft using recyclable materials. This would encourage creativity, teamwork, and problem-solving.

To celebrate the children’s learning, I would take photographs of the activities, display their work in the classroom, and share digital records with families through our school platform. Reflecting on this module has given me practical ideas to make STEM engaging and accessible. A dedicated Space Week would provide meaningful learning experiences while helping pupils develop scientific skills, creativity, and confidence through active participation.

[Caoimhe Lyons]

Hi Hanna this sounds fab! see here for some resources.

[aoife carley]

For Space Week, I would plan a range of simple, hands-on activities that encourage the children to explore and ask questions about space. We would begin by reading a story about the Moon and stars to spark their interest. Throughout the week, the children would investigate different aspects of space through play, art and STEM activities. They could build rockets using recycled materials, create moon craters using flour and cocoa powder, and explore how astronauts live in space through role play in the dramatic play area. Using Aistear, I would include space-themed small world toys, books and construction materials to encourage discussion and problem-solving. We would also learn songs and rhymes about space and use simple non-fiction books to introduce new vocabulary. At the end of the week, the children could share their favourite activity and something new they learned. I think Space Week is a great opportunity to develop curiosity, teamwork and scientific thinking while making learning enjoyable and meaningful for Junior Infants.

• This reply was modified 4 months ago by aoife carley.

[Mairead Brennan]

This sounds like a lovely idea for space week. You will be targeting the different learning styles and interests of the children, while also ensuring they have a fun week. Getting children interested and curious about science in this way, is an excellent idea, while you also develop skills such as team work, critical thinking and problem solving.

[Sean O Riordan]

I really like how you’ve planned a variety of hands-on activities throughout the week. Integrating STEM with Aistear is a great way to keep the children engaged while developing their curiosity and problem-solving skills. I also like the opportunity for the children to reflect on what they learned at the end of the week, as it helps reinforce their understanding and builds confidence.

[Valerie Cashman]

I think you’ve planned a brilliant Space Week with lots of fun, hands-on activities that would really capture the children’s interest. Starting with a story is a lovely way to introduce the topic and get them excited to learn more. I especially liked the idea of making moon craters and building rockets from recycled materials because the children would be learning through doing, which is always so engaging. Using Aistear to extend the learning through role play and construction is a great idea too, as it gives the children plenty of opportunities to use their imagination and develop their language skills. I also like that you’ve included songs, rhymes and non-fiction books to introduce new vocabulary in a fun way. Finishing the week by letting the children share what they learned is a lovely way to encourage reflection.

[kate O Callaghan]

I really enjoyed reading your reflection. I think you have planned a fantastic range of activities that would really capture the children’s interest during Space Week. I particularly liked your idea of creating moon craters and using role play to explore how astronauts live, as these activities encourage curiosity, imagination and scientific thinking. Linking the theme through Aistear, STEM, literacy and the arts creates meaningful learning experiences for Junior Infants. Your emphasis on hands-on exploration and giving children the opportunity to share what they have learned at the end of the week is a lovely way to celebrate their learning and build confidence.

[Emma Gleeson]

<p class=”p1″><span class=”s1″>Inquiry based lesson using the Dr. Zeus’s book- </span><span class=”s2″>There’s No Place Like Space!</span></p>
<p class=”p1″><span class=”s1″>Learning Objective: </span><span class=”s3″>Children will identify the Sun, Earth and Moon, recognise that Earth is our home, and discuss simple facts about space.</span></p>
<p class=”p1″><span class=”s1″>Resources:</span><span class=”s4″>There’s No Place Like Space!</span><span class=”s3″>, pictures of the Solar System, globe, torch, ball, paper and colouring materials.</span></p>
<p class=”p1″><span class=”s1″>Introduction I would s</span><span class=”s3″>how the children a picture of Earth from space on the IWB. </span></p>
<p class=”p1″><span class=”s3″>Questions: </span><span class=”s4″>What is space? What can we see in the sky? How do astronauts travel?</span></p>
<p class=”p1″><span class=”s3″> Read the story, pausing to discuss the planets, the Sun and the Moon. Use a torch as the Sun and a ball as the Earth to demonstrate that the Sun gives us light and that Earth is where we live. Encourage children to ask questions and share observations.</span></p>
<p class=”p1″><span class=”s3″> Children draw their favourite planet or design a rocket and share one fact they learned from the story.</span></p>
<p class=”p1″><span class=”s1″>To conclude we would </span><span class=”s3″> review key vocabulary (Sun, Moon, Earth, planet, rocket, astronaut). Ask children to name one thing they discovered about space.</span></p>
<p class=”p1″><span class=”s1″>Assessment:</span><span class=”s3″> Observe participation, questioning, ability to identify the Sun, Earth and Moon, and children’s drawings and oral responses.</span></p>

[Emma Gleeson]

Apologies, my last post seems to have displayed as HTML. I don’t have an edit option to delete it.

[Mairead Brennan]

Looking at Alien Chemistry in the context of 1st and 2nd class, and in particular the Fizzing and Alien Slime resources in the drive, I would use this resource as part of a hands-on science lesson on materials and changes. I would begin by asking the children to predict what they think will happen during each experiment, encouraging them to think like scientists. I would then allow the children to work in small groups to carry out activities such as making alien slime or creating a baking soda and vinegar reaction, while I guided their observations through questioning and discussion. Throughout the lesson, I would encourage pupils to describe what they could see, hear and feel, helping them to develop their scientific vocabulary and understanding of solids, liquids and gases. After each activity, I would bring the class together to discuss their findings and compare them with their original predictions. I would also integrate the lesson with other curriculum areas by asking pupils to record their observations through drawings and simple sentences, measure ingredients during the experiments, and work collaboratively with their peers. I think this resource provides an excellent way to promote active, inquiry-based learning while fostering curiosity, teamwork and a positive attitude towards science.

[Caoimhe Lyons]

Hi Mairead This sounds fab! It could be interesting to try and get them to imagine their drawings as diagrams through getting them to label things and perhaps draw out the experiment in parts kind of like a comic strip!

[Sean O Riordan]

I would use this activity with a First Class. To introduce the lesson, I would read The Way Back Home and have a discussion about space, rockets and how we think they travel. I would ask the children questions to get them thinking, such as, “What helps a rocket move?” and “What do you think would make a rocket travel further?”

 

The children would then work in small groups to design and make their own foam rockets. Before launching them, I would ask them to predict what would happen if they pushed the rocket with more or less force. We would then test our rockets and measure how far they travelled. After each launch, the children would talk about what they noticed and whether their predictions were correct.

 

To finish the lesson, we would discuss what made some rockets travel further than others and how we could improve our designs. I like this activity because it is practical, encourages teamwork and gets the children thinking like young scientists by making predictions, testing ideas and discussing their findings.

[Edwina Cahill]

I chose the rocket launch lesson. I would begin by showing a short video clip or pictures of a rocket taking off. Ask the children what they notice about how the rocket moves. Discuss what helps a rocket travel upwards and introduce the idea that a strong push is needed to make objects move. Allow the children to feel themselves blowing through a straw into their hand and ask them what they notice about the air. Encourage them to predict how far they think heir paper rocket might travel when they blow through the straw.
Development
Children decorate and build their paper rockets before attaching them to a straw. Create a simple “launch pad” by placing floor markers or tape lines at different distances. Children launch their rockets from the same starting point and see which marker their rocket reaches. They can repeat the activity by trying gentle blows and stronger blows, comparing the results each time. Encourage children to describe what they notice and to explain why they think some rockets travelled further than others. Invite them to share their observations with a partner before discussing them as a class.
Conclusion
Bring the children together to reflect on the investigation. Ask them what they learned about air and pushing. Reinforce that blowing through the straw creates a push that moves the rocket, just as real rockets use engines to produce a much stronger push. Finish with a quick “thumbs up or thumbs down” review by asking simple questions such as “Did the rocket move without a push?” and “Can air push objects?” to check understanding.

[Siobhan Keenaghan]

I love the simple thumbs up, thumbs down activity to gauge understanding at the end of the lesson. Such an easy, quick and useful assessment tool. I will definitely make use of it in the future.

[Emma Gleeson]

Junior Infants Inquiry based lesson base on Dr. Zeus’s book There’s No Place Like Space!
Learning objectives: Children will identify the Sun, Earth and Moon, recognise that Earth is our home, and discuss simple facts about space.
Resources: There’s No Place Like Space! pictures of the Solar System, globe, torch, ball, paper and colouring materials.
Show a picture of Earth from space. Ask: What is space? What can we see in the sky? How do astronauts travel?
Read the story, pausing to discuss the planets, the Sun and the Moon. Use a torch as the Sun and a ball as the Earth to demonstrate that the Sun gives us light and that Earth is where we live. Encourage children to ask questions and share observations.
Children draw their favourite planet or design a rocket and share one fact they learned from the story.
Review key vocabulary (Sun, Moon, Earth, planet, rocket, astronaut). Ask children to name one thing they discovered about space.
Assessment: Observe participation, questioning, ability to identify the Sun, Earth and Moon, and children’s drawings and oral responses.

[Caoimhe Lyons]

Hi Emma this sounds fab! it sounds like it would be useful to use google earth pro here as not only will it show Earth in space it also has a mars and moon option! potentially open space aswell!

[Siobhan Keenaghan]

Activity Set: Rockets

I would begin this lesson by watching the rocket launch video shared in this module to grab the students focus, interest and attention. Next we would read ‘The Smeds and the Smoos’ by Julia Donaldson. During this we will focus on the rockets used by the aliens in the story. We will discuss rockets and I will ask questions to help with the children’s observations, predictions and creative thinking such as ‘What does the rocket look like?’, ‘Where would you fly to on a rocket?’, ‘What do you think would be the best part about flying in space?’

We would talk about how we would design our own rocket and what we would need to power it. Next I would give the children the materials needed to make a balloon rocket. We would investigate the materials and in groups see if we could figure out a way to use these to create a moving rocket. I would show them the comic strip from Marvin & Milo and we would read it together. I love these comic strips and I think children this age really engage well with graphic novel style reading. Finally, in groups the children will use the materials to make their own balloon rockets, test them out and demonstrate them for the rest of the class.

• This reply was modified 3 months, 4 weeks ago by Siobhan Keenaghan.

[Caoimhe Lyons]

Hi Siobhan,

This is fab! It might be cool to compare different kinds of rockets such as ones launched using elastic bands of chemical reaction rockets such as vinegar and baking soda ones!

[Meabh Mc Sweeney]

This Senior Infant activity is based on the rocket mouse video

How Can We Make Our Rocket Mouse Fly Higher?

Children will:

• explore, through informal activity with toys, forces such as pushing and pulling
• recognise that a push can make an object move
• investigate how changing the strength of a push affects movement
• predict, observe and communicate their findings using appropriate scientific vocabulary.

ENGAGE

The Trigger: I would begin by showing the children a short video of a rocket launching into space. We would discuss what rockets are used for and how they travel into space. I would then introduce the challenge: Our Rocket Mouse wants to travel to space, but we need to work out how to make it fly as high as possible!

I would demonstrate squeezing an empty plastic bottle and ask the children what they think will happen when I hit the sides of the bottle with the Rocket Mouse sitting on top.

Wondering: I would ask questions like:

• What makes the Rocket Mouse fly?
• Is it a push or a pull?
• What do you think would make it fly higher?
• What happens after it reaches the top?

Exploring: Children examine the Rocket Mouse launcher and discuss how it works. They decorate and assemble their own Rocket Mouse before making predictions about how it will travel.

INVESTIGATE

Starter Question: How can we make our Rocket Mouse fly higher?

Predicting: Children predict what might happen if:

• they hit the bottle gently,
• they hit the bottle more firmly,
• the Rocket Mouse is decorated with different materials.

Conducting the Investigation: Working in small groups, children place their Rocket Mouse onto the bottle launcher. They gently hit the side of the bottle to launch it into the air. They repeat the investigation using different amounts of force and observe how the height of the Rocket Mouse changes. Children compare launches and discuss which push made the Rocket Mouse travel the highest.

Sharing: Interpreting Results: Each group shares what they discovered. Together we discuss how squeezing the air inside the bottle creates a pushing force that launches the Rocket Mouse into the air. We conclude that changing the strength of the push changes how the rocket moves.

Scientific vocabulary such as push, pull, force, air, launch, higher and lower is reinforced throughout.

NEXT STEP

Applying Learning: Children investigate other classroom toys that move using pushes and pulls, such as toy cars, construction toys and balls. They compare how different forces make objects move.

Making Connections: We discuss how real rockets also move because gases are pushed out of the bottom of the rocket, causing it to travel upwards. We compare this with squeezing shampoo or ketchup from a bottle, helping children connect the investigation to everyday experiences.

Thoughtful Actions: Children reflect on how engineers test their designs many times before they are successful. We discuss why it is important to keep trying, improve our ideas and learn from our investigations.

Maths Follow-up: Before launching, children predict which Rocket Mouse will travel the highest. After each launch, the class compares the height reached using non-standard measures (e.g. “higher than the table”, “higher than the whiteboard”) or by defining criteria for high, medium and low and, using 3 hula hoops, sorting each rocket mouse into the corresponding category after it’s launch. Together, the class could then create a simple graph showing how many rockets landed in each category.

[Sabrina Mc Brien]

I really like this activity. I think the Rocket Mouse investigation is a great way to introduce pushes and pulls in a fun, hands-on way. I also like how the children are making predictions, testing their ideas and then trying again to see if they can improve their results. The Maths follow-up is a lovely addition too, as it helps link the investigation with recording and comparing results. I can imagine this being an activity that the children would really enjoy and remember.

[Valerie Cashman]

ACTIVITY SET: Rockets

Strand: Energy and Forces
Strand Unit: Forces (exploring pushes, pulls, and how air affects movement)
We would design, make, test and evaluate our own foam rocket while learning about the science of how rockets move.
– First, I would discuss what a rocket is and discover that rockets need a force, called a push, to move.
– When I blow through a straw or use a launcher, the air creates a pushing force that sends my rocket into the air.
– I will also learn that gravity pulls everything back towards the ground and that air resistance slows moving objects down.
– Next, I will look at different rocket designs and predict which shapes will fly the furthest. I will get the children to think about how pointed nose cones, straight bodies and fins help a rocket travel smoothly and stay balanced in the air.
– We will then draw plans of our rockets, choosing the shape of the fins, the nose cone and the colours we want to use. Using foam, cardboard, paper, glue and sellotape, we will carefully cut, join and assemble the different parts before decorating my finished rocket.
– Once the rockets are complete, we will launch them several times and observe how they fly. We will measure how far they travel and compare results. We will investigate whether changing the size of the fins or the length of the rocket affects its flight.
– Finally, we will evaluate the designs by explaining what worked well and suggesting one improvement. I will encourage the pupils to use scientific vocabulary such as force, push, gravity, air resistance, balance, and prediction to describe their observations. I would have these words written on the board to help them with their evaluation.

[Caoimhe Lyons]

Hi Valerie

This is really well laid out! what would be a nice addition to the planning aspect is getting them to think of their planning drawings as if they were diagrams – have print outs of labels that they can stick to their drawings.

[Aoife Lavelle]

I would choose the Activity Set: Rockets, particularly the Balloon Rockets activity, for my first and second class. I think this activity is ideal for young children because it is exciting, hands-on and encourages learning through play and investigation. I would begin the lesson by showing the children a short video of a rocket launch and asking them questions such as, “How do you think a rocket moves?” and “What might make our balloon rocket travel faster?” This would encourage curiosity and allow the children to make predictions before carrying out their investigation.
Working in small mixed-ability groups, the children would build simple balloon rockets using balloons, string, straws and tape. They would investigate how changing the size of the balloon affects how far or how fast the rocket travels. Before each test, the children would make predictions and then observe what happens. Together we would discuss whether our investigation was a fair test and compare our results. This would help pupils develop important science skills such as questioning, predicting, observing, investigating and communicating.
To support children with different abilities, I would provide visual instructions and pair pupils so they could work collaboratively. Children who need additional support could record their observations through drawings or photographs, while more confident pupils could measure the distance travelled by the balloon rocket using non-standard or standard units and explain why they think some rockets travelled further than others.
The activity offers many opportunities for cross-curricular learning. In Maths, children could measure and compare distances, estimate which rocket would travel the furthest and create simple graphs of their results. In English, they could write or dictate a sentence about their investigation and use new vocabulary such as rocket, air, force, push and prediction. In Visual Arts, pupils could design and decorate their own rockets before testing them.
I believe this inquiry-based activity would be highly engaging for first and second class because it allows children to learn through exploration, teamwork and problem-solving. It encourages every child to participate, regardless of ability, while building confidence and developing a positive attitude towards STEM learning. It also provides a meaningful introduction to forces and movement through a fun space-themed investigation

[Paula Muldoon]

I agree that this a great activity that allows the children to learn through play and hands on investigation. I like the way you ensure that all children can access the activity and the different ways you support this. The cross curricular links are, as you say, immense helping to develop all aspects of the children’s learning.

[Alma Loftus]

Sounds like a lovely interactive lesson, well differentiated and engaging and including so much of the curious minds enquiry framework.

[Miriam Scully]

I would create a simple Space Week plan for my second class because I think some of the children would really enjoy learning about space in different ways throughout the week.
I would start by asking the children what they already know about space, and we would make a mind map together. As we learn more each day, we would add new ideas to our map.
Throughout the week, we would read space themed stories and videos. We would look at pictures of planets, stars and astronauts. We would do simple art activities, like making a rocket, creating a night sky picture and designing our own alien, We would also use online videos and pictures to explore the Solar System, and encourage children to ask questions and share their ideas.
To finish the Space Week the children could dress up as an astronaut or their favourite planet, we would do a show and tell in which the children would explain why they chose their costume and to share one fun fact they learned.
I think it links well with Art, English. It allows the children the chance to be creative and use their imagination as well as involving their parent in helping them to make their costume. I would hope the activity would make the children eager to learn more about space.

• This reply was modified 3 months, 4 weeks ago by Miriam Scully. Reason: changed 2nd to second

[Sabrina Mc Brien]

I really like the idea of adding to the class mind map throughout the week. It’s a nice way for the children to see how much they’ve learned. I also think the dress-up day and show and tell would be a lovely way to finish Space Week, as it gives everyone a chance to share something they enjoyed learning. It sounds like a fun week with lots of different activities to keep the children interested.

[Caoimhe Lyons]

Hi Miriam,

This is fantastic, in particular the dress up and presentation aspect is cool! Google earth pro is absolutely your friend here. For the traveling to planets aspect looking beyond our solar system might be interesting too! see here for a virtual tool to discuss this!

[Miriam Scully]

Mind map: What is Space? Space is that massive area all around us, beyond Earth, where we find the Sun, Moon, stars, and all the other planets. It is also home to galaxies, comets, asteroids and satellites. Astronauts travel to space in rockets to explore and learn more about it. What else is out there for us to discover?

[Sabrina Mc Brien]

Space Week Class Plan

Over the duration of this course, I have realised that Space is much more than a Science topic. It can be used to teach Science, Maths, English, Visual Arts, Geography, Drama, Music and even PE in a way that is exciting and meaningful for children. Throughout each module I have picked up lots of practical ideas that I could see myself using in school, so rather than choosing one activity from this final module, I decided to create a class plan for Space Week. The course encourages me to plan future engagement with Space Week and use it as an opportunity to promote STEM across the curriculum.

I would plan a week where the children gradually build their knowledge of Space through stories, investigations, creative activities and lots of opportunities to ask questions and explore their own ideas.

Monday – Introducing Space

To begin the week, I would read How to Catch a Star by Oliver Jeffers. Stories are a lovely way to introduce a new topic and I think this book would immediately capture the children’s imagination.

Activities:
-Read How to Catch a Star.
-Create a class KWL chart (What we Know, Want to Know and Learned).
-Discuss what the children already know about Space.
-Create a large class mind map.
-Watch a short ESA or BBC Bitesize Space video.
-Explore a globe and identify Earth.
-Children complete a My Favourite Thing About Space drawing.

I would encourage children to ask as many questions as possible. These questions could be displayed in the classroom and revisited throughout the week.

Tuesday – The Sun, Earth and Moon

The second day would focus on helping children understand how the Earth, Sun and Moon work together.

Activities:
-Revise Monday’s learning.
-Use a torch, globe and ball to demonstrate day and night.
-Investigate shadows outside.
-Measure shadows at different times.
-Discuss why shadows change.
-Use Stellarium on the Interactive Whiteboard to look at today’s night sky.
-Identify simple constellations such as The Plough.

Maths links:
-Measure shadow lengths.
-Compare longest and shortest.

Children could record their observations using drawings or photographs on iPads.

Wednesday – Stars and Constellations

By Wednesday the children would already have a good understanding of Space, so I would introduce constellations.

Activities:
-Read a short book about stars.
-Look at photographs of famous constellations.
-Discuss how people long ago imagined pictures in the stars.
-Create constellation pictures using star stickers on black card.
-Give every child the same star template.
-Children create their own constellation.
-Name their constellation.
-Write or tell a short story explaining how it got into the night sky.
-End the day with a classroom “planetarium” using torches and glow stars.

This would link Science with English, Art and Oral Language.

Thursday – Rocket Investigation Day

This would probably be the children’s favourite day because everything would be hands-on.

The module includes several different rocket investigations, including paper rockets, balloon rockets and Rocket Mouse, all designed to encourage children to predict, investigate and reflect on their findings.

Activities:
-Watch a short real rocket launch.
-Discuss what makes rockets move.
-Explore different types of rockets.
-Design and decorate paper rockets.
-Predict which rocket will travel furthest.
-Decide how to make the investigation a fair test.
-Launch rockets outside.
-Measure distances travelled.
-Record results in simple tables.
-Compare results.
-Discuss why some rockets travelled further.
-Improve rocket designs and test again.

Maths links:
-Measuring
-Recording data
-Comparing results

Science skills:
-Predicting
-Fair testing
-Observing
-Recording
-Evaluating

Friday – Space Week Celebration

The final day would celebrate everything the children had learned throughout the week.

Activities:
-Dress up as astronauts, scientists or aliens.
-Invite another class to visit.
-Display rockets, artwork and constellation projects.
-Complete a Space Quiz.
-Create alien crafts.
-Build a simple spacecraft using recycled materials.
-Space-themed PE obstacle course.
-Listen to Space music while completing colouring activities.
-Award “Junior Space Scientist” certificates.

Children could also present:
-their favourite investigation,
-their favourite fact,
-one thing they learned during the week.

Parents could be invited to view the classroom displays after school.

Reflection

As a SET teacher, I would make sure every child could participate throughout the week. I would use visual supports, practical materials, partner work and lots of discussion so that children could demonstrate their learning in different ways. Some children could record their ideas through drawings, photographs or voice recordings instead of writing. I would also use iPads to photograph investigations and create a digital Space Week slideshow to share with families.

Looking back over the five modules, I can see how much my confidence in teaching Space has grown. At the beginning of the course, I would probably have focused on teaching facts about planets. Now I would encourage children to ask questions, make predictions, investigate and explain their thinking. I also have a much better understanding of how Space can be used to link so many different curriculum areas while developing important STEM skills. I would love to make Space Week an annual event in our school because I think it is a brilliant way to promote curiosity, creativity and teamwork while making learning fun and memorable.

[Caoimhe Lyons]

Hi Sabrina,

This is a fantastic and very detailed plan! I’m glad you found the modules beneficial.  The Nirks on youtube is great for science music! Sci show kids on youtube might also interest you. This is also useful.

[Ciara Ní Mhaolagáin]

<p class=”isselectedend”><span style=”font-family: ‘Calibri’,sans-serif;”>I like the idea of using <span style=”font-family: ‘Calibri’,sans-serif; font-weight: normal;”>Space Week</span> to do something a little different. Rather than focusing on just one activity, I would spread a range of experiments around the classroom and let the children move through them in small groups. I think it would create a lovely buzz in the room, keep everyone engaged and encourage plenty of discussion. Activities such as <span style=”font-family: ‘Calibri’,sans-serif; font-weight: normal;”>Fizzing and Foaming</span><b>, </b><span style=”font-family: ‘Calibri’,sans-serif; font-weight: normal;”>Messy Mixtures</span><b> </b>and <span style=”font-family: ‘Calibri’,sans-serif; font-weight: normal;”>Dancing Raisins</span> are all simple to set up, but I think they would spark lots of curiosity and get the children asking questions and talking about what they notice.</span></p>
<p class=”isselectedend”><span style=”font-family: ‘Calibri’,sans-serif;”>If I had a sixth class available, I would love to get them involved as well. They could help run the different stations, demonstrate the experiments and ask the younger children what they think will happen before each activity begins. I think the younger children would really enjoy working alongside the older pupils, while the sixth class would benefit from taking on a leadership role and building their confidence.</span></p>
<p class=”isselectedend”><span style=”font-family: ‘Calibri’,sans-serif;”>One thing I have enjoyed throughout this course is how each activity begins by encouraging the children to wonder, make predictions and then discuss what actually happened afterwards. I would keep that approach at every station and finish by bringing everyone back together to talk about which experiment surprised them the most and why.</span></p>
<span style=”font-family: ‘Calibri’,sans-serif;”>I think it would be a lovely way to celebrate Space Week. It would not just be about carrying out the experiments, but about giving the children the opportunity to explore, ask questions, share ideas and learn from one another in a relaxed and enjoyable environment.</span>

[Paula Muldoon]

The Alien Rockets activity from this module promotes playfulness and hands-on learning while developing early mathematical and problem-solving skills. It encourages the young pupils to examine shapes, patterns, counting, and develops spatial awareness whilst engaging with the space-theme. This theme is a very useful way of capturing the attention and interest of the pupils while they are engaging with it.

Engagement with this activity allows the pupils to learn through play and ensures active participation. The pupils can work at their own level ensuring access for all to the curriculum. They are encouraged to talk and discuss, examine and investigate and working together to solve problems linking well with the maths curriculum. There are also opportunities for linkage with the literacy curriculum with the pupils developing their language answering questions, describing their rockets, and sharing ideas.

As a teacher I find that this activity highlighted that pupils learn best when they are engaged actively, are encouraged to use and develop their imagination and to become creative thinkers. In my opinion this is an activity that would be very successful in an infant classroom allowing the pupils to enjoy what they are learning in a child centred environment.

[Caoimhe Lyons]

Hi Paula,

Im glad you think this would be good in your classroom! See here for further resources!

[Emer McCarthy]

As part of space week, I would use the story “If I were an astronaut” by Eric Braun to introduce space week. I would show the class a video of it being read on the international space station by astronaut Serena Auñón-Chancellor to spark a discussion about space and rockets. I would ask the class how we would get to the space station (answer: a rocket). As a class, we would discuss what we need to build a rocket. I would then distribute materials and get the children to work in pairs to make their own rocket. These rockets would then be used to investigate the impact of force and depending on the force used to throw them impacts how far they travel. After we have explored force, we would then try and throw our rocket as far as possible. This would integrate with maths and the topic measurements. I would get the class to record how far their rocket travelled and we would compare them as a class to see which one travelled the furthest.

[camila arvani]

Hi Emer,

Thanks for sharing in the space week; use the story. It sounds great, and the pupils really enjoyed it.

[Orla Boyhan]

I love this book and the children love watching the video of it being read in space! Thanks for sharing

[Caoimhe Lyons]

Hi Emer,

This sounds fab, It might be useful to make different sorts of rockets to compare, mechanical- elastic or using a bicycle pump, or chemical – vinegar and baking soda.

[camila arvani]

Space Week!
Planning our cosmic adventure in 1st Class.
Our Mission Goals:
Today we are getting ready for Space Week! We will learn how to plan our activities, discover what a spacecraft is, and think like real astronauts.
Cosmic Word of the Day:
Spacecraft
A vehicle or machine designed to fly in outer space. Examples include rockets and satellites.
Look Up to the Stars!
What can you see?
If you look at the sky tonight, what might you see? We can find the moon, stars, and even other planets during our special week!
Resources: Spaceweek.ie
and Youtube channel: Wonderlab
Fun fact
Space Week happens every October in Ireland to celebrate science and technology!
Planning Our Week:
o have a great Space Week, we need a plan. We can:
Build cardboard rockets, draw alien worlds, watch clips of real launches
Your Mission Choice classroom: Which activity should we do first for Space Week?
Option A: Build
Use boxes to make a class spacecraft.
Option B: Explore
Look at photos of stars and planets.
Key point in our classroom:
Working together makes our space mission a success!

 

[Orla Boyhan]

This is a lovely introduction to Space Week. I like how the activities are simple, engaging and encourage children to work together. I especially like giving the class a choice of activities, as it helps them feel involved and excited about the week ahead.

[Caoimhe Lyons]

Hi Camila,

This sounds great! I enjoy wonderlab and I think the idea of a class spacecraft is a great idea! It might be cool to look at what living in these spacecrafts is really like! https://www.youtube.com/watch?v=uIjNfZbUYu8

[Louise Halllahan]

I like the cosmic word of the day idea

[Orla Boyhan]

If I were teaching a chemistry lesson on Aliens Fizzing and Foaming, I would begin with an exciting hook by introducing a mysterious “alien egg” that had crash-landed in the classroom. I would ask the children to predict what might happen when we help the alien hatch, encouraging curiosity and discussion. The lesson would be highly interactive and hands-on, allowing children to mix simple ingredients, such as baking soda and vinegar, to create a fizzing, foaming reaction. As they observe the bubbles, I would introduce the idea that a gas is being produced and explain the differences between solids, liquids, and gases using the materials in the experiment. Children would work collaboratively, make predictions, observe changes, and describe what they see using scientific vocabulary. I would encourage questioning throughout the activity and finish with a discussion where children reflect on their observations. This approach promotes active learning, develops scientific thinking, and makes chemistry engaging, memorable, and enjoyable for young learners.

[Emma Duffy]

I really like your idea of introducing the activity with an “alien egg.” It’s a fun way to spark the children’s curiosity and get them thinking before the investigation begins. I also like how you’ve included opportunities for the children to make predictions, work together and talk about what they observe. It sounds like a very engaging lesson that would make learning about solids, liquids and gases both fun and memorable.

[Caoimhe Lyons]

Hi Orla,

This is fantastic! looking at the CO2 here in particular would be cool as the same thing that is causing the fizzing is such a small (but ever increasing) part of the atmosphere here on Earth while other planets like Venus have atmospheres that are almost entirely carbon dioxide.

[Emma Duffy]

The Balloon Rockets activity is an activity I think my infant class would really enjoy it. It is a simple, hands-on activity that would get the children excited about science.

– I would start by showing the class a balloon and asking them what they think will happen when I let the air out. I would encourage everyone to share their ideas before we tried it.
– We would then set up the balloon rocket together and watch it travel along the string.
– I would ask the children questions like, “Did it go fast or slow?” and “Do you think a bigger balloon would go further?”
– We could test different balloons and compare what happened. This would help the children see that we can learn by trying things out and talking about what we notice.

The activity would give the children lots of opportunities to develop science skills such as observing, predicting and investigating. It would also link with maths as we compare which balloon travelled further and use words like longer, shorter, near and far. As a follow-up activity, the children could make and decorate their own rockets during art or use tinfoil printing to making space rocket scenes.

I would consolidate the learning by listening to their ideas, watching them work together and talking about what they noticed. I think this activity would be a lovely way to encourage curiosity and help the children see that science can be fun and part of their everyday learning.

[Caoimhe Lyons]

Hi Emma,

This sounds brilliant,

It could be cool to get them to act out landing their rockets and describing what they would see on their prospective landing sites. This video could provide some inspiration.

[Orla Boyhan]

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• This reply was modified 3 months, 3 weeks ago by Orla Boyhan. Reason: wrong place to submit

[Jacob Steel]

I decided to use the Balloon Rocket activity for this assignment. I believe that using hands-on learning to pique children’s interest in science would be fantastic. Before putting their theories to the test, I would first ask the class how they believe rockets move and urge them to make predictions.

Together, the kids would construct and launch balloon rockets, then watch what transpires and talk about their findings. They could discuss what caused the biggest difference by comparing the distances travelled by various balloons. Science abilities like questioning, forecasting, observing, and speaking would all benefit from this.

This project is easy to set up with common items and is straightforward, enjoyable, and appealing. Additionally, it connects nicely with maths by calculating distances and with art by letting kids create and embellish their rockets. All things considered, I believe it is an interesting STEM project that promotes inquiry, cooperation, and problem-solving.

[Shirley Kerr]

The way back home,not sure why I have not seen this book so am very excited to read this now and share it with my pupils. A book not only is amazing to integrate with so many subjects but the illustrations too are also amazing starting point and teaching multi grade it helps as it can be used for different levels at the same time. While my junior senior infants can sequence the story in pictures first class can have alternative endings. Many lessons dont look or work with multi grade but this course has given plenty of examples of ideas to use with multi grade classrooms like my own.  The milo and Marvin characters are amazing and give plenty of ideas to use in the classroom just be careful how you google them in your off course prep at home (as I couldn’t remember their names and wanted to clarify). The rocket is amazing classroom experiment. It works so well with 2 litre plastic milk cartons which I use a lot . At home my children got it to go far and were able to decorate it with feathers, sequins, stickers and put our mouse on top. They discovered different ways to move it how they squeezed the carton. I cant wait to show them some rockets launching videos as stimulus as not sure many will have seen these videos at home. The revised arts curriculum continues to talk about 2d and 3d creations so this would definitely be a 3d project to incorporate into arts. We can also do it in pe and drama moving like a rocket,  squishing down small ready to take off onto space then moving through space. Often when we are trying to talk about air we can find it difficult as we cannot show it but we can show the effects of the air in the milk carton being full. Also useful when we are trying to teach we are surrounded by air even when we cannot see it. There will be the process of creation as well as the experiment of the rocket taking off so the project topic work will be integrated across many subjects.

[Shirley Kerr]

Further to my rocket lessons there is an amazing resource that Armagh Observatory can bring the dome to school half or full day for cost. Our hall was slightly too low dimensions for the height of the dome and couldn’t be done outside but I have seen other schools and have thought it amazing so if looking a new idea for the school for space week id recommend this once your dimensions work.

[Marie Torpey]

I would begin the lesson by reading ‘Roaring Rockets’ by Tony Mitton. Before reading, I would encourage the children to predict what the story might be about from the cover and discuss what they already know about rockets. During the story, I would pause to ask open-ended questions and encourage observations about how rockets travel. Following the story I would explain that, unlike aeroplanes, rockets can travel through space where there is no air. I would then invite the children to investigate how they might make their own rockets blast off using an effervescent tablet and water.  (My last class were aware of the Mentos/Coke experiment so I know the notion of anything blasting off would excite any junior class!)

I would then introduce the idea that rockets are different from aeroplanes because they travel in space, where there is no air. Using simple questioning, I would guide the children to predict what they think might make a rocket move. I would demonstrate the activity before allowing the children to decorate their own effervescent tablet tubes with paper fins and a nose cone, integrating the lesson with Art through designing and constructing their rockets. Children would work in small groups so that they could support one another, with adapted materials, pre-cut templates and additional adult assistance available where required. Once the rockets were complete, I would carefully model how to add one-third of a tube of water, half an effervescent tablet and securely replace the lid before placing the rocket upright for launch. Safety expectations would be clearly explained and reinforced throughout. The excitement of waiting for the unexpected launch would naturally promote curiosity and scientific thinking.

Following each launch, I would encourage the children to observe, describe and discuss what they noticed, introducing simple scientific language such as reaction, gas, pressure and force. The class would compare results and consider how changing one variable, such as the amount of water or tablet, might affect the launch. This would develop their prediction and enquiry skills while reinforcing the concept of fair testing.

• This reply was modified 3 months, 3 weeks ago by Marie Torpey.

[Caoimhe Lyons]

Hi Marie,

This is fantastic! I love the idea of explaining the difference between aeroplanes and rockets – especially because going through the atmosphere is the hard part for rockets because of atmospheric friction and escaping gravity! in space they mostly just have to maintain momentum.

[Niamh Donnelly]

Module 5

Space Week School/Class Plan

Looking at the activities in this module I would create a School/class plan for the Junior end of the school.

Plan

In advance of Space Week provide lesson ideas (printed packs) and online links to class teachers on Alien Chemistry and Rockets. This could also be done at a Staff Meeting ahead of Space Week. (Of course it could be expanded to the whole school with all of the Space Module activities and ideas.)

Specifically looking Alien Chemistry and Rockets.

Invite the classes to a ‘Space Science Fair’ at the end of the week to observe the experiments that have been tried and investigated through-out the week and have a ‘Rocket launch’ competition.

Ensure resources are purchased if required or collected and circulated in advance to support teachers in the activities.  (example balloons, straws, raisins, fizzy tablets, plastic containers, space craft templates etc)

Support activities to inspire to launch of Space Week for infants would include:

‘We’re Going on a Rocketship’ by Super Silly Songs

Marvin and Milo Cartoons on Building Rockets

Video of the Artemis II Rocket launch from April 2026.

During the week experiments on the ‘Dancing Raisins’ , creating green’ alien slime’and ‘ foaming moon craters’ and ‘elephant toothpaste’ in tuff trays for sensory play.  Allow students to predict what could happen in advance, Record and photograph experiments for display and school website.

Finish the week where classes can circulate and students can present their experiments and finaly have a Rocket Launch Competition. Maths and measures can be used to determine the distances reached.

Everyone gets a Certificate for Being a ‘Space Week Scientist’

Feedback from students and teachers gathered afterwards to inform SSE and future Space Week initiatives.

• This reply was modified 3 months, 3 weeks ago by Niamh Donnelly. Reason: spelling mistakes

[Christine O’Brien]

In my own context, we don’t do Space Week but I envisage it being used in the week before the class engages fully in the Integrated Learning through Play block ‘Space Travel Agent’ However, this could be also be used as a Space Week Plan at class level or can be rolled out across the school, if desired. It is intended that the children get an overview of many aspects of Space

MONDAY – The Planets
The Planets song – 8 Planets of the Solar System Song https://youtu.be/mQrlgH97v94?si=U4nox0IgKpQbJuD6 (Link to Music)
The planets – Journey through the Solar System (ESERO 1) https://esero.ie/wp-content/uploads/2015/01/01_The-planets.pdf (link to PE)

TUESDAY – The Moon
Video of first moon landing (link to History)
Craters on the surface of the moon – experiment with objects being dropped on flour
Meet Our Neighbours: Moon http://www.space-awareness.org/en/activities/1408/meet-our-neighbours-moon/ (Link to Art)
Multicultural Moon Stories https://nightsky.jpl.nasa.gov/docs/MoonStoriesASP2019.pdf (Link to Ethical Education)

WEDNESDAY – The Sun/Shadows
Book – The Sun is my Favourite Star by Frank Asch (link to English)
Where is the Shadow? (ESERO 29) includes drawing outline of shadows at different times of the day (Link to Art – Drawing – form) and/or
Sundial with upturned flower pot and bamboo stick – measure at various times (link to History)

THURSDAY – Rockets
Marvin & Milo – Whole class Balloon Rocket (note: have sting and straw prepped). Add variations https://spark.iop.org/sites/default/files/media/documents/19%20-%20Marvin%20and%20Milo%20-%20Balloon%20Rocket%202019_0.pdf and/or
Marvin & Milo – Alka Seltzer Rocket /https://spark.iop.org/sites/default/files/media/documents/09%20-%20Marvin%20and%20Milo%20-%20Alka-Seltzer%20Rocket%202019.pdf Chemical rocket launch using old film containers or vitamin/seltzer containers

FRIDAY – Aliens
Dancing raisins https://www.sfi.ie/site-files/primary-science/media/pdfs/col/dancing_raisins.pdf
Blow up balloon using vinegar & baking soda – Balloon Blow up Demonstration to show children how carbon dioxide can be created and then used to blow up a balloon.
Hands on Experiments! – Explosions – The children will work in teams to try and create the perfect glittery explosion mixture. The children will start by adding baking soda. Then the children can decide which colour of food dye and glitter they would like. The children will then add liquid dish soap to the mixture, being careful not to stir it too much and create bubbles. Finally each team will have a chance to test which mixture works the best by adding vinegar to it. The result! A colourful Bubble explosion! This can be done in an empty plastic container.
Note: taken from BCO Fizzing & Foaming document

[Emer Larkin]

This sounds like a fun Space Week with some many interesting and engaging activities! We don’t celebrate Space Week in our school buy it’s something I will definitely be suggesting. The children would love it!

[Caoimhe Lyons]

Hi Christine,

This is brilliant and incredibly well resourced. If you have not come across this before I feel you will find it useful!

[Emer Larkin]

I will spark engagement and interest by reading Whatever Next! By Jill Murphy. I will ask the children “How can we make our rocket fly the highest?”
I will show the children 2 different rockets (one with fins, one without) and I will ask them to predict which rocket will go further when we blow it and why? I will record their guesses on the board.
We will then carry out the investigation. The children will be provided with a rocket cutout, scissors and tape. They will launch their completed rockets by blowing through a straw. They can count down from 10 to 0 before every blast off.
We will then come together and chat about our findings. “Did your rocket go far? What happened when you blew really hard?” I will tell them that they air they blew creates a force that pushes the rocket forward.
This activity could be expanded across Aistear stations by building a space role-play area where children can design and build rockets from junk art and 2D/3D shapes. They could act as astronauts preparing for the moon landing.

[Caoimhe Lyons]

Hi Emer this is fab! I especially enjoy the prediction part, this is often the hook needed to get children to engage in the lesson. It might be cool to look into rockets and the ISS for this too !

[Caoimhe Lyons]

Hi Emer this is fab! I especially enjoy the prediction part, this is often the hook needed to get children to engage in the lesson. It might be cool to look into rockets and the ISS for this too !

[Susan McMahon]

I would choose the rocket investigation as it gives children an opportunity to design, test and improve their ideas through a simple hands-on activity. I like that there isn’t one correct answer and that children are encouraged to predict what might happen, test their designs and reflect on what they could change. It naturally develops problem-solving, communication and teamwork.
In my own setting, I work mainly with small groups, so I would adapt the activity to encourage plenty of discussion throughout the investigation. Before launching their rockets, pupils could predict which design they think will travel furthest and explain their reasoning. Afterwards, they could compare results, identify what worked well and decide how they might improve their design. Some children might record their ideas through drawings or photographs, while others could explain their thinking orally, depending on their individual strengths.
One of the key messages I have taken from this course is that STEM activities don’t have to be complicated to be meaningful. Simple investigations like this encourage curiosity, creativity and resilience, while giving children the confidence to test ideas, learn frim mistakes and celebrate success together.

[Emer Fahy]

I would use the Fizzing and Foaming activities in my Junior Infant classroom.

Whole-class discussion: Ask the children if they have ever seen bubbles in fizzy drinks. Encourage them to describe what they see, hear and feel before introducing the experiment. The questions suggested in this activity would help stimulate curiosity and scientific thinking.

Next, demonstrate dancing raisins experiment and ask the children to predict what they think will happen before placing raisins into water and fizzy water. As they observe the raisins moving up and down, encourage them to describe what they notice using simple scientific vocabulary such as bubble, float, sink, gas, and fizz.

Working in small groups the children could create a glittery fizzing mixture using baking soda, food colouring, glitter and washing-up liquid before adding vinegar. This activity encourages teamwork, communication and problem-solving while providing an exciting visual demonstration of a chemical reaction. After, discuss why the mixture foamed and compare it to a volcano.

Using the Alien Slime Activity

Introduce the slime activity as a sensory investigation. Before mixing the ingredients, encourage the children to feel and describe the cornflour (eg. soft, powdery, smooth). After adding water, the children would explore how the mixture sometimes behaves like a solid and sometimes like a liquid.

Ask open-ended questions such as:
What happens when you squeeze it?
What happens when you let it rest?
Does it feel like a solid or a liquid?
Can you explain what you noticed?

[Naomi Mc crossan]

Emer love this fizzing and foaming lesson. I have first class and they would love this.

[Caoimhe Lyons]

Hi Emer,

These two activities sounds wonderful!

[Naomi Mc crossan]

I would do a lesson on rockets we woudl begn by using the story the way back home.Read and discuss the story. Tell the children they are going to become space engineers and create their own rockets to help the martian get to and from space.The children can use foam pipe insulation, colourful foam sheets, masking tape and straws to create their rockets. They can add a window and create a picture of the martian. They can then use plastic bottle launchers and stomp on the bottle to launch towards a target. They can then discuss their method and findings after.

[Katie Doyle]

I love this idea, especially using The Way Back Home as a stimulus for the lesson. It is a wonderful story to spark children’s imagination and interest in space. The activity provides great opportunities for STEM learning as the children become engineers, design and create their own rockets, test them, and reflect on how they could improve their designs. I also love the hands-on element of launching the rockets as it encourages problem-solving, teamwork and scientific thinking.

[Caoimhe Lyons]

Hi Naomi,

This sounds fab. Some bicycle pumps can go a long way with an activity like this one!

[Katie Doyle]

For this module, I would choose the Rockets activity because I think it would really capture children’s interest. I would begin the lesson by showing a short video of a rocket launch and asking the children what they already know about rockets and how they think they move. We could then work in small groups to design and make simple paper or balloon rockets before testing them outside.

Before launching the rockets, I would ask the children to make predictions about which rocket they think will travel the furthest and explain their reasons. After each launch, we would compare the results and talk about whether our predictions were correct. This would help children understand that science is about testing ideas and learning from the results.

I also like that this activity links with other subjects. The children could measure how far their rockets travelled, record their results in a simple chart and then improve their designs before testing them again. This would bring together science, maths, engineering and problem-solving in a fun and practical way.

I think this activity would be a great addition to Space Week. We could finish the week by holding a class rocket launch and displaying the children’s rocket designs and investigation results. I feel this activity would encourage teamwork, creativity and curiosity while helping children develop important science skills such as observing, predicting, investigating and communicating their findings.

[Ciara Lawler]

I think your idea of allowing the children to improve their rocket designs after testing them was excellent, as it encourages problem-solving and shows that learning often involves trial and improvement. Integrating the activity with Mathematics by measuring the distance travelled is another great way to make learning meaningful and cross-curricular.

[Caoimhe Lyons]

Hi Katie ,

This is wonderful I especially like your rocket launch at the end of the week. What might be a nice edition to this is considering what rockets are used for, satellite launching, deliveries to the ISS, sending telescopes to space or rovers to mars! One key factor for landing on planets is a parachute! something like an egg drop experiment like the one here which can be simplified for younger children.

[Sarah Boylan]

The activity I would choose from module 5 is the science week plan for infant classes. It contains great cross curricular integration which is really important in the short infant day. Thematic planning helps to cover all subject areas through one topic and space provides so many wonderful engaging and playful activities. I like the small world suggestions and I would use the tuff tray for this.

There are lots of construction ideas which link with the space theme. Rockets can be built in the image of real space rockets or children can design and build their own alien space ships.

I would use the weather resources from Met Eireann and link the fact that space exploration has enabled weather services to use satellites in space to predict weather. I think it is important to balance the fun alien theme with some learning about the reasons and benefits of space exploration.

[Caoimhe Lyons]

Hi Sarah,

This sounds wonderful. Bringing meteorology into the classroom is great! here is an accessible way to look at some of the sentinel satellite images. And here is what they are up to! Super useful for monitoring climate change.

• This reply was modified 3 months, 3 weeks ago by Caoimhe Lyons.

[Sandra Costello]

Dancing Raisins – Senior Infants

Engage – Prompt Wondering
I would begin by showing the children two clear jars: one filled with plain water and one with a freshly opened fizzy drink. I would hold up a handful of raisins and ask the class what they think will happen if the raisins are dropped into each jar. Through this, I would encourage simple wonderings such as Will they float? or Will they sink? This step builds curiosity and prepares them for investigation.

Explore – Hands‑on Investigation
I would invite the children to drop raisins into both jars. In the water, the raisins will sink immediately. In the fizzy drink, they will sink at first but soon begin to rise, fall, and rise again. I would allow the children time to watch closely and describe what they see using simple language like They’re dancing or they’re going up and down This exploration helps children observe differences between the two liquids.

Starter Question
I would guide the class to form a shared question: Why do the raisins move up and down in the fizzy drink but not in the water? This focuses their thinking and sets the purpose of the investigation.

Predicting
I would ask the children to make predictions before explaining the science. Some may guess the raisins will float, others that they will stay at the bottom. We would record their ideas so they can compare them with what actually happens.

Conducting the Investigation
Children would observe the raisins closely. They would notice bubbles sticking to the raisins, lifting them upward, and then see them sink again when the bubbles burst. I would encourage children to describe the movement and the bubbles they see.

Interpreting Results
I would explain simply that the bubbles are carbon dioxide gas. When the gas sticks to the raisins, it makes them lighter so they rise. When the bubbles pop, the raisins become heavier and sink again. This cycle makes them dance.

Applying Learning & Reflection
I would connect this to other fizzing activities, such as balloon blow‑ups or rockets powered by gas. I would finish by letting the children draw or act out the dancing movement to reinforce understanding.

[Ruth Joyce]

I would use the Alien Chemistry activity with my Senior Infants during a Space theme. I think the fizzing experiment would really capture the children’s interest and encourage them to ask questions and make predictions. Before starting, I would get the children to predict will happen when the ingredients are mixed. After the experiment, we would talk about what we observed and compare it to our predictions.

I would also use the solids and liquids activity to help the children sort and describe different materials. The children would work in small groups to investigate everyday objects and decide if they are solids or liquids which would encourage discussion, teamwork and the use of scientific language.

These activities are very hands-on and suit the learning needs of Senior Infants. They also link well with play-based learning. I would celebrate the childrens learning by taking photographs of the children carrying out the investigations and display them with their predictions and observations.

[Ciara Lawler]

I chose the Rocket Launch activity because it is an exciting, hands-on investigation that introduces children to the concept of forces in a fun and memorable way. The activity uses a balloon, string, straw and tape to create a simple rocket. As the air escapes from the balloon, it pushes the balloon forwards, helping children understand how real rockets travel through space. The activity develops important scientific skills such as observing, predicting, investigating and experimenting. I would use this activity with a 3rd or 4th class during Space week. To begin, I would show a short video of a real rocket launch and ask the children to predict how they think rockets move. Working in small groups, pupils would build their own balloon rockets before testing them along a string. I would encourage them to investigate questions such as, “Does a bigger balloon travel further?” and “Does the length of the string make a difference?” The children would record their predictions, measure the distance travelled and discuss whether the results matched their expectations. To extend the activity, I would integrate Mathematics by measuring distances and presenting the results in tables and graphs. I would also link the lesson with English by asking pupils to write the steps involved in making the rocket and reflect on what they learned. Art could be incorporated by allowing the children to design and decorate their rockets before testing them. Overall, I think this activity would be highly engaging and motivating for pupils. It promotes curiosity, teamwork and problem-solving while helping children develop an understanding of forces and air pressure through practical investigation. It also supports an inquiry-based approach to science, encouraging children to ask questions, test their ideas and reflect on their findings. This activity would allow children to learn through exploration and discovery, making science enjoyable while developing important STEM skills that they can apply in future learning.

• This reply was modified 3 months, 3 weeks ago by Ciara Lawler.

[Karen McGrath]

I really enjoyed reading your post. I think the rocket launch activity is a brilliant way to introduce forces in a practical and engaging way. I like how you encourage the children to make predictions and test their ideas, as this helps to develop their scientific thinking. I also like the cross-curricular links with Maths, English and Art, which would make the learning even more meaningful. Overall, it sounds like a fun activity that would really capture the children’s interest during Space Week.

[eimear scannell]

Really love your ideas.

[Karen McGrath]

For Space Week, I would plan a range of fun, play-based activities that allow the children to explore space through investigation, creativity and imaginative play. Space is already a theme that we cover in Junior Infants for playfull learning (Aistear), so this course has given me lots of new ideas that I can include in my planning.
I would transform the role-play area into a space centre with a rocket where the children can become astronauts preparing for a mission. The children could use flashlights to search for hidden aliens and space objects, encouraging exploration and problem-solving through play. I would also include books about space, opportunities to create rockets and aliens through art, and simple science activities, such as exploring why the Earth is round or investigating the Sun and shadows.
Throughout the week, I would encourage the children to ask questions, make predictions and share their ideas. I think this course has shown me that young children learn science best through hands-on experiences and discussion rather than simply being told facts. Overall, my aim would be to make Space Week enjoyable, engaging and full of opportunities for curiosity and discovery while developing the children’s understanding of the world around them.

[Laura Egan]

I would choose the Balloon Rockets activity because I think it would be a really exciting way to introduce the topic of rockets while encouraging the children to investigate how things move. I know my class would love seeing the rockets zoom across the classroom and would be really eager to test out their own ideas.

I’d begin by showing the children a short video of a rocket launch and asking them what they think makes a rocket move. We’d chat about their ideas before introducing the balloon rockets. Working in small groups, the children could make predictions about what might happen if we changed the size of the balloon or the length of the string. We’d then test the rockets and compare the results.

After each launch, I’d encourage the children to talk about what they noticed and whether their predictions were correct. We could also discuss whether it was a fair test and what we might change if we were doing the investigation again.

I like this activity because it is very hands-on and gives every child an opportunity to investigate and problem-solve. It also links really well with Science, Maths and oral language, and I think it would create lots of excitement in the classroom. I could also see it fitting in really well during Space Week.

[Caoimhe Lyons]

Hi Laura,

This is fab! This video might be of use to you for this lesson.

[Emer O’Sullivan]

First I would introduce the story Aliens love underpants. I would read and discuss the storybook. Ask questions like : Where do aliens come from? how do they travel? What do rockets look like?

Tell them they will all get the chance to make a rocket.

Record children’s ideas about what a rocket needs.

Show the children the material you have. Put the children into groups. Each group will decide what materials are best to build a rocket that can stand, aliens can get in etc.

Children will build their rockets and the teacher will observe and ask questions.

Each group will present their rocket

As a whole class discuss what materials worked best

[Caoimhe Lyons]

Hi Emer, This is fab. It might be cool to consider where the rockets could be visiting!

[Edel Moran]

Plan for space week

Monday – planets
SESE- learn about the different Planets in our solar system
Oral language – discussion on space words
Maths – 3d shapes , comparing sizes and ordering 1st to 8th
Music – Listen to the planet song

Tuesday – Stars
Art – make The Plough and discuss
Draw your own constellation
Oral language – discuss

Wednesday – astronauts and rockets
English – Learn about famous astronauts
Science – Make a mouse rocket
PE- couch , countdown, jump and move around and area

Thursday – sun/light and shadows
Literacy – read and discuss Bears Shadow book
Science – trace shadows in pairs and observe differences in shadows in the morning and afternoon

Friday – aliens
Literacy Read aliens don’t wear underpants , describe and draw and alien , discuss vocabulary
Science – make alien slime
Drama – special life
Maths – counting alien eyes, legs etc

[Tadgh O’Sullivan]

Hi Edel,

I like your detailed Space Week breakdown. I never thought about outlining activities by subject per day across the week. I will use this template when I implement my Space Week plan for this academic year.

[Susan NíDhonnacha]

The thematic approach for the entire week is fantastic. I never thought of doing things this way because I am always prioritising the 3Rs but there is so much learning and so many enjoyable activities in what you have mentioned there. I think I’d also include Stellarium for your Tuesday activities as it looks so cool.

[Caoimhe Lyons]

Hi Edel,

This sounds wonderful I would absolutely have a look at the resources here for planning this week.

[Jennifer Joyce]

This is a great idea – planning topic themed activities over the week!

[kate O Callaghan]

Space Week STEM Lesson Plan: Build and Launch a Rocket
Class Level: Junior/Senior Infants
Curriculum Area: STEM (Science, Technology, Engineering & Mathematics)
Duration: 45–60 minutes
Learning Intentions
• Explore how rockets travel into space.
• Make predictions and test ideas.
• Design and build a simple rocket.
• Develop curiosity through inquiry-based play.
• Work cooperatively with others.
Resources
• Rocket pictures or video
• Paper rocket template
• Coloured paper, crayons, scissors, glue
• Paper straws and drinking straws
• Measuring tape
Lesson
Introduction: Discuss rockets and read a space-themed story. Ask, ‘How can we make our rocket travel further?’
• Decorate a paper rocket.
• Attach rocket to a paper straw sleeve.
• Predict how far it will travel.
• Launch by blowing through the straw.
• Measure and compare distances.
• Discuss how to improve the design and test again.
Assessment
Observe children’s predictions, participation, cooperation, STEM vocabulary and ability to investigate.
Plenary
Reflect on learning and finish with a countdown: 10, 9, 8… Blast Off!

[Tadgh O’Sullivan]

Following this module, I would like to develop a class plan to celebrate Space Week that promotes curiosity, inquiry and cross-curricular STEM learning. Rather than focusing on a single lesson, I would spread activities across the week, allowing pupils to explore different aspects of space through hands-on investigations and creative challenges.

The week would begin with discussions about space and the launch of a simple rocket investigation. Pupils would design and test balloon rockets, making predictions, measuring distances travelled and discussing what makes a fair test. This would integrate Science and Maths while developing key skills.

Throughout the week, I would incorporate literacy by reading space-themed books and encouraging pupils to write astronaut diary entries or fact files about planets. Art lessons could include designing spacecraft or creating a collaborative solar system display. I would also use online resources highlighted in the course to enhance pupils’ understanding of space.

I feel that Space Week provides an ideal opportunity to engage all pupils in meaningful STEM learning. It encourages collaboration, creativity and problem-solving while showing pupils that science is exciting, relevant and connected to many areas of the curriculum. I would also display pupils’ work and investigations around the school to celebrate their learning and promote STEM across the wider school community.

[eimear scannell]

Rockets Investigation: Which Flying Machine Travels Furthest?

I would begin the lesson with the question, “What makes something fly, and does the shape of a flying machine affect how far it travels?” The children could examine photographs of rockets, aeroplanes and other flying objects and discuss what they notice about their shapes. We would also talk about the forces involved when we throw or launch an object, particularly the push that starts it moving.

The children would then make and test two different flying machines. The first would be a folded paper aeroplane. The second would be a hoop glider made by attaching two circular paper loops to two straws. Before making them, the children could predict which design they think will travel further and explain their reasons through writing, drawing, discussion or a voice recording.

The children could work individually or with a partner to construct and decorate both designs. The activity would use simple materials such as paper, lightweight card, straws, tape, scissors, crayons and markers. During the construction stage, I would encourage the children to consider whether the size of the paper loops, the position of the straws or the way the paper aeroplane is folded might affect its flight.

We would create a launch line in the hall or yard and test each flying machine several times. After every launch, the children would measure the distance travelled using metre sticks, measuring tapes or non-standard units such as footsteps or floor tiles. They could record their results in a simple table and identify the longest and shortest flight for each design.

At the end of the investigation, we would compare the results as a class. The children could discuss which design travelled furthest, which flew in the straightest line and whether their original predictions were correct. They could then make one change to a design and test it again, helping them understand that investigating involves designing, testing, measuring, recording and improving.

[Caoimhe Lyons]

Hi Eimear,

This is brilliant. I love how you use predicting, recording and improving in this lesson. The rocket resource here might be useful for you.

[Susan NíDhonnacha]

During this course, I have developed a deeper understanding of how space can be used  to inspire curiosity, scientific enquiry, and active learning in the infant classroom. During Space Week, I plan to provide the Junior/Senior infants with a variety of playful, hands -on activities that encourage them to explore, ask questions and investigate rockets.

Our Space Week will begin by introducing the children to the book Aliens in Underpants Save the World (as mentioned in this Module) and some play with Rocket Mice.

The children can then investigate how to propel their mice even higher. We can use various sized bottles and various types of paper/card. Children can predict which bottle, paper/card will propel the mice highest. We can explore if the test was fair again by looking at the size of the mice (all made with same template as seen in You Tube video), the type of paper used, the type of bottle used. And can explore what effect each of these variables might have had on the height our mice achieved. Card was heavier than paper, Size of mouse made it heavier or lighter, size of bottle created more force to propel mouse upward.

The children can record their answers orally or with simple pictures.

These activities will encourage children to develop early scientific skills by asking questions, making predictions, investigating, observing and sharing their ideas.

[Laura McDonnell]

I would choose the dancing raisins activity from this module. This is a lesson I have done with infants in the past and the children always love it!

Aim of lesson:
To investigate how gas bubbles can make objects move.

Materials needed:

Clear glass jar, sparkling water, raisins

Introduction:
I would ask the children as a prompt: What do you think will happen when we put raisins into sparkling water? I would encourage them to share their predictions before starting the experiment

Activity:

Fill a clear glass with sparkling water. Drop a few raisins into the glass. Watch closely as the raisins move up and down, looking as though they are dancing.

Discussion:
Class discussion about what happened. I would then explain that tiny gas bubbles stick to the raisins, making them light enough to float to the top. When the bubbles burst, the raisins become heavier and sink back down. This process repeats, making the raisins appear to dance.

I would finish the lesson on the following questions to promote more discussion and gather what they have learned.

What did you notice?

Did the raisins float or sink?

Why do you think they moved up and down

The children would then record what they observed through pictures and simple sentences.

[Catherine Carr]

For this module, I chose Rockets and would use the story Sadie Sprocket Builds a Rocket as the stimulus for learning during Space Week. The story provides an engaging introduction to engineering, problem-solving, and perseverance, while encouraging children to think creatively about how rockets are designed and launched.

After reading the story, I would begin with a whole-class discussion about what rockets need to travel into space and encourage pupils to ask questions and make predictions. Working in small groups, the children would design and build their own rockets using recycled materials or paper templates. Before testing their rockets, they would predict which design they think will travel the furthest and explain the reasons for their choices. Following each launch, pupils would observe the results, measure the distances travelled, and discuss how they could improve their designs. This process would reinforce the skills of planning, testing, observing, recording, and evaluating.

To extend the learning, pupils could keep a simple STEM investigation booklet where they record their designs, predictions, results, and reflections. We would also integrate Mathematics by measuring and comparing distances, English through procedural writing and oral presentations, and Visual Arts by decorating and personalising the rockets. Digital technology could be used to photograph or video the rocket launches, allowing pupils to review their investigations and share their learning with families through our digital learning platform.

This activity would be an excellent addition to our Space Week celebrations because it combines science, engineering, literacy, mathematics, and creativity in a meaningful and enjoyable way. Most importantly, it encourages curiosity, collaboration, resilience, and critical thinking as pupils learn that successful designs often come through trial, error, and improvement. I believe this hands-on approach would make learning memorable while fostering a positive attitude towards STEM.

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

[Louise Halllahan]

I decided to focus on creating a simple **Space Week plan** because I think it would be a great way to get the pupils in my class excited about science. I work in a special school, so I always try to plan activities that are practical, visual and easy to adapt to suit the different needs of the children.

For Space Week, I would spread the activities across the week rather than trying to do everything in one day. We could start by reading a story about space and talking about what the children already know about planets, stars and astronauts. I would encourage them to ask questions, even if they seem unusual, as this is a good way to build curiosity.

Later in the week, I would include some hands-on activities such as making simple rockets from recycled materials, creating planet artwork and exploring the Moon using torches and foam balls to show why it changes shape. I also liked the idea of using digital resources from the module, as short videos and interactive activities would help bring the topic to life for pupils who learn best through visual supports.

Throughout the week I would give the children lots of opportunities to talk about what they noticed, make predictions and share their own ideas. Some pupils could record their learning through drawing or taking photographs, while others could use symbols or communication devices to show what they had learned. I think it is important that every child has a way to participate, regardless of their communication or learning needs.

I think a Space Week like this would create a real sense of excitement in the classroom. It links science with art, literacy and communication, while also encouraging teamwork and problem-solving. The biggest thing I have taken from this course is that science doesn’t have to be complicated. Simple activities, open-ended questions and allowing children to investigate for themselves can make learning much more meaningful. I would definitely like to make Space Week part of our yearly classroom activities because I think my pupils would really enjoy it and benefit from the experience.

[claire donovan]

During Space Week I want to create a fun and exciting classroom where the children can explore space through stories, play, art and hands-on activities. My aim is to spark their curiosity while developing their language, maths, science and creative skills through engaging experiences. I will begin by chatting with the children about what they already know about space. We will look at pictures of the Earth, Moon, planets and astronauts before reading a space-themed story. After the story, we will imagine that our classroom has become a rocket ship, count down from ten and blast off on a pretend adventure through space. Throughout the week I will set up a Space Station in the role play area where the children can dress up as astronauts, complete space missions, explore rockets and planets and pretend to communicate with Mission Control. This will encourage imaginative play, teamwork and oral language.For art, the children will create colourful planets using paint and collage materials, build rockets from recycled materials and make starry night pictures by splattering white paint onto black paper. Their work will be displayed around the classroom to celebrate our learning.In maths, I will use space-themed activities to practise counting, matching numbers, sorting planets by size and colour and creating simple patterns. We will also enjoy daily rocket launch countdowns to reinforce counting backwards.For literacy, I will introduce new vocabulary such as astronaut, rocket, planet and stars through games, discussion and storytelling. The children will draw their own imaginary planet and tell me about it while I record their ideas, giving them opportunities to develop their oral language.In science, we will investigate how craters are formed by dropping small stones into trays of flour and cocoa powder. We will also explore shadows outside by pretending to be astronauts walking on the Moon. Music and movement will include songs about space and games where the children move like floating astronauts, spinning planets and zooming rockets. They will also work together to build rockets using blocks and construction materials during STEM activities. To finish the week, I would organise a Space Day celebration with a classroom treasure hunt, one final rocket launch countdown and a “Junior Space Explorer” certificate for each child. I hope the children leave the week with a greater curiosity about space, new vocabulary and lots of happy memories of learning through play and exploration.

• This reply was modified 3 months, 3 weeks ago by claire donovan. Reason: formatting

[Shauna Ní Bhaircéir]

Lesson activity for Space Week:
By the end of the lesson/s, students will be able to:
Identify key planets and celestial bodies in our solar system.
Explain basic concepts of space travel and life in space.
Apply creativity to design their own space mission.
1. Introduction – “Blast Off!”
Begin with a short, dramatic video of a rocket launch.
Ask: “If you could visit any planet, which would you choose and why?”
Briefly introduce Space Week and its purpose.
2. Exploration– “Meet the Neighbours”
Present a quick, interactive slideshow of the solar system.
Share fun facts (e.g., Jupiter’s Great Red Spot, Saturn’s rings, Mars’ dust storms).
Pass around planet fact cards for students to read aloud.
3. Activity – “Design Your Space Mission”
In small groups, students will:
Choose a planet or moon to explore.
Name their spacecraft.
Decide what they will study or discover.
Draw their spacecraft and mission patch.
Encourage imaginative thinking — alien life, new minerals, or space habitats.
4. Share / Reflection – “Mission Debrief”
Each group presents their mission to the class.
Discuss challenges astronauts might face (gravity, oxygen, temperature).
End with a reflection: “What excites you most about space exploration?”
Cross curricular:
Art: Create a collaborative “Galaxy Wall” with student artwork.
Literacy: Write a short diary entry from the perspective of an astronaut
STEM: Build simple paper rockets and test flight distances.

[Tommy Cunningham]

Hi Shauna,

Thank you so much for sharing your learning, ideas and thoughts with us. It is great to read such a comprehensive answer and gives great food for thought. I immediately love how you link your chosen activity with science week. You have a fantastic, visual stimulus that will instantly capture their attention and senses. It is clear that excellent, open ended and inquiry based questions are at the heart of your lesson as you ask the children if they could visit any planet what would it be? You appeal to all types of learners as they are watching videos, drawing their ideas and mission path as well as discussing through talking and listening all about their learning. You expertly outline the cross curriculuar links and it is clear that you are on to a winner here with this great lesson. Thanks again for all your work on this, you can be sure that I will copy and paste it straight into my learning path folder.

[mary kelleher]

Activity: Fizzing and Foaming volcano
class: Junior infants
Learning objectives:
Children will observe what happens when 2 substances are mixed
Children will make simple predictions
Children will use descriptive words to tslk about what they see
children will develop curiosity and scientific thinking
Materials:
small plastic cu or bottle, baking soda, white vinegar, food colouring, washing up liquid, shallow tray to catch overflow, spoon and measuring cup.
Method:
Place cup on the tray
Add baking soda to cup
Ad few drops of food colouring and washing liquid
Ask the children to predict what will happen
Slowly pour in the vinegar
Watch the mixture fix, foam and bubble over the sides
Questions to ask:
What can you see? hear?
How does the foam move? What colour is the foam?
What happens when we mix 2 ingredients?
As a follow up activity get the children to use different amounts of vinegar or baking soda and discuss whether the reaction changes.
There are many cross curricular links in this simple chemistry lesson such as maths through measuring and comparing, Art children could draw their predictions and observations or draw their interpretation of the Volcano, oral language and science observing changes and investigating materials.

[Caoimhe Lyons]

This is fab! It might be cool to consider how volcanoes affect the landscape  – This occurs on all volcanically or previously volcanically active terrestrial planets. The largest known volcano in our solar system is Olympus mons on Mars!

[Jennifer Hanlon]

HI Mary, this is sounds like a great lesson. It  would be great to do with a few different liquids and tablets to see the difference. I have done the coke and mentos experiment before and we used different fizzy drinks to see which made the best explosion. The children were really engaged. Definitely a lesson for outside though!

[Mary Nolan]

The children in my class always love this poem about Aliens by Brian Moses:

Aliens Stole My Underpants

To understand the ways

of alien beings is hard

and I’ve never worked it out

why they landed in my backyard.

 

And I’ve always wondered why

on their journey from the stars,

these aliens stole my underpants

and took them back to Mars.

 

They came on a Monday night

when the weekend wash had been done,

pegged out on the line

to be dried by the morning sun.

 

Mrs Driver from next door

was a witness at the scene

when aliens snatched my underpants

I’m glad that they were clean!

 

It seems they were quite choosy

as nothing else was taken.

Do aliens wear underpants

or were they just mistaken?

 

I think I have a theory

as to what they wanted them for,

they needed to block off a draught

blowing in through the spacecraft door.

 

Or maybe some Mars museum

wanted items bought back from space.

Just think, my pair of Y-fronts

displayed in their own glass case.

 

And on the label beneath

would be written where they got ‘em

and how such funny underwear

once covered an Earthling’s bottom!
<p style=”text-align: center;”>  – Brian Moses</p>

[Claire McCabe]

Thanks so much for sharing this Mary. I saved this for future use!

[Mary Nolan]

Rocket Launching

I would begin by showing a video of a real rocket launch. We would discuss what is happening. Where do you think the rocket is going? Who is inside? What will they do in space? How long do you think they will be in space?

I would then read the story Moustronaut by Mark Kelly. `This tells the story of a little mouse going to space in a rocket with astronauts.

After the story I would explain that mouse is eager to get back to space. How can we help him? Discuss gravity and how we need rockets to go to space.

Children make and decorate mice from the mouse template then decide how to use bottles to launch them. After they have played with the launchers I wonder which bottle will make mouse go the furthest. Pupils make predictions and test different bottles. Was your prediction correct? Was there anything else that changed apart from the bottle – force applied. Does the force applied make a difference to how far the mouse goes? Does it make a difference if you are standing/sitting/kneeling? We would try all these things out and then discuss is it a fair test.

Children agree on one property to change, make their predictions and conduct the test again.

We could extend this by talking about other things that fly in the sky and what is similar/different. Children could make paper aeroplanes and see which goes furthest.

[Rachael Ireson]

This is a lovely poem! Children love reading poems and it is a great starting point for a lesson . Poems and stories really grasp their attention!

[Caoimhe Lyons]

Hi Mary,

This is lovely, I like you you explicitly mention gravity and have comparison present! This video might be useful for you!

[Helen Penlerick]

Lesson : Rockets in Space – 1st Class

Engage: I would begin by reading “The Darkest Dark” by Chris Hadfield , and then explain who he is (Astronaut) and show a video of him inside a rocket in Space either brushing his teeth or showing how he goes to sleep. This would lead on nicely to the lessons on Gravity we looked at previously in this course later in the week.

Exploration: I would follow this with the video of the Rocket Launch. I would encourage conversation about how do you think it took off? Is it moving fast or slow? Comparing to an airplane ( linking to own experience)

Activity: I would use the suggested lesson for designing their own Rocket using the Rocket Mouse lesson

 

Investigation : I would take the lesson advised her on predictions and following up testing to see how far our rockets go and  the effects of force.

Conclusion: my class love the Dog Man books and think the Marvin and Milo would be a fun way to allow further exploration.

 

[Jennifer Hanlon]

Hi Helen, this is a super book and all of his videos are excellent to use as a stimulus. I have used his videos quite a bit during Space week and they really start some great conversations.

[Rachael Ireson]

There were many interesting areas in this Module. The resources shared for Science week were excellent, I think the introduction of this week would be excellent in my school. There are so many activities and resources on line to support each class group, so I feel like it would be a relatively easy introduction to the school.
The Marvin and Milo Cartoons were excellent again and would be great to use as a trigger for the start of a lesson.
The activity I would like to use in my classroom is making Rockets.
Trigger: What is a Rocket? What does it look like? We would then read the story Sadie Sprocket builds a Rocket.
Talk about how we might build a Rocket. What materials would we need? Supply the children with arrange of materials and in groups allow them time to try and build their own rocket.
Show the rockets and discuss what worked/didn’t work.
Make connections to History about the fist astronauts to land on the moon.

[Andrea Kelly]

I agree, the Marvin and Milo cartoons are an excellent stimulus for discussion.

[Caoimhe Lyons]

Hi Rachael,

This is fab! This resource might be useful for rocket making!

[Niamh Kenny]

Rocket Launch-Mouse Rockets

I would begin the lesson by asking the children “What is the difference between cars and rockets”. Following this discussion, I would engage the children in discussing how does the rocket go up. We would watch some videos of different rockets launching and analyse how they are similar. I would also ask why do the children think the rockets are shaped the way that they are.

We would then move to the rocket experiment. Being first with the rocket mouse template, I would allow the children a few minutes free play with their rockets to explore. We would then gather to discuss their findings. I would then challenge them to use different implements (a ball of paper, a small cardboard box) and see what happens. The children would make their predictions first.

We would then gather to discuss whether these worked better or worse and why. I will also allow the children to trial their own suggestions or make changes to the mouse templates. We will talk about how the point helps the mouse rocket to move through the air. We will also talk about the force needed to move it higher.

[Barry Corcoran]

The rocket mice are so good and so simple.
I know my infant’s class will love that activity.
In my class this would work well with collecting the bottles from home as no two bottles will be the same size. This incorporates maths for the measures part and comparing.
I really like the part about gravity, what makes it come back down. This lesson could be done as one of the last lessons to pull in all previous lessons as a sort of recap.
Story time for space is something I would use often, the actual astronauts reading space themed stories from the ISS. So many excellent links there for using Stellarium to track the planets to send the rockets to, the ISS tracker to see where it is at that time. Why can’t we not see it during daytime, why does it look like a star at night? I have a little device that we can use to look at the sun directly and see it during the day and how it is our star and keeps us warm and with light.
Space and all these lessons are so broad. Yet so specific in some ways and yet they present many opportunities to incorporate and integrate the whole curriculum nearly.
Really liked the making of spacecraft, which would again tie in nicely with the previous Aliens lessons. But even the paper airplanes could be changed to spacecraft and their own designs.

[Tommy Cunningham]

From my learning in the module, the activity I would choose to do with my infant class would certainly be the balloon rocket investigation. I really liked the example by Marvin and Milo because the characters model curiosity by asking genuine questions before and while carrying out the investigation. This encourages the children to think like scientists and shows how science can begin with a simple question that can go answered or answered – it is the process and not necessarily the product. Working with infants this September I would begin by establishing what the children already know about rockets through conversation and questioning (open ended questioning that fosters dialogue). The children would take turns to launch their rocket and time to observe and talk about what happens. Once they had sufficient time to explore, I would guide the inquiry through ESEROs framework for Inquiry . During the process the children can ask questions e.g. I wonder will the rocket travel further/faster if there is more air in it? They could then record their results using simple smiley faces.

[Elaine Hanna]

Hi Tommy,

 

I really like how you prioritise questioning in your plan and encourage the children to question too.

[Caoimhe Lyons]

Hi Tommy,

This sounds wonderful. I like your use of smiley faces in particular! What can be a fun one to get children interested in rockets is to show them a video like this – space is a strange place that we want to learn about and send people to explore here’s what goes on inside spacecraft!

[Andrea Kelly]

I would do the Alka-Seltzer rocket activity with fiirst class students. I would begin by reading the story Rosie Revere, Engineer to introduce the idea of designing, testing and improving inventions. I would then ask the children to predict what they think will happen when an Alka-Seltzer tablet is mixed with water inside a film canister.

They would work in small groups to investigate how the reaction creates a gas that builds up pressure and launches the rocket into the air. Before testing, the children would record their predictions, and afterwards they would compare the results with their observations. We would discuss how the chemical reaction between the tablet and water produces carbon dioxide gas, which forces the lid off the canister.

To extend the inquiry, the children could investigate how changing the amount of water or the size of the tablet affects the height of the rocket. Finally, they would reflect on their findings and explain what they discovered using scientific language.

[Elaine Greally]

I really like this activity because it is engaging, hands-on, and encourages children to think like young scientists. The idea of beginning with Rosie Revere, Engineer is excellent, as it introduces the concepts of designing, testing, and improving in a fun and meaningful way. I also like how the children are encouraged to make predictions, observe the results, and reflect on their findings using scientific language. Extending the investigation by changing variables, such as the amount of water or tablet size, is a great way to develop inquiry skills and help children understand fair testing and cause-and-effect relationships.

[Caoimhe Lyons]

Hi Andrea this is fab. It could be cool to link this to something we see in space cryovolcanoes!

[Elaine Greally]

I would use the Dancing Raisins activity with my Senior Infants as part of the Alien Chemistry theme. I would begin by telling the children that they are scientists investigating a mysterious “alien potion.” I would place a few raisins into a clear glass of sparkling water and ask the children to predict what they think will happen. As bubbles of carbon dioxide attach to the raisins, they rise to the surface before the bubbles burst and the raisins sink again, creating the appearance of “dancing.” I would encourage the children to observe carefully, describe what they see, and discuss why the raisins move up and down. I would explain that the tiny bubbles lift the raisins, and when the bubbles pop, the raisins become heavy and sink again. This activity develops observation, prediction and questioning skills while introducing the concept that gases can be produced or trapped in liquids. To extend the lesson, children can compare what happens when raisins are placed in still water, helping them identify differences and make conclusions. Another activity based on the Alien chemistry theme I would incorporate is the Alien lava lamp using oil, water and food colouring. I would tell the children they are making glowing alien fuel. We would fill a clear bottle with water, food colouring and vegetable oil. We would drop in an effervescent tablet and watch colourful bubbles rise and fall. Children predict, observe and describe what happens, learning that some liquids do not mix and that gas bubbles can move liquids. Another activity I really liked from this module is the Magic Ballon Rocket. We would mix baking soda and vinegar in a bottle with a balloon attached to the neck. The balloon inflates as carbon dioxide gas is produced. I would present it as an alien rocket being powered by a mysterious gas. The children can predict what will happen and explain their observations afterwards. Another alien chemistry themed activity is Alien Ice  rescue. We would freeze small plastic aliens in ice cubes. The children would investigate the best way to rescue them by either using warm water or salt. They would observe melting and discuss which method works best, introducing ideas about changes in materials.

[Lauren Doran]

I really enjoyed the rocket activities in this module and could see myself using many of them in an infant classroom. To introduce the topic, I would read a story such as <i>Aliens Love Underpants</i> or <i>The Way Back Home</i> to hook the class while exploring the features of narrative texts and modelling good reading strategies. On the second reading, I would include questioning and use hot seating with one of the main characters to develop oral language. As a drama activity, pairs could take part in a “rocket tour” before watching a short NASA or ESA rocket launch. I would link the theme to Maths by creating a 2D shape rocket and using a 20-second countdown to practise counting backwards. After exploring a balloon rocket, we could move on to the Rocket Mouse activity, while I model a foam or fizzy rocket investigation. Before testing, everyone would make oral predictions with a partner and afterwards illustrate and explain their findings using a sentence or some words to explain depending on their ability and class. I also loved the cross-curricular ideas. It gave me ideas such as launching bean bags as “rockets” and measuring the distance travelled using non-standard units like hands or footsteps.

[Lauren Doran]

file:///C:/Users/geraodek/Documents/Lauren%20Bookkeeping/Australian%20accounts/Lauren%20Course/Mindmap%20space%20junior.pdf

[Aoife Duignan]

Rockets
I would begin the lesson by watching short videos on famous rocket launches and astronauts. I would gain the children’s prior knowledge on what they know on space, rockets and astronauts. We could talk about Neil Armstrong and what he discovered. The children could talk about space suits and why they are needed.
I would tell they class they will have the opportunity to make their own space rockets. I would leave out a variety of material from which they could choose from. We would discuss the shape of the rocket and what materials we could use to make the shape of the rocket, for example toilet rolls for the frame, cardboard cut outs for the fins and the nose cone. The children would then have the opportunity to design their rocket with other craft materials or colours.
The children would have the opportunity to view one another’s rocket ships.
I would end the lesson with Aliens Love Underpants.

[Emma Walshe]

I really like the idea of giving the children a variety of materials and allowing them to design and create their own rockets. I think using materials such as toilet rolls and cardboard would make it a really fun and hands-on activity for the children. I also love the idea of finishing the lesson with aliens love underpants, the children would really enjoy this.

[Claire McCabe]

This module has reminded me, and perhaps more importantly inspired me, to revisit experiments that I have used successfully in my classroom for many years, such as balloon rockets, fizzy rockets, and dancing raisins. While these activities have always been enjoyable for the children, I now realise the importance of placing much greater emphasis on the engagement phase, as outlined in the Curious Minds and ESERO Framework for Inquiry.

One aspect of the module that particularly inspired me was the use of storybooks such as Aliens Love Underpants and The Way Back Home. These texts provide excellent cross-curricular links with English while also creating a sense of fun, curiosity, and excitement before the scientific investigation even begins. They encourage children to ask questions, make predictions, and become emotionally invested in the learning.

In the future, I plan to use this inquiry framework as the starting point for these investigations rather than focusing solely on the science activity itself. I want to ensure that my lessons have a stronger STEM focus, allowing children to develop problem-solving, communication, collaboration, and critical thinking skills alongside their scientific understanding. This approach demonstrates that there is far more to be gained from these lessons than simply covering the science curriculum. They become meaningful learning experiences that integrate several curriculum areas while fostering creativity and curiosity. Ultimately, I believe this will make better use of my planning time, create richer learning opportunities, and bring even greater enjoyment for both the children and myself.

[Emma Walshe]

I would use the rocket activity as part of Space Week with my Junior Infants class. I think this would be a really fun and engaging way to introduce the children to the topic of space. We would begin by looking at pictures and videos of rockets launching and discuss what the children already know about rockets and space. The children could then design and create their own rockets using resources such as cardboard tubes, coloured paper, paint, tinfoil and recycled materials. We could also make simple balloon rockets using string, straws and balloons to explore how rockets move. I think these activities would encourage lots of curiosity, discussion and creativity while making learning about space enjoyable and hands-on.

[Rachel Doyle]

I like how the children get the opportunity to share what they already know about rockets and then go on to design their own rocket.

[Audrey Gillard]

Lesson plan on Rockets for Senior infants.

Learning Objective: pupils will be able to:
-Recognise that rockets travel into space.
-Describe what a rocket looks like and identify its main parts.
-Understand that rockets move because they are pushed upwards by powerful gases.
-Make predictions and talk about what they observe.
-Work cooperatively during a practical activity.

I would begin the lesson by showing the class a picture of a rocket.
I would assess their prior knowledge and ask if they could tell me what it is and where does a rocket go? Who travels in rockets? I would explain to them that a rocket is a special vehicle that carries people or equipment into space and provide them with some vocabulary: Rocket,Space,Launch,Astronaut,Planet.
Next we would look closely at a picture of a rocket and talk about different aspects of a rocket -Nose,Body,Fins,Fire/flames at launch. I would ask them why they think rockets are pointed at the top?

I would then show them a foam rocket and explain that we will attempt to launch a foam rocket. I will ask the children to predict:Will it go high or low? Will it go far or near?
Once launched we will discuss what happened – what made it move? Did it travel as you expected? I will then explain that the rocket moved because it was pushed by air.

To conclude I will ask the children to design and decorate their own rocket.
Encourage them to include:Nose cone,Windows, Fins,Flames. They will be encouraged to share their rockets with the class.

[Caoimhe Lyons]

Hi Audrey this is fantastic! I really like the design aspect here as well!

This might be a useful video to show the children!

[Amanda Sweeney]

1. Start with the story – Aliens in Underpants Save the World
2. Bring it into real life by watching a real rocket launch like the video – Launch of Vega, or the more recent launch of the Artemis II mission from April this year.
3. Explain to the children that we will make our own rockets: I will use the plan, Rocket Mice, from https://www.sciencemuseumgroup.org.uk/learning/resources/rocket-mice – although aimed at infants I have found that many in our DEIS setting will have very limited independence in creating the mice as will need support with scissors and sticking. However they will fully engage with decorating the mouse and will enjoy launching and experimenting.
4. Discussion is so important to help the children get as much learning as possible from the experiment:
a. What is making you mouse fly?
b. And come down again?
c. Compare different size launchers/bottles – what effect does this have?
d. Which mouse travels higher or further?
e. Bring in the concept of a fair test at this point
f. Bring the topic back to everyday life – squeezy ketchup bottles
5. We can make a class presentation with short videos of children launching their mice and explaining what they’re doing and why it is happening. This can be shared with parents or other classes.
6. End with the story – The Way Back Home

[Sarah McGann]

Love the idea of using a story for a prompt!

[Niamh Jeffery]

Hi Amanda,

I think starting your lesson with a story and real-life video of a rocket launch is a great idea. It will definitely capture the children’s attention. Being able to link what they are learning about to real-life experiences makes their learning very meaningful.

[Elaine Hanna]

I would use the rocket activity with First Class.

Engage:
Read aloud The Darkest Dark by Chris Hadfield. Then watch a video of Chris Hadfield in the International Space Station. You could also watch a video showing a manned rocket launch. Then have the children each play with foam rocket launchers.

Investigate:
Investigate the question ‘How do rockets launch?’.
Now try to make our own mouse launcher/ Rocket Mice: https://youtu.be/GUKCT2L3DjA
This involves some paper, tape, milk cartons, water bottles, soda bottles.
Extend using different sized bottles.
Introduce questions such as ‘Why does it fly?’, ‘What makes it fly farther/ higher?’, ‘Does the rocket move farther/ higher if I squeeze slowly or quickly?’.
Encourage recognition of force.

Next Step:
Make connections to other objects with fins to connect with PE curriculum. Or recycle paper to make paper airplanes to connect to SESE/ SPHE.

Reflection:
Did the children recognize and name force as the means to launch their rockets?

[Tracy Murphy]

Hi Elaine, thanks for the book and video suggestion. I haven’t come across this before and think it would work well with my lesson also on how do rockets launch.

[Caoimhe Lyons]

Hi Elaine,

This is wonderful. That Chris Hadfield book is an excellent choice. It might be cool to made different kinds of rockets for comparison- for example ones launched with elastic or even a chemical reaction – like baking soda and vinegar.

[Sarah McGann]

I think the Dancing Raisins experiment is a great way to introduce an infant class to science, as it immediately captures the children’s attention and encourages them to think about what they are observing. To begin the lesson, I would show the children a glass of sparkling water and a small bowl of raisins. Before adding the raisins to the water, I would ask the class what they think might happen and encourage everyone to make a prediction. This would give the children an opportunity to share their ideas and explain their thinking.

Once the raisins are dropped into the sparkling water, I would encourage the children to watch closely and describe what they notice. As the raisins move up and down in the glass, we would discuss why this might be happening. I would explain, in child-friendly language, that tiny bubbles stick to the raisins and lift them to the top of the glass. When the bubbles pop, the raisins become heavy again and sink back down before the process repeats.

To build on the investigation, I would invite the children to test other small objects, such as pieces of pasta or dried fruit, to see if they “dance” in the same way. We could compare our results and talk about why some objects behave differently from others. This would encourage the children to ask questions, make observations and think like young scientists.

I feel this is a very effective activity for an infant classroom because it is hands-on, exciting and easy to carry out using everyday materials. It helps children develop important scientific skills such as predicting, observing, discussing and recording what they see, while also showing them that science can be fun, interactive and full of surprises.

[Eimear Hickey]

This is a fantastic experiment and enables the young children to use many scientific skills like predicting, observing and discussing, while having lot of fun at the same time! Well done!

[Eimear Hickey]

Space Week Lesson Plan – Second Class

The lesson will begin with a discussion about the night sky. Children will look at pictures of stars and simple constellations and share what they already know. They will learn that constellations are groups of stars that form patterns and that people have given these patterns names for many years.

Children will then create their own constellation using black paper and white crayons, chalk or star stickers. They will join the stars with lines, give their constellation a name and explain what it represents to a partner or the class. This encourages creativity, communication and scientific thinking while allowing children to make their own discoveries.

To support all learners, I will provide star templates and visual supports where needed, while children who require more challenge can write a sentence or short story about their constellation. Throughout the lesson, I will observe children’s participation, questioning and explanations, using discussion and the completed constellations to assess their learning.

 

• This reply was modified 3 months, 3 weeks ago by Eimear Hickey.

[Tracy Murphy]

Activity Set: Rockets
Class : 1st / 2nd
I like to use a picture book as a stimulus for an inquiry based lesson as much as possible as it sparks curiosity, encourages questioning and provides a meaningful context for learning. I think ‘Roaring Rockets’ by Tony Mitton would be a great stimulus for this lesson.
We will begin our lesson by reading the picture book ‘Roaring Rockets’ pausing to discuss the illustrations. What do you notice? What do you wonder? Where are the rockets going? How do you think they got into space? This will stimulate lots of conversation about rockets; the children’s prior knowledge, space related questions, rocket vocabulary etc. I would record their answers under 2 headings ‘What we know’ and ‘What we wonder’.
We will then focus on how we think a rocket launches into space. We will look at a short How Do We Launch Things Into Space? | NASA Space Place – NASA Science for Kids.
Following this we will complete the activity ‘Making Balloon Rockets’ using a balloon, string, straw, tape and chairs.
Children will make predictions on what will happen when the balloon is released.
Children investigate what happens? Does a bigger balloon travel further? What happens if the string slopes upwards? Which balloon is fastest? The children will be encouraged to try different ideas.
Following this activity a whole class discussion to include relevant vocabulary such as rocket, force, push, air, launch etc. A simple explanation when the air rushes out on way, it pushes the balloon the other way. Real rockets work in a similar way using hot gasses.
Return to previous chart on what we wonder. What can we answer now? Did anything surprise you?
Children will then be encouraged to design their own rocket inspired by the book and include a rocket name, labels, where is it travelling, who is inside.
Reflection:
Today I discovered…I still wonder…My favourite part was…

[Naomi Mc crossan]

.

[Elaine Fitzgerald]

I have created a plan for space week to undertake with my senior infants this October. We have never taken part in Space Week so I am quite excited and I know the children will love it.
Monday- Planet Earth and the other planets
Using a story as a stimulus as well as photos and videos we will explore Earth and then we will get a brief insight into the other planets in the solar system. We will use song and an art activity to consolidate our learning.
Tuesday-The Sun is our biggest star
We will learn about the importance of the sun and we will make shadows outside at different times of the day
Wednesday- The Moon
We will conduct the lunar landscape hands-on activity mentioned in this course. This will enable the children to see what the surface of the moon looks like.
Thursday-Astronauts
We will learn about people who have explored space. We will design our own spacesuits.
Friday-
We will focus on spacecrafts and rockets. We will watch videos from the international space station and NASA. We will make our own rockets and try to fly them.

[Caoimhe Lyons]

Hi Elaine,

This sounds fab. I especially like the idea of designing space suits! This resource might be cool to look at as even though the sun is the biggest star in our sky it is kind of average as far as stars go! It also has a few cool articles linked below it that seem like they would go well with the events you have planned.

[Irene Milmoe]

I am choosing to explore the theme of rockets…

We would begin the lesson with a countdown and blast off, and listen and respond through movement to ‘space’ background music, pretending to launch up into space. We would ‘look’ at different things in space around the room – e.g. the globe to represent earth, an alien teddy, stars made out of gold card etc.

We would ‘come back to earth’, and have a chat about our imaginary trip. We would reflect on/think about how we travelled to space, and then watch some short clips of rockets launching into space.

We would then explore and experiment making rockets, by giving the children some small pieces of paper, scissors, and a variety of containers. How can we launch a rocket the highest we possibly can? What made it launch so high?

We would design a ‘dream rocket’ for art using oil pastels, sequins, pompoms etc.

We would also enjoy a couple of songs and a story ‘Sadie Sprocket Builds a Rocket’.

[Lianna Doyle]

I really like how you used space music as a stimulus and linked their learning to everyday objects around the classroom. Well done!

[Rachael Donnellan]

We did our first Space week in school this year and It was a great success. However we moved it later on in the school year due to its proximity to maths week. Here is how I would organise a week of work to mark Space Week in the classroom.
Monday -Introduce space using a picture book and a whole class discussion. Create a space interest table with toy rockets,  tin foil planets, books, and astronaut photographs. Children draw what they think space looks like.Tuesday- Learn about  the Sun, Moon, and stars. Sort pictures into day and night groups, and do the experiment about daylight/nightime using a torch and a globe.

Wednesay- learn about astronauts and space travel. Watch a short  clip on the moon landing, do  a countdown to integrate with maths, and complete an astronaut obstacle course involving crawling, balancing, jumping, and slow-motion walking.
Thursday- Explore the planets through sensory and art activities. Compare planet sizes, create playdough planets, and build rockets from blocks or recycled materials. Children design their own alien.
Friday- Review our weeks works. Finish with a nice art activity like 2d shape aliens or rockets. Conclude the week with a story on Space.

• This reply was modified 3 months, 2 weeks ago by Rachael Donnellan.

[Seán Dawe]

Sounds like a great plan

[Caoimhe Lyons]

Hi Rachel,

This sounds wonderful. I recommend looking at model magic for making planets. In terms of getting inspiration for aliens have a look at some of the funky creatures that live in more extreme environments here on Earth.   https://www.discoverwildlife.com/animal-facts/marine-animals/weirdest-sea-creatures

[Seán Dawe]

After completing this course, I would love to organise a Space Week for my Second Class to build on the children’s curiosity and enthusiasm for STEM. Throughout the week, we would take part in a range of practical, inquiry-based activities that integrate Science, Maths, Art, Literacy and Digital Learning. We could begin by exploring the Solar System and learning about the planets through videos and interactive resources. Pupils could then design and build rockets using recycled materials before testing which designs travel the furthest. Another activity would involve creating their own constellations and writing short stories about them, encouraging both creativity and scientific thinking.
Throughout the week, I would encourage pupils to ask questions, make predictions, investigate and reflect on their learning. The children could also keep a simple Space Journal where they record observations, draw diagrams and write about the activities they enjoyed most. To finish the week, we could invite parents to a Space Exhibition where pupils display their work and explain their investigations.
I believe a Space Week would create an exciting and engaging learning environment while developing pupils’ curiosity, teamwork and problem-solving skills. It would also provide valuable evidence for STEM initiatives and support our school’s continued participation in Curious Minds activities.

[Anna Murphy]

Lovely lesson

[Alma Loftus]

Great ideas here, inviting the parents in is a lovely way to finish the week with the space exhibition.

[Michelle Browne]

You have mentioned some great ideas here Seán, I really like the idea of having a Space journal where children have the freedom to choose parts of the lessons that appealed to them over the week. You also mentioned having a space exhibition – what a great way to showcase the children’s learning to the wider community.

[Deirdre Boyle]

Séan I love these ideas and getting the paretns in is a great idea. I also love the space jounal: like a maths journal. Great idea thanks Séan 🙂

[Anna Murphy]

Reflection on a Class Plan for Space Week

For Space Week, I would plan a range of simple, hands-on activities for my Senior Infants class to encourage curiosity and enjoyment of learning about space. I would begin the week by finding out what the children already know about space and what questions they have. Throughout the week, we would read stories about astronauts and planets, learn some interesting facts about space and sing space-themed songs.

The children would take part in practical activities such as making rockets from recycled materials, creating their own constellations using stars and string, and making Moon pictures using paint and foil. We could also have a “Space Explorer Day” where the children dress as astronauts or space explorers and complete different space-themed stations around the classroom.

I think celebrating Space Week in this way would make science fun, engaging and accessible for young children. It would encourage them to ask questions, investigate ideas and work together. By linking science with art, literacy and play, the children would develop a positive attitude towards STEM while enjoying a memorable week of learning.

• This reply was modified 3 months, 2 weeks ago by Anna Murphy.

[Rachel Breen]

I think Space week is a great idea and this is how I would plan it in an infant classroom. I would vary the activities each day and have a different topic each day but this would be the structure
Introduction Begin with a picture book or song about space. Show images of planets and invite children to share what they notice and wonder.
Activity stations-
Maths: Count stars, match numbered rockets, and order planets by size.
Literacy: Build space words with magnetic letters and draw a planet, adding a sentence.
Art: Create a rocket using shapes, foil and paint.
Role-play: Transform the play area into a space station with helmets, controls and mission cards.
Movement break- Pretend to launch, float, land and walk like astronauts.

I would buddy up with an older class with infant class to read space themed stories and have fun facts/quizzes about space for the week to stimulate interest.

[Rachel Bromell]

I love the idea of setting up stations for space week. It gives a great opportunity for integration and play based learning. Perfect for an infant class.

[Rachel Doyle]

I would use the Dancing Raisins activity in my Senior Infant classroom as a fun and engaging way to introduce children to scientific observation and prediction. The activity would capture the children’s curiosity as they watch the raisins move up and down in the fizzy drink, encouraging them to ask questions and think about why this is happening. Before beginning, I would invite the children to predict what they think will happen when the raisins are placed in water and then in the fizzy drink. They could record their predictions in many ways, including drawing pictures on whiteboards, describing to a friend etc. This would help develop their reasoning and communication skills while encouraging them to share their ideas confidently.As the raisins begin to “dance,” I would encourage the children to observe carefully and describe what they notice using simple scientific language such as float, sink, bubbles and rise. I would use open-ended questions to promote discussion and critical thinking rather than simply providing the explanation. Following the demonstration, we could record our observations together through drawings or simple sentences, supporting both science and literacy development.
This activity aligns well with the Primary Science Curriculum by promoting inquiry-based learning through observing, predicting and discussing. It also encourages curiosity and a positive attitude towards science. I believe this hands-on investigation would make learning memorable while developing children’s confidence in exploring and explaining the world around them.

• This reply was modified 3 months, 2 weeks ago by Rachel Doyle.

[Orla Carrroll]

Using the idea of a Rocket in an infant classroom.

I would use the story book “Daddy on the moon” (my own four kids always loved this story !)as an introduction to our topic of Space / moon trip. Ask the children how they went to the moon in the story (Daddy on the moon) and also any other ideas of how they think we could travel to the moon. The children will then make their own Rocket ships. We would discuss how they might do this and what materials they would need. I would have previously asked the children to bring in plastic bottles etc I would also remind the children that they need to fly to the moon and also come back again! Explaining that what goes up must come down. Each child will be given the opportunity to design and decorate their own Rocket using the materials we had gathered. They would then attach string to the top of their bottle. Many questions would be asked to encourage the children to make predictions. Squeezing the bottle etc Then they would be encouraged to try it out for themselves in their own space around the classroom.

[Anna Mac Neill]

Orla this lesson sounds great. I love the sound of the book, Daddy on the Moon.

[Caoimhe Lyons]

Hi Orla,

This is wonderful. There are some cool moon missions coming up that you should keep an eye on! https://www.nasa.gov/mission/artemis-iii/

[Shauna Carnegie]

Hi Orla – I have never heard of the book daddy on the moon so I will definitly be searching for this. I think in the junior classes it is so important to have a book to link in with as it engages pupils from the beginning and can be read over again if needed.

[Ashling Halpin]

I think using stories to introduce topics in infant classroom is a great way to grasp their interest in the topic. I will be using the book Daddy on the Moon in my class.

[Colin Reidy]

Great lesson Orla I think ill have to steal it.

[Anna Shine]

Hi Orla! Thanks for sharing that book, I hadn’t heard of it before so nice to have a new book to add to my collection

[Lianna Doyle]

Class Plan to Engage with Space Week
My goal for Space Week is to create a fun-filled, action-packed experience that sparks curiosity and fosters a love of space through hands-on, imaginative learning. I aim to inspire a sense of wonder and awe in the children while using a cross-curricular approach to connect learning across subjects.
Day 1 – Launch into Space: Build a Rocket
Objective: To introduce space exploration and kick off the week with an exciting hands-on challenge.
• Discussion: What do we know about space? What would we like to learn?
• Activity: Build and decorate mini rockets using recycled materials (plastic bottles, cardboard, paper, foil).
Day 2 – Meet an Astronaut (Imaginative Interview)
Objective: To explore life as an astronaut and develop questioning and speaking skills.
• Activity:
o Watch a short video interview with a real astronaut
o Children brainstorm and write questions they’d ask if an astronaut visited the class.
o Role-play: one child pretends to be the astronaut, others ask their questions.
Day 3 – Space Science Fun
Objective: To explore space through simple, fun science experiments.
• Experiments:
o Crater Impact Simulation: Drop small balls into flour and cocoa to simulate meteor impacts.
o Rocket Fuel Experiment: Vinegar + baking soda in a small container to simulate propulsion.
o Gravity Drop Test: Compare falling objects heavy vs light to discuss gravity.
• Discussion: Why is gravity important in space? What is a meteor?
Day 4 – Planet Explorers
Objective: To learn facts about the planets in our solar system and express learning creatively.
• Song Time: Learn and sing “The Planet Song” or “We Are the Planets.”
• Group Work: Assign each group a planet to research.
• Art Activity: Create a papier-mâché model or poster of their assigned planet.
• Presentation: Each group shares facts about their planet with the class.
Day 5 – Space Celebration Day
Objective: To celebrate learning and showcase the week’s work.
• Dress-Up Day: Children come dressed as space-themed characters (astronaut, alien, star, sun, moon, etc.)
• Space Quiz Game: Fun team quiz using facts from the week.
• Classroom Gallery Walk: Display rockets, planet projects, writing pieces, and experiment photos.
Space Week Plan
I would create a padlet of a variety of activities for teachers to choose from. Some things I would include, Give a fun fact about space everyday. Teachers would read space themed stories everyday/ show videos the solar system, the moon, astronauts ect carry out experiments and showcase them to other classes. I would ask teachers to choose a science activity based on the space theme and then the children could showcase what they had learned to each other in the different classes.Writing activities/ comprehensions based on the space theme for the week. Kahoot quiz on the space theme. Art activities like building a rocket or creating their own planet using polystyrene balls, sun catchers in the theme of space. We could end the week by dressing up. The children could choose a space themed character. I would hold a competition for the best costume from each class.

• This reply was modified 3 months, 2 weeks ago by Lianna Doyle.

[Georgie Anderson]

Hi Lianna

This sounds like a fun packed week and we all love an opportunity to dress up!

[Anna Mac Neill]

Hi Lianna,

This list looks amazing. I love Space Week in my school and can’t wait to try out some of the activities you mentioned. Thank you for sharing.

[Anna Mac Neill]

I love all the lessons in this module about rockets. This is always a fun, hands-on lesson that children remember well.
To begin, I would read Oliver Jeffers’ The Way Back Home. I love the simple illustrations in this book and believe it would be very engaging for the children. Use of a picture book integrates very well into the language curriculum too. We would also look at some pictures of rockets, from real life and from fictional worlds. Children would discuss their shapes and how it seems they might work. A history element could be brought in here as we discuss rockets from the past and modern rockets. References to recent rocket launches and space missions could be discussed here too.
I particularly liked the Space week resources in this module. I’d really like to try the Seltzer rocket with my class. I feel using recycled materials is a great way to link in with Green Schools, Geography and Learn Together curricular areas. The children can bring items from home that are essential for building and also some items they feel might look nice from a design point of view.
The class will work through the steps for how to build the main body of the rocket. Some elements of this build need to be done the same way so the seltzer part works well. Once the main body of the rocket is done, the children will have the opportunity to decorate and design their rockets any way they like. There is a very easy link with the art curriculum here. Children will however be reminded not to get too attached to their rockets as they might get damaged when testing their flight.
If weather allows, we would do the fight testing part outdoors. Our school has an outdoor classroom that would be perfect for this type of experiment. If I was working with a younger class on this project, I might consider having an older buddy class help out with this part too as it can be quite messy.
Each rocket would be tested out and we’d see how or if they flew. Some discussion on what went well or why something didn’t work would also be included in this part of the lesson.

[fiona Gunn]

I am choosing a lesson on rockets for my junior infant class.
Some stories to engage the children might be Jill Murphy’s Whatever Next or even the simple board book Maisy’s rocket. Since Maisy is a mouse this one would work really well for the rocket mouse lesson.
I Would use a rocket launch video as my lesson starter. We would discuss how the rocket gets off the ground. Thrust is a kind of very strong push.
We are now going to explore a thrust or push using balloons.
Teacher will inflate a balloon and then let it go. We will discuss what happened. I want the children to understand that air takes up space and that the escaping air creates a push.
We will then set up the balloon rocket as described in this module. It can be hard to find ways to tie string across the classrrom walls etc but tying it from chair to chair will work well and is at a good height for the children to observe. Before launching the rocket children will predict which direction it will go and how far.
Our countdown brings in some maths here.
After observing what happens children can offer their observations and theories. They can ask questions and wonder. What would happen with different sizes or shapes of balloons. They can make more predictions perhaps about speed or distances. We can then try using balloons inflated to large, medium, small sizes as well as round and long balloons. More maths here in measuring the distances. With infants we can measure using footsteps/ handspans or classroom objects like copies.
This would be a nice activity during Space Week and could be followed up by rocket mice or Marvin and Milo’s penny rocket.

• This reply was modified 3 months, 2 weeks ago by fiona Gunn.

[Patrick O’Donnell]

That’s a great activity – who wouldn’t enjoy firing balloons around the classroom? I like that there’s a lot of room for experimentation and speculation about the different effects of different shapes and sizes of balloons as well as inflating each to different capacities. Those are the kinds of lessons that I think have real scope for great scientific skills development because everyone is equally in the dark about what might happen next.

[Alma Loftus]

Science Week Class Plan – 2nd Class

Theme: “Curious Minds Exploring Space!”

 

🌟 Overall Science Week Learning Goals

By the end of the week, pupils should be able to:

• Ask their own questions about the world around them.
• Make predictions and explain their thinking.
• Understand that the Earth is spherical/roughly spherical.
• Explore the relationship between the Sun, Earth and Moon.
• Recognise that the Sun is a star and that there are many other stars in space.
• Use observation and evidence to explain simple scientific ideas.
• Plan and carry out simple investigations.
• Design, make and test a rocket.
• Explore materials and reactions through a fun “alien chemistry” investigation.
• Use imagination and creativity to explore what life on another planet might be like.
• Reflect on their learning and identify new questions.

 

🚀 Monday – Launching Our Curious Minds

Focus:

Science Skills, Space and Questions

Learning Intention

We are learning how scientists ask questions and investigate ideas.

Starter: “What Do We Know About Space?”

Create a large class mind map with headings such as:

• The Sun
• The Moon
• Earth
• Stars
• Planets
• Rockets
• Aliens
• Astronauts

Children contribute ideas and questions.

Curious Minds Enquiry

ASK:
“What do you wonder about space?”

Children write or draw one question.

Examples:

• Why does the Moon change shape?
• Why is the Sun bright?
• Are there aliens?
• How do rockets fly?
• Are stars really small?

IMAGINE:
Children make a prediction about one of their questions.

INVESTIGATE:
Introduce the science skills pupils will use during the week:

🔍 Observing
❓ Questioning
💭 Predicting
📝 Recording
⚖️ Comparing
📏 Measuring
🧪 Testing
💬 Explaining
🤝 Working together
🔄 Reflecting

Activity:

Science Detective Challenge

Give groups a simple object or image connected to space. Children:

1. Observe carefully.
2. Record what they notice.
3. Ask questions.
4. Make a prediction.
5. Share their ideas.

Science Week Evidence

Create a class display entitled:

“Our Curious Minds Science Journey”

Each child adds:

I wonder…

🌍 Tuesday – The Spherical Earth, Sun and Moon

Focus:

Earth, the Sun and the Moon

Learning Intention

We are learning that the Earth is roughly spherical and that the Sun, Earth and Moon are objects in space.

Starter: “What Shape Is the Earth?”

Show children different objects:

• Ball
• Orange
• Cube
• Plate
• Globe

Ask:

“Which object is most like the shape of Earth?”

Discuss the idea that the Earth is roughly spherical.

Investigation:

Can We See the Whole Earth?

Use a ball or globe.

Children investigate:

• Can we see the whole surface at once?
• What happens when we turn the ball?
• Can someone on the other side of the ball see us?

Sun and Shadows Investigation

Place an object in sunlight and observe its shadow.

Children:

• Draw the shadow.
• Measure or compare its length.
• Observe how it changes over time.
• Discuss the idea that the Sun provides light.

Moon Exploration

Ask:

“Does the Moon make its own light?”

Use a ball and torch to model:

• Sun = light source
• Earth = our planet
• Moon = reflects light from the Sun

Children use their own bodies or models to investigate how light and shadows change.

Recording

Children complete:

I noticed…
I think…
My evidence is…

Key Vocabulary

Earth – spherical – Sun – Moon – light – shadow – reflect – space

⭐ Wednesday – Stars, Space and Aliens

Focus:

Stars, Space and Creative Scientific Thinking

Learning Intention

We are learning that the Sun is a star and that there are many stars in space.

Starter: “Is the Sun a Star?”

Ask children:

“What is the Sun?”

Many children may say that the Sun and stars are completely different. Explain that the Sun is a star that is much closer to Earth than the other stars we see in the night sky.

Investigation:

What Does a Star Look Like?

Children observe images or representations of stars and discuss:

• Are stars all the same size?
• Do they all look the same colour?
• Why do some appear brighter than others?

Avoid suggesting that stars are simply small points of light. Explain that stars are very large, but they look small because they are extremely far away.

👽 Space and Aliens: “What Does a Martian Look Like?”

ASK

What might an alien look like?

IMAGINE

Children design a creature that could survive on another planet.

Ask:

• What would it eat?
• How would it move?
• Does it need water?
• What might its planet be like?
• Would it need special features?

CREATE

Children design and draw their own alien.

They should include:

My alien lives on…
It can survive because…
It has…

SHARE

Create a Martian Museum in the classroom.

Children present their alien and explain the scientific thinking behind their design.

Key Learning

This activity develops:

• Imagination
• Creativity
• Scientific explanation
• Oral language
• Problem-solving
• Evidence-based thinking

🧪 Thursday – Alien Chemistry

Focus:

Materials, Change and Scientific Investigation

Learning Intention

We are learning to observe changes when materials are combined.

Investigation:

Alien Planet Potion Lab

Children work as “alien scientists”.

Possible Materials

• Water
• Food colouring
• Baking soda
• Vinegar
• Small containers
• Droppers
• Spoons
• Glitter or sequins, if desired

The Question

“What will happen when we combine different materials?”

Curious Minds Framework

ASK

What do we think will happen?

IMAGINE

Make a prediction.

INVESTIGATE

Combine small amounts of materials safely.

OBSERVE

What do you notice?

• Bubbles?
• Fizzing?
• Colour changes?
• Movement?

EXPLAIN

What happened?

REFLECT

Was our prediction correct?

Alien Chemistry Recording Sheet

[Aine Mc Intyre]

I really like the idea of using ‘Curious Minds Exploring Space’ theme for Science week. The activities are very engaging and give the children the opportunity to explore, question and investigate in a fun way.

[Rachel Bromell]

 
<p class=”isselectedend”>An activity I would like to use from this module is the Marvin and Milo Make a Balloon Rocket experiment from IOP Spark. As I will be working in a special class this coming September, I feel this activity would be highly engaging and appropriate for my students. It offers a fun, hands-on way to explore basic STEM concepts such as force, movement, and cause and effect.</p>
<p class=”isselectedend”>To support accessibility, I am currently designing a step-by-step visual presentation using Canva. This will include clear images, simple language, and visual supports to help students follow each stage of the activity. I plan to use this resource on the interactive whiteboard and also provide printed visuals for individual support.</p>
This approach will encourage participation, communication, and curiosity, while ensuring that all learners can engage meaningfully in a structured and supportive way

[Jennifer Joyce]

Activity Set: Rockets

From previous experience I find that the children love lessons about spaceships/rockets. It is a topic that they tend to engage with as it is exciting and fun. It also allows for cross curricular integration for the teachers planning.

I would introduce the topic by asking the children what they know about rockets – have they ever seen a rocket?

We would listen to the story Mousetronaut by Mark Kelly. We would discuss the story and sequence the events in the story.

I would then get the children to create their own mice rockets using the mouse rocket activity in module 5. This will allow the children to get active and creative with the idea of rocket launching. I feel that the children will engage well with this activity. I would get the children to predict what they think will happen to the mice. We would all get to launch our mice observing which one goes the furthest and discuss why this might be. Each child would countdown from 10 before launching integrating maths into the lesson.

I am looking forward to using this lesson with my class!

[Shauna Carnegie]

This lesson for my Junior Infants class introduces the exciting topic of Rocket Launches by exploring how rockets travel into space. The lesson begins with a class discussion using pictures or a short video of a rocket launch, encouraging children to describe what they notice, such as the bright flames, loud noise and the rocket moving upwards into the sky. I would explain in simple language that rockets are powerful vehicles used to carry astronauts and satellites into space. Children would then predict what they think a rocket needs to fly and discuss where rockets travel. For a hands-on activity, each child would design and decorate their own paper rocket using coloured cards, crayons and stickers before taking part in a simple straw rocket launch. Children would attach their paper rocket to a straw and blow through another straw to make it fly, investigating how different amounts of force affect the distance travelled. As an extension, children could measure and compare whose rocket travelled the furthest using simple language such as near, far, longer and shorter. The lesson would conclude with a discussion about what they discovered during the investigation, encouraging children to talk about how rockets move and what they learned.

[Aine Mc Intyre]

I would use the foam rocket activity with my Junior Infant class.  I would use this as an inquiry based learning experience to explore ideas about space, movement and forces.  The activity would begin with a discussion about rockets and space travel, allowing the children to share what they already know about space and to ask questions.  I would encourage them to investigate how rockets move by making predictions and experimenting with different ways of launching the foam rockets.

The children would work together to explore questions such as ‘How far will our rocket travel?’ and ‘ what happens if we change the way we launch it?’ They could then test different  methods and observe the findings.,

I would take photos will they are completing the experiment and go around and assist the groups.  The children could then draw a picture of their rocket.  To conclude the  lesson I would read them  a simple picture book  or show them a video on a rocket launching into space.

[Michelle Browne]

For Space Week, I would plan a range of engaging, hands-on activities for my First Class to peak their curiosity and encourage an interest in science and space. As a starting point I would ask the children what they know about Space to gauge their prior knowledge ad continue to introduce the children to our solar system. We would identify the different planets, learn about their unique features and focus on Earth as our home planet and sequence the order of planets from the sun.

During the week, we would explore the Sun and learn how it gives us light and heat. We would discuss how the Earth’s movement creates day and night before taking part in a simple shadow experiments to investigate how shadows change. We would extend our exploration to learning about the stars and discover why they appear to twinkle in the night sky. The children would then create their own constellations using the constellation templates available on SpaceWeek.ie, helping them to recognise patterns in the sky.

At the end of the week, we would shift our focus to astronauts and space travel. The children could watch some of Chris Hadfield’s videos on youtube showing everyday activities in space, such as brushing teeth, sleeping and making a sandwich. These videos would encourage discussion about how living in space differs from life on Earth and help the children to understand the challenges astronauts face. The children would take part in fun inquiry based STEM activities by designing and launching balloon rockets and mouse rockets. They would investigate how the rockets move and make predictions about what might help them travel further, encouraging scientific thinking through their investigations.
Celebrating Space Week in this way would make science really engaging, entice the curious minds of the children and result in lots of fun exploration. It would encourage them to ask I wonder questions, investigate their ideas, make predictions and observe how science can link with hands on learning in Maths, Literacy, Art, Geography to mention but a few, leading to an exciting week of learning.

• This reply was modified 3 months, 2 weeks ago by Michelle Browne.

[Aishling Kelly]

I have chosen to make a plan for Space Week 2026 as it will be very useful to refer back to this and put my plan into action in October.
I would begin by creating excitement about Space Week the week before. I would use the website https://apod.nasa.gov/apod/ (Astronomy Picture a Day) and show the children a new photo every day, discussing what they see.
On Monday I would focus on the stars and have the children create constellations from matchsticks and playdough. I would use the discussion part of the lesson that I already created on constellations in an earlier module.
On Tuesday I would have the children create Martians using clay and junk art. They could also design UFOs for the Martians.
On Wednesday I would concentrate on galaxies. The children will view a video of the actual size of space and then design a galaxy. I would encourage them to think about; What planets would be there? Who would live there? They would make galaxies in bottles using glitter, water, food colouring, shaving foam and baby oil.
On Thursday I would focus on Planet Earth in Space. I would read the book Here We Are by Oliver Jeffers. We would collaboratively create a guide for how to live on Earth, using shared writing.
On Friday we would go out with a bang, literally! I would engage the class with a picture of a rocket. They would explore a variety of materials and plan a design to make a rocket. I would have different materials on each table to create the different rockets. We would ideally take them outside to ‘launch’ them.
This would be my plan for my Junior and Senior Infants.

[Emily Loughlin]

For Space Week, I would choose the Alien Chemistry activity with my First Class. I think the idea of receiving a message from an alien asking for help would really capture the children’s imagination and encourage lots of discussion.

To begin the lesson, I would tell the class that an alien has landed on Earth and needs help making a special space drink. The children would work in small groups to investigate what happens when different safe ingredients, such as water, food colouring, vinegar and bicarbonate of soda, are mixed together. Before each investigation, the children would make predictions about what they think will happen and then observe the changes carefully.

Throughout the activity, I would encourage the children to use scientific language such as predict, observe and record. They could draw pictures of their experiments and explain what they noticed to the rest of the class. We would finish by discussing which “alien potion” was the most successful and why.

As an extension for Space Week, the children could design and label their own alien, explaining what planet it comes from and why it needs their special potion. I think this activity would be a fun way to introduce scientific enquiry while encouraging creativity, teamwork and curiosity.

[Natasha Delaney]

The Rockets lesson would definitelt be a fun and engaging lesson to plan for during Space Week.
As we are a two-classroom school I would look at pairing the Senior room children with the Junior room children to design and build their rockets.
We would use NASA videos as a stimulus and talk and discussion about success criteria.
We would plan a whole-school launch outside and video it to use for peer-assessment afterwards.
For a whole school craft activity during Space Week we could also plan for the following activities;
Use our sensory tray with sand, stars, and toy rockets.
Make moon craters using playdough.
Paint a whole -school galaxy wall outside using black paintand white paint splatter.
Sing space songs such as “Zoom, Zoom, Zoom, We’re Going to the Moon.”

We are also very lucky that Dr. Niamh Shaw is originally from our school locality and she calls to visit us or does video calls with us a couple of times a year.

[Deirdre Boyle]

Using Exploring Rockets and extending it into the other areas of the curriculum really interests me.
So, using the story book that I used this year to introduce the idea of Space, and that we live on a planet called Earth, called ‘We are here’ by Oliver Jeffers. This is a story book that gets conversations going, I then use the book by Osborne Look inside Space to help too.
I would like to link this all into the curriculum, by first creating a rocket mouse, and getting the children to design their own rocket (using paper, toilet rolls and card). For the maths lesson I would link this to shapes: as this a good way to link in the 3D shapes the children in Senior infants are learning. By creating a rocket, we can use a cone, a cylinder, maybe two pyramids at the bottom. The children can create using 3D shapes they have learned.
For English: I could link it into our writing, getting the children to recount the trip to space: Who, What, When, Where and why. A postcard to home: from Space.
For Irish we could learn our directions: up, down, go, start, stop, and right and left.
In PE, I have played rocket tag and space invaders before, so these are always winners with the children.
For Rocker Tag: use hula hoops as ‘spaceships’. Depending on class size: 1 alien on for tag, Students travel across the hall using different skills (running, hopping, sliding).
When the teacher calls ‘Meteor shower’ all the students must get inside their spaceship. Students ‘tagged’ by an alien must do jumping Jacks or another exercise util the astronauts lift their hula hoop and the movement around the hall starts again.
For Space Invaders: Two teams face off against each other. Each team has their own Spaceship area. An Outer Space area (in which there are meteors) separates the two Spaceship areas.
On the teacher’s signal, team attempt to send meteors crashing into the opposing team’s Spaceship. Teams achieve this by making the meteors roll by hitting them with a underhand thrown Space Ball.
The Spaceship that got hit with the fewest meteors wins the round.
Aistear/SPHE: Myself and others: working together to create a space station: packing for a space trip, training for a trip to space, lots of discussion and creation around this. New vocabulary learning and cooperative skills, along with listening and teamwork skills.
SESE: Story and change: looking at the story of Neill Armstrong, along with natural environments: Weather and features of the Earth. I’m thinking as this summer it has been very warm; looking at the photos of land before and after will be interesting.

[Una Kenefick]

I would use the lesson ‘Spacecraft’ in my classroom. I would begin by showing the children images of things that fly – aeroplanes, hot air balloons, birds, rockets. We will then focus in on rockets and note any similarities and differences between where a rocket goes and where the other objects. Depending on the class level this could discuss distance or atmosphere.
We would then explore the idea of rockets, look at the history of rockets going into space- the first rocket as mentioned in the lesson being sent from the Soviet Union, then looking at people etc. Over Space week this could be further explored by looking at bringing people to the Moon and the idea of bringing people to Mars in the near future.
After looking at how rockets use downward force to send them up in videos and images, we would begin the creation of our own rocket following the lesson plan provided. We could build on the inquiry point of the lesson by using a variety of designs ensuring we have some to complare the importance of using a sharp nose and fin to drive through the air.
Later the students will have the chance to decorate their own rocket.

[Louise Leye]

Una, I really enjoyed reading your idea. I like how you start by getting the children thinking about different things that fly before introducing rockets, as it’s a great way to spark their curiosity. Bringing in the history of space travel is a lovely way to make the lesson more meaningful and link it to other subjects. I also think comparing different rocket designs is a great idea because it encourages children to test, observe, and think about what works best. Finishing by decorating their rockets adds a fun, creative element that the children would really enjoy.

[Louise Leye]

For Space week I would turn the classroom into a science lab where every child becomes a Potion Scientist!  I would tell them that they have to make a potion that will convince a group of Aliens that their own planet is a better place than Earth! I would give each group a small cup of vinegar (the magical liquid), a spoon of baking soda (the magic powder), food colouring, glitter (optional), and a small plastic bottle. I would ask the children, “What do you think will happen when we mix our magical ingredients?” The children are encouraged to add a few drops of food colouring to the vinegar before carefully tipping in the baking soda. Suddenly, their potion fizzes, bubbles, and foams! I would ask them to watch, listen, and describe what they notice. Can they hear the fizz? Can they see lots of tiny bubbles? I would then explain that the baking soda is a solid, the vinegar is a liquid, and together they create a gas called carbon dioxide, which makes all the exciting bubbles. Finally I would finish with a Fizz Detective Challenge! Ask the children to find and point to the solid, liquid, and gas in their experiment. They can then draw their bubbling potion, label each part and give their potion a name. They would then explain how their potion is going to make the aliens return to their home planet.

[Clodagh Tyrrell]

I would love to do the rockets lesson in my junior infant class. To get the children excited about space and rockets I would read the story. “The Dinosaur that Pooped a Planet”. This is a laughing out loud picture book that gets the children thinking about space and rockets. The children would then get a chance to create their very own rockets. They’ll need , toilet paper holders, tin foil, glue, red card, lollipop sticks, strips of colorful foil. As the children are making their rockets I would ask questions like “what do rockets need to fly?” “Where do rockets go?” “Would you like to go to space?” “What might we see from a rocket?”.

When the students have made their rockets they could practice counting down from 10 , 9 , 8 ….. blast off! Children jump into space and pretend to orbit around and float like astronauts. They could “fly” their rockets to different planets they have previously discussed and tell the class where they travelled to and what they might have discovered.

[Laura Collins]

Hi Clodagh, I really like your idea of introducing the topic by using a story. I also like how you have integrated Maths and Drama into your lesson with the count down.

[Ashling Halpin]

Space week is a great idea to bring integrated learning, STEM and collaboration to a school. Space is such a fun and interesting concept that all classes from infants to sixth class would like to engage in activities.
Some ideas from doing this course for space week would be
• Would it float in space? – activities
• Art – this could be a collaboration activity with older classes (for example Lots of stars)
• Linking up with literacy – reading books based on space – for example The Way Back Home
• The class could have a dress up day
• Design a rocket idea – the whole school could form teams and create rockets in groups.
• The children could could participate in a space quiz
• Participate in STEM workshops
• Create Space week posters
• Invite a visitor (an individual working in physics department in the university or an engineer working in aerospace) to speak to the students
• Best Alien competition
• Using Space week website
At the end of the week the children could have a showcase of all their work in the hall of the school.
A example of what space week could look like in the classroom could be
Monday – Space week launch and create posters
Tuesday – Space art and a visit from a person working in space
Wednesday- Participating in STEM activities- creating a rocket
Thursday – Best Alien competition
Friday Space week Quiz and showcase of their work

 

https://coggle.it/diagram/aloMgXeKuqyYyf9P/t/space

[Patrick O’Donnell]

The activity set that I would like to use in class is the dancing raisins activity. The activity requires a clear container, a fizzy drink and raisins. When the raisins are first introduced to the liquid, they are more dense than the liquid itself and therefore they sink to the bottom of the container. After a short time, the raisins gather bubbles of gas on their surface. The combined raisin and gas bubbles are now less dense so they float back upwards where they lose the bubbles and sink once more, repeating the process as long as the drink is fizzy. There are a few reasons that I think this is a great activity with a junior class. First of all, it’s a very visual experience with a surprising outcome. The repeated rise and fall of the “dancing” raisins is a great hook for children’s natural curiosity. I also think that the outcome (the sinking, rising, sinking and rising again) is quite counter intuitive an could open up a lot of speculation and discussion. There is also a lot of scope for extension work – if we try the activity with something other than a raisin (a strawberry, a grape, a crayon) will the outcome be different and, if so, why? Does the type of fizzy liquid have an impact on the activity, either in terms of duration or speed of the rising effect? I really like that this is a relatively simple activity to prepare that would lead to lots of discussion.

[Susan Rose]

Activity set: Space and Rockets

Class: Senior Infants

Lesson 1: To introduce the topic of space and rockets, I would begin by reading the story, “The Smeds and the Smoos”

Prior to the story, I would elicit any prior knowledge about space from the children and ask them questions such as,

1. Where do aliens live?
2. How do they travel around?
3. What do space rockets look like?

4. How do they work?
5. How many people can travel in them?
Do humans travel differently to aliens?
6. What do astronauts need to bring in their rocket?

This would help to spark their curiosity and encourage discussion.
We would then create a KWL chart based on their knowledge.
Know/Want to Know/Learned…
During the story, I would pause at different points to ask prediction and comprehension questions, allowing the children to engage with the text and develop their listening and communication skills. We would continue to add to our KWL chart.

To conclude, we would discuss the story, the different characters and events, focusing on the imaginative way the author portrays aliens and rockets.

The children would be encouraged to describe the aliens and rocket ships using a range of vocabulary and compare them with humans. This discussion would also provide opportunities to introduce simple space-related vocabulary, such as planets, stars, rockets, launch, astronauts, and galaxies.
We would fill in the LEARNED part of our KWL chart.
Extension activities:Drama: children in role. Split the class into Smeds and Smoos
1. What is the difference between the 2 alien types?
<2. How could you travel between planets to meet one another?
3. Describe your rocket. Do the Smeds have a different one to the Smoos? Colour/shape/number of windows etc.
5. What would do the Smeds and Smoos wear/eat/drink/play with ?
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This type of role play encourages collaboration, communication, and imaginative thinking while reinforcing the theme introduced through the story.

Lesson 2:. Experiment : “Dancing raisins, to enable the children to make the connection between rockets and forces.

Children use their scientific skills of predicting prior to the experiment, collecting data during it and interpreting and exploring the data afterwards. Questions such as;

1. What force makes the raisins dance?
2. Which raisins dance the highest?
3. Why do some raisins dance higher?

The children then apply their learning in other areas; constructing their own rockets and in turn “make connections”.

Art: Design and decorate your own rocket.
Materials; toilet roll, tin foil, red felt paper, yellow & orange card for the fire coming out of the rocket. Black marker for windows. Scissors for cutting.

Maths: 2D & 3D shapes. Constructing rockets.

Music: The Planets Song. Singing and performing.

SPHE: Myself and the wider world.
Feelings; empathy, companionship kindness, cultural diversity and helping others.

• This reply was modified 3 months, 2 weeks ago by Susan Rose. Reason: Improve text

[Caoimhe Lyons]

Hi Susan,

This is fantastic and really well laid out!  Paxi might be something you’re interested in using here!

[Jennifer Hanlon]

I have decided to base this assignment on building rockets with junior infants. This is a continuation on our theme of space and it will be delivered through a series of hands on, play and inquiry based lessons.
Prior Learning
The children have already explored:
•The Solar System and the eight planets.
•The Moon and the Moon landing.
•Neil Armstrong as the first person to walk on the Moon.
•The International Space Station (ISS) as a home and workplace for astronauts in space.
•The Artemis II mission and how astronauts are preparing to travel around the Moon again.
•Why rockets are needed to travel into space.

Learning Objectives-
WALT
•To recall what we know about rockets and space travel.
•To investigate what makes a good rocket.
•To design and build our own rocket.
•To explain our ideas using scientific language.

The children should be enabled to:
•Recall why astronauts use rockets.
•Talk about the ISS and Artemis II.
•Design and build a rocket.
•Test and improve their rocket.
•Explain their thinking.

Stimulus for the lessons-
The picture book The Way Back Home – Oliver Jeffers and Videos (Short Clips) Chris Hadfield:
•Preparing for a rocket launch
•Living on the International Space Station
•Floating in space (age-appropriate clips)

Materials
•Cardboard tubes, Coloured card, Foil, Paper, Tape, Glue, Scissors, Recycled material, Stickers, Straws (optional for paper rocket launchers), LEGO or blocks (Construction Area)

Story Stimulus
Read The Way Back Home by Oliver Jeffers.
Pause during the story to ask:
•Where is the boy travelling?
•How did he get there?
•Why did his rocket stop working?
•How did he solve the problem?
•Why are rockets important?
Discuss how rockets help people explore places that are very far away.

Show photographs of:
•The International Space Station
•Artemis II
•A rocket launch
Ask:
•What do you remember about the ISS?
•Why do astronauts go there?
•What do astronauts do inside the ISS?
•What do you remember about Artemis II?
•Where will Artemis II travel?
•How do astronauts get there?

What makes a rocket able to travel into space?
Allow children to discuss with a partner.
Possible prompts:
•Does it need to be tall?
•Does it need a pointy top?
•Why?
•What might happen if it had no engines?
•Why does it need to be strong?
Encourage children to justify their thinking before building.

Design Challenge
Can you build a rocket for the Artemis II astronauts?
Children work in small groups.
Before building, encourage them to think like engineers:
•What shape will your rocket be?
•How many windows will it have?
•Where will the astronauts sit?
•How will it blast off?
•What will make it strong?

Children use recycled materials to create their rockets. Test and Improve
If using paper or straw rockets:
Children investigate:
•Which rocket flies the furthest?
•What happens if we make it taller?
•What happens if we change the size of the fins?
•Which design is the most stable?

Teacher prompts:
•What worked well?
•What would you change?
•Why do you think your rocket travelled that far?
Emphasise that engineers often improve their designs after testing them.

Aistear Integration
Role Play – Mission Control
Set up a Mission Control area with:
•Headsets
•Clipboards
•Maps
•Toy rockets
•Countdown cards
•Photographs of the ISS and Artemis II

Children become:
•Astronauts
•Engineers
•Mission Controllers
Mission:
Prepare Artemis II for launch.
Teacher prompts:
•Is everyone ready for launch?
•What equipment do the astronauts need?
•Where are we travelling today?
•What jobs do the engineers have?

Construction Area
Challenge:
Build:
•A rocket
•A launch pad
•The International Space Station
Using:
•LEGO, Wooden blocks, Magnetic tiles, Loose parts

Small World Play
Provide:
•Toy astronauts, Rockets, Planets, Moon, ISS, Aliens (optional for imaginative play)
Children create their own space adventures inspired by previous learning.

Gather around the finished rockets.
Invite each group to share:
•What is your rocket called?
•Where is it travelling?
•What makes it a good rocket?
•What would you change next time?
Finish by watching a short Chris Hadfield clip of astronauts floating aboard the ISS and ask:
•What did you notice?
•How is the real rocket similar to the one you built?
•What would you pack if you were travelling on Artemis II?

Assess if the children can-
✔ Recall prior learning about the ISS and Artemis II.
✔ Use vocabulary such as rocket, launch, astronaut, ISS, Artemis II, and engine.
✔ Participate in collaborative problem-solving.
✔ Explain the choices they made when building their rocket.
✔ Reflect on how they could improve their design after testing.

Extension Activities
Rocket Launch Investigation
Use balloon-powered or straw rockets outdoors. Children predict, test, measure, and improve their rocket designs.
Class Book
Create a class book titled “Our Rockets to Space”. The aliens that were created previously could be added to the book.

[Louise Day]

This reflective piece will be based on the lesson surrounding Rockets. I will also highlight how to easily integrate this lesson across the curriculum.

We will begin the lesson with a story, “The way back home” and then discuss it which will introduce the topic of rockets. This lesson will also take place in early October during space week where at the end of the week we will showcase our work to the rest of the school as the whole school will be partaking.

We are going to make a rocket, we will be wondering and exploring the different types of rockets and view and discuss a selection (Rocket mouse, Balloon rocket). We will then focus on designing a rocket with the class split into groups of 4. Each group will design and make a different rocket. This lesson will coincide with Shapes and space in maths and we can discuss the various shapes involved in the rocket and their size. After the design is complete we will then collect the materials needed and make our rockets.

A fun experiment to do would be the alkaline seltzer rocket which I have previously done and the whole class enjoyed. They can write this up afterwards extending their vocabulary.

Once completed we will display our rockets along with our design process.

 

[Kate Anne Fenton]

Hi Louise, I really like your idea of integrating this lesson with maths shapes. This would be an excellent way to give meaning to 3D and 2D shapes to children. Thank you for sharing!

[Colin Reidy]

For this activity, I would choose the rocket investigation as it is an engaging way to introduce children to STEM through practical, hands-on learning. I like that the activity encourages children to experiment, think creatively, and discover that there can be many successful solutions rather than one correct answer. It also provides an excellent opportunity for children to make predictions, investigate their ideas, and evaluate the outcome of their work.

I would adapt the lesson to allow for lots of conversation and collaboration. Before testing their rockets, I would ask the children to discuss which design they think will travel the greatest distance and explain why they have made that prediction. After each launch, we would compare the results as a group and talk about how factors such as shape, size, or construction may have influenced the outcome. The children would then be encouraged to make changes to their rockets and test them again, helping them understand the value of improving a design through trial and error.

To support different learning styles, I would give children a variety of ways to record their findings. Some could draw pictures of their rockets or sequence photographs of the investigation, while others could describe their observations verbally or with simple written notes. This would ensure that every child could participate in a way that suits their abilities.

[Mary Coughlan]

Colin, I like your ideas for how the children will record their results. Providing different options for recording their learning really supports inclusion and recognises that children have different strengths and preferred ways of demonstrating their understanding. Giving them choice in how they present their findings will help to increase engagement and allow all children to participate in the activity.

[Lorraine Mc Namee]

Hi Colin,
<p style=”text-align: left;”>I love that you’ve included a variety of options for your students to record their findings, ensuring that the lesson is accessible to all at their level of understanding and allowing them to represent what they’ve learned through their preferred medium. 😀</p>

[Kate Anne Fenton]

The children in my class are already fascinated with rockets as the 5th class in my school created a project on them this year and made rockets. They invited my junior infant class to see the their creations and my class were very impressed.
I would introduce the lesson through meaningful context such as stories like Oliver Jeffer’s ‘The Way Back Home’ and ‘Aliens in underpants save the world’. Also showing the children the video of the Vega launch. My class would enjoy the Marvin and Milo cartoons also. We would discuss as a class about rockets, their use and what they know and would like to know about them. Then I would provide the children with a range of materials to create their own rocket. I would invite the 5th class to buddy up with my class and help them with this task. Then they can help with each child’s investigation. Asking them to predict how far their rocket will travel and measuring the distance during the investigation.

[Mary Coughlan]

I love the idea of Space Week, and after completing these modules I will definitely be suggesting ideas to my school for participating in and celebrating the week when we return in September.

This module provided so many engaging activities for the junior classes that I know they would thoroughly enjoy. Anything that moves at speed or has an element of surprise always creates great excitement in a First Class classroom!

The activity I would most like to try with my class next year is the balloon rocket investigation. I would begin the lesson by reading both a fiction and a non-fiction book about rockets. For fiction, The Way Back Home by Oliver Jeffers is a great story that captures children’s imaginations through a space adventure. For non-fiction, DK Super Readers: Spaceships and Rockets by Deborah Lock introduces young readers to rockets, the parts of a rocket, and how they travel into space using age-appropriate language and photographs.

After reading, we would examine photographs of real rockets and discuss their shape, structure, and purpose. I would then show the video of the rocket launch from this module, encouraging the children to observe carefully and share what they notice. We would discuss why rockets are designed the way they are and what helps them travel into space.

The children would then work in pairs or small groups to construct their own balloon rockets. I agree with the speaker in the module that the straw rocket may be a little too fiddly for younger children, so I think the balloon rocket would be more suitable for First Class. The children could decorate their balloons to look like rockets or attach a picture of a rocket that they have designed themselves.

After completing the experiment, we would come together to discuss why the rockets launched. The children could share their observations and ideas before we explore the science behind the activity. We would discuss how the air escaping from the balloon creates a force that pushes the rocket forwards, helping the children to develop an age-appropriate understanding of forces and motion.

• This reply was modified 3 months, 2 weeks ago by Mary Coughlan.

[Darren Moynihan]

Space Week Classroom Plan for Junior Infants. I like teaching through activity stations so these are some ideas and activities that would be fun for Space Week…

Morning Circle: Rocket Launch and Language Development
Read the picture book ‘Alien Love Underpants’
Discuss new vocabulary and space words. Children can build a cardboard box rocket together.
Maths integration: Counting down/backwards from 10 to 1 for a dramatic floor jump ‘blast-off’.

Play Stations: Fine Motor and Sensory
Activity One: “Moon Dust” tray using flour, baby oil, and silver glitter. Add in some hidden plastic stars and scoops to make it more interesting.
Activity Two: Black playdough mats. The children can roll dough “planets” and push white beads or toothpicks into them to make patterns and craters.

PE/Gross Motor Skills: Space Walk
Children will develop their balance and spatial awareness skills.
After setting up an obstacle course in the hall, the children can step on “space rocks” (hoops), crawl through a “black hole” (tunnel), and float in slow-motion zero gravity.

Creative Art: Galaxy Splat
Children will explore colour mixing and textures.
Using black paper and old toothbrushes, the children will flick white and purple paint across the page to create stars. They can glue on a tinfoil rocket cut-out to finish.

[Laura Collins]

Activity Set- Rockets
Class Level- Junior/ Senior Infants

Introduction-
I would begin the lesson by asking the children to close their eyes and imagine that they are going on a super exciting journey…. They are going to space. Imagine how you get there, what do you see and hear during the journey. Ask the children to draw a picture of how they got to space. I will ask them to act out their journey to space. Then together we will listen to the story ‘Roaring Rockets’ by Tony Mitton.

Development-
Following on from reading the story. I would ask the children how do you think the rockets go so high in the sky? I would encourage the children to think of their own questions based on space. We will now watch ‘A StoryBots Space Adventure’ on Netflix. It will give an insight about rocket ships and what it’s like being an astronaut in space. I will then explain to the children that they are going to be investigators for the day. I will show then a selection of materials, different shapes bottle and mouse template. I will ask what do you think we are going to make. I will show the children a prototype. I will explain the aim of the experiment is to find out which bottle make the mouse go highest. I will ask the children to draw a picture of which one they think will go highest before beginning.

Conclusion-
Once the children have completed experiment I will ask the children to record (draw) their findings in their experiment copy. I will ask the children does this remind them of anything, can they make any connections.

[Niamh Jeffery]

I would use the picture book ‘The Darkest Dark’ written by astronaut Chris Hadfield as a prompt for my lesson on rockets. I have used this book before as a stimulus for English lessons and the children really enjoyed it. The fact that it was written by a real astronaut really captured their attention and interest. Following the story, the children would be invited to share what they know about rockets. All responses would be recorded on a flipchart.
Following a demonstration, the students would construct their own rockets in pairs using a straw, string and round balloons. By tying their string across the room the students can explore how far their rocket will travel once their balloon has been blown up. The question of whether the shape of the balloon has any effect on how far the rocket will travel along the string will be posed and predictions will be made. In their pairs, the children will then use long/narrow balloons to make another rocket. The results of this investigation will be discussed and a conclusion as to whether the shape of the balloon affects the rocket’s performance will be noted.

[Aideen Monagle]

Hi Niamh,

 

I absolutely love this book. A fanastic resource for all things space related.

 

[Grace O’Driscoll]

Hi Niamh, I think using The Darkest Dark as a stimulus is a fantastic idea, especially because knowing that it was written by a real astronaut would make the learning feel even more meaningful and exciting for children. I love how your activity combines literacy, STEM and investigation in such a practical way. The rocket experiment would be a brilliant opportunity for children to make predictions, test their ideas and discuss their findings. I might use this activity idea during Space Week as it would be engaging and accessible for younger children.

[Dean Vaughan]

Activity: Alka-Seltzer Rockets

I would definitely use the Alka-Seltzer Rockets activity in my classroom as it is a fantastic way to develop scientific inquiry through a fun, hands-on investigation. I have carried out this experiment with my own class before, and it is always a huge success. The excitement of watching the film canister launch immediately sparks curiosity and encourages children to ask questions about what caused it to happen.

Before beginning, I would ask the children to make predictions and explain their thinking. After each launch, we would discuss what they observed and consider how changing one variable, such as the amount of water or tablet, might affect the outcome. This would encourage children to think scientifically while learning about fair testing.

One resource that was completely new to me was the Marvin and Milo cartoons. I had never come across them before, but I think they are a brilliant way to introduce STEM concepts in an engaging and child-friendly way. I will definitely be using these cartoons in my classroom next year, as I know they will capture the children’s interest and provide an excellent starting point for inquiry-based learning.

[Siobhan Moriarty]

Yes Dean I too have used Alka seltzer rocket launcher. Pupils live this lesson especially as it is done outdoors and creates a little mess. The excitement when their rocket launches is unreal. It’s great to see them so involved and igniting their joy of Science.

[Muireann O’Brien]

Foam Rockets Activity:

In this activity, pupils create their own foam rockets and investigate how rockets move. The children begin by looking at pictures of real rockets and discussing how rockets travel into space. They can then design and decorate their own foam rockets before testing how they move.

Using simple materials, pupils can build their rockets and make predictions about what will happen when they are launched. They can test different designs, compare how far the rockets travel, and discuss what factors might affect their movement. Children can record their results through drawings, measurements or simple charts.

This activity supports STEM learning by allowing pupils to take on the role of young engineers. They are encouraged to ask questions, solve problems, test ideas and make improvements to their designs. It also develops skills such as teamwork, communication, measuring and critical thinking.

A curriculum link could be with Science – Energy and Forces, as pupils explore how forces can cause objects to move. It also links with Maths through measuring distances and comparing results, and Art through designing and creating their own rockets. This hands-on activity would be a fun way to introduce space while encouraging curiosity and creativity.

[Suzanne McLoughlin]

After exploring the activities in this module, I would like to use them as part of a whole-school Space Week in my classroom. I teach a mixed-ability class, so I appreciate that the activities can be adapted for different learning styles and encourage active participation.
I would begin the week by finding out what the children already know about space and recording their questions. This would help guide our learning and encourage curiosity. Throughout the week, we would complete a range of hands-on investigations, such as exploring the phases of the Moon, creating simple models of the Solar System, and investigating how craters are formed using practical materials. These activities would encourage the children to make predictions, observe carefully, and discuss their findings using scientific language.

To integrate learning across the curriculum, the children could write imaginative stories or fact files about space, create space-themed artwork, and use maths to compare the sizes and distances of the planets. Digital technology could also be incorporated by using age-appropriate videos, virtual tours of space, or simple coding activities linked to space exploration.
As a celebration of learning, the children could display their work in a “Space Exhibition” for other classes or parents to visit. This would give them an opportunity to share what they have learned and develop confidence in communicating scientific ideas.
Overall, this module has provided practical, engaging ideas that promote inquiry-based learning and creativity. It has reinforced the importance of giving children opportunities to investigate, ask questions, and learn through hands-on experiences. I feel more confident planning meaningful STEM activities and look forward to incorporating these ideas into future lessons.

[Lorraine Mc Namee]

Hi Suzanne,

I love your suggestion of a “Space Exhibition”, for other classes or parents to visit. As you state, this would give a very meaningful and real life opportunity to the children to explain what they have learned and what skills they have developed. As part of a home-school link I think I might include a similar exhibition or space museum and share with parents/guardians via Seesaw with the children explaining each piece.

 

[Aideen Monagle]

Balloon Rocket. I absolutely love this idea and especially using a comic to engage the children first. I would do this as a paired or group activity and I think it would be more suited towards 1st & 2nd class. I think giving the children the equipment first to see what they can come up with. I would use cross curricular links with this lesson by using music. I would give the children some instruments to come up with what sounds they can make when the rocket is taking off. The children could extend this lesson  by adding things onto the balloon. Could they tape two balloons together to make a bigger rocket. We can also use cross curricular links with art by designing our rocket. Its important to ask the children about the rocket? Where is it going? How far does it have to travel? What is our rocket called? I think this is a fantastic lesson and it could be done with different materials to extend.

• This reply was modified 3 months, 2 weeks ago by Aideen Monagle.

[Siobhan Moriarty]

Lesson plan for Activity Set- Rockets

class- Junior Infants

Strand- Energy and Forces

Strand Unit – Forces, exploring pushing and pulling

Learning Objective- children will explore how a push can make a rocket move and investigate ways to make a simple paper rocket travel further.

Prompt-show video clips of a rocket launching and ask pupils what is this?, where does it go? What happens when it launches?

investigation- Rocket Mouse from Science Museum London

Using a pre cut paper cone decorated as a mouse and an empty milk carton as a launcher pupils predict how high the rocket will go?
Pupils apply a gentle force to the milk carton and observe how high their rocket moves.

Explore and extend

Pupils predict if using a stronger force effect how far the rocket launches.
Explore with different bottles and stronger/ weaker pressure and observe differences.

I have used this lesson several times in class from Juniors to Second, each age group enjoying it no end and are actively involved as well as highly motivated to discover how high they can launch their rocket. The competition can be fierce and many a mouse was lost behind cupboards during the investigation.

[Grace O’Driscoll]

During Space Week, I could transform my classroom into a “Space Explorers” hub where children can learn through play, discussion and hands-on investigation. We will begin with a class talk about what we already know about space and what we would like to find out. Throughout the week, children will explore the solar system through stories, videos and simple facts, then move into practical activities such as building rockets from recycled materials, creating astronaut helmets, and making moon craters in sand or flour trays. I also plan to include a role-play space station, where children can dress up as astronauts and use Gaeilge space vocabulary in their play.
To finish the week, the children will present their rockets and artwork, and we will display their questions and discoveries on a Space Week wall. This plan will help make space exciting, interactive and meaningful for the class while encouraging curiosity and teamwork across the classroom.

[Sinéad Giblin]

Hi Grace,

I really like how your Space Week plan combines hands-on activities with imaginative play to keep children engaged throughout the week. The role-play space station is a great example of purposeful game-based learning, encouraging collaboration, communication, and problem-solving while exploring STEM concepts. A meaningful cross-curricular link could be with Visual Arts, as pupils design and create rockets, astronaut helmets, and space-themed artwork while explaining their ideas and the science behind their creations.

[Killian Doyle]

I think the STEM lesson Dancing Raisins would be really fun and engaging to do. It is simple but it encourages curiosity and questioning which are great skills to introduce to infants. It also promotes inquiry based learning. I would start the lesson by asking the children what they think would happen if I put the raisins in the sparkling water. The children could make predictions here to start their exploration.

When the children observe the raisins moving up and down I would use talk and discussion to ask why the raisins are moving and what is making them rise? I would use discussion to help them understand the gas bubbles attach to the raisins to make them rise and that when the bubbles disappear the raisins sink.

I think this lesson promotes STEM in different areas. The exploring gases and movement through observing, recording, predicting, etc. It could also be further explored by using other objects. We could link it with Maths by counting how often the raisins dance.

Overall I think the lesson promotes creativity and problem solving. It relates to the new curriculum framework as it places the child at the centre of the learning.

[Sarah Cahalane]

I agree that the Dancing Raisins experiment is a great example of inquiry-based STEM learning as it encourages young children to ask questions, make predictions, and explore scientific concepts through hands-on investigation.

[Sarah Cahalane]

To introduce the activity, I would begin by showing the children images and videos of real rockets launching into space and discuss what they notice. We would explore questions such as “How do rockets move?” and “What helps a rocket travel upwards?” to encourage curiosity and activate prior knowledge.
The children would then design and create their own rockets using simple materials. They would consider the shape, size, and materials used and discuss how these features might affect how their rocket moves. Our enquiry question would be: “What design features help a rocket travel further?”
Working in groups, pupils would make predictions before testing their rockets. They would launch their designs, record the results, and compare how different designs performed. We would discuss whether the investigation was fair and what changes could improve their rockets.
This activity supports STEM learning by encouraging pupils to use creativity, problem-solving, teamwork, and scientific thinking. It also provides opportunities for Maths through measuring distances and recording results, while allowing children to learn through experimenting and improving their designs.

[Lorraine Mc Namee]

Assignment: Consolidate your experiences and action plans in the course by creating a class plan to engage with SPACE WEEK

During Space Week 2026 Oct 4th -10th, I would use the ESERO Ireland and Curious Minds resources to provide a fun, hands-on, inquiry-based learning experience for my infant class. I would begin by reading a space-themed story or use Paxi, to stimulate curiosity and encourage children to ask questions about the Sun, Moon, stars, and planets. Together, we would create a class mind map of what we already know and what we would like to discover.
Throughout the week, I would use the Curious Minds/ESERO Framework for Inquiry to plan lessons to allow the children to participate in a variety of practical investigations. We would explore Sun and Shadows by observing our shadows outdoors at different times of the day, making predictions, and creating simple sundials to investigate how shadows change. We would also learn about day and night through role play, using torches and globes to demonstrate how the Earth rotates. I would also use the fruit demonstration shown in Module 2, to help the children appreciate the differences in size of each planet.
The Curious Minds activities would encourage children to investigate, predict, observe, and discuss their findings through the Alien Chemistry activities. I think my class would love the Dancing Raisins and Alien Slime projects. STEM challenges, such as designing and building mice or balloon rockets from recyclable materials, would develop creativity, teamwork, and problem-solving skills. Opportunities for integrating art, music, mathematics, and literacy would include creating star pictures, singing space songs, counting planets, and writing simple captions.
At the end of the week, pupils would share their learning through a classroom “Space Museum,” celebrating their investigations and encouraging reflection on what they had discovered which could be shared with other classes or parents/guardians at home via class Seesaw or school Newsletter.

[Caoimhe Lyons]

Hi Lorraine,

This sounds wonderful I enjoy your inclusion of the museum piece!

[Georgie Anderson]

Alien Chemistry Lesson Plan (2nd Class)

For this lesson we will be looking at chemical reaction: When two or more substances mix together and change into something brand new.

The class are space chemists analysing a fluid sample brought back from a newly discovered alien planet- Planet Wicklow.

Resources :

Chopped red cabbage boiled in water

Clear plastic cups,

lemon juice

Baking soda mixed with water .

Activity:

Students will be divided into small table groups. each group will be given three clear cups containing:

Cup A: Clear “Alien Acid” (Lemon juice).

Cup B: Clear “Alien Alkaline” (Baking soda water).

Cup C: Purple “Alien Indicator Fluid” (Red cabbage water).

I will ask students to predict what will happen if they drip the purple fluid into Cup A and Cup B.- record their predictions with their group

Have them use plastic pipettes to mix the fluids.

Cup A turns bright pink/red (acid) and Cup B turns bright green/blue (base). They have observed an acid-base chemical reaction using a natural indicator.

Reflection :Each group review their predictions – what they got right and what they got wrong.

Have the students think about what other substances they could mix. To finish up each student will complete the following sentence:

Next time in science, I want to try testing………

 

[Mairead OSullivan]

I would use the Alien Chemistry activity with my First and Second Class by using sensory exploration and imaginative to also integrate with Aistear.
I would use the story ‘Field Trip to the Moon’ by John Hare. The story is about a class that does a trip to the Moon where a child takes a nap and gets left behind. They draw on the rocks with crayons and some of the moon aliens pick up the crayons an begin drawing too.
We would see what the aliens could use to do art with when they use up all the crayons in the pack the little pupil left behind.
We would mix some baking soda (moon dust and vinegar with food colouring) We would look at the colour changing and measure the temperature of the liquid. We would make predictions and record them then measure what happens.
The pupils could then write a potion recipe of their own for the aliens.

[Orla Irwin]

I would choose the Make a Rocket from this module. I will be SET for Juniors and Seniors so we will use the Rocket Mice section. Two years ago we ran Space Week in our school and I prepared the resources for all class levels to engage in Rocket making from the Rocket Mice in the junior end to the Heavy Lifting Rockets activity for 5th and 6th. My own class did the Balloon Rockets using straws and string. We had great fun, having Rocket Races and changes of design after each set of races. The Junior and Senior infant teachers at the time said the children loved making the rockets, and learned a lot from the activity, so I would definitely do it in the coming year. Before making their rockets, I would show the children a clip of a rocket launch to ignite their curiousity. Or the first attempt, I would use the templates, encouraging children to cut carefully and helping those who needed it. I think they would really enjoy the initial experience. I would let each child make their own “Mouse”, but give them one launcher per group. I might give each group the same size launcher at first, but have some variations available. There would be two ways to direct the lesson after this, changing the launcher/ pressure on the launcher, or allowing children to make more bespoke designs, decorating, changing, adding. It would be nice to do both, perhaps over two days. Changing the launcher size (capacity) would lead to great learning about what is propelling the rocket and why these changes would change the outcome. Plenty of scope for questioning and predictions. Allowing the children to redesign or modify their rockets would provide opportunities to discuss design of other flying things, wing and fin design etc. Children who opted to decorate would discover that extra things might lead to extra weight and hamper the performance of their rockets, perhaps prompting further redesign. For older children, this type of consideration is very much linked to real rockets, and the design challenges that engineers face.
One of the most beneficial things for us participating in a whole school examination of rockets in the same week, was that we could invite other classes to some of our testing activities, and children could explain to older or younger students what they were trying to do, and get advice from each other. It certainly upped the ante and excitement, deepening the experience for everyone. It is also a great way of encouraging home school links, with further design/ investigation ideas shared with home.

[Isobel Wallace]

If I were planning for Space Week in my classroom, I would spread the activities across the week instead of trying to cover everything in one lesson. I think this would give the children time to become familiar with each topic and build on what they had learned the previous day. I would use short, practical activities that encourage the children to ask questions rather than simply memorising facts about space.

To begin the week, I would ask the class to create a “Wonder Wall” where they could write or draw questions they have about space. I think this would be a good way to find out what already interests them and it would allow me to refer back to their questions throughout the week. We could then explore topics such as the planets, the Moon, stars and the Sun using hands-on investigations, simple experiments and stories. I would also include an art activity where the children design their own planet and explain what makes it unique. I think children enjoy having opportunities to be creative, and it would also show me how well they understand the ideas we have discussed.

If possible, I would finish the week by inviting another class or parents to visit a small “Space Gallery” where the children could display their work and talk about what they had learned. From my experience on placement, children often become much more enthusiastic when they know they will have the chance to share their work with others.

Overall, I think Space Week is a good opportunity to make science enjoyable and accessible. My aim would not be for the children to remember every fact about space, but for them to leave the week feeling curious and confident enough to keep asking questions about the world beyond Earth.

[Sinéad Giblin]

Lesson: Paper Rockets

For this lesson, the children will investigate how a rocket is propelled by a pushing force. To begin, I would encourage them to share what they already know about rockets by looking at photographs and discussing their ideas. I would also use the Marvin and Milo cartoons to spark curiosity and introduce the concept before the investigation begins.

Before constructing their rockets, pupils would make a prediction about how far they think their rocket will travel, for example from one point in the classroom to another. They could record their ideas by writing, drawing, using a scribe, or making a voice recording on a digital device.

The materials available would include paper, card, drinking straws, sticky tape, scissors, and colouring materials. If time allowed, we could extend the activity by creating the rocket mouse shown in the presentation using plastic bottles.

Children would then design and build their own rockets, choosing whether to work independently or with a partner. Once completed, they would test their rockets in the school hall or outdoors on a calm, dry day. After testing, the class would compare results, discuss whether their predictions were accurate, and consider how changing the rocket’s design affected its movement.

[Sarah Henry]

I really like how children make predictions before testing their rockets, helping them develop scientific thinking skills. The opportunity to design, build, and evaluate their own rockets promotes problem-solving, collaboration, and a deeper understanding of forces and motion. This is a lovely and engaging  lesson idea.

[JADE Mitten]

Space Week Plan – Junior Infants
Theme: Space – Rockets, the Moon, Stars and Aliens

Monday – Blast Off into Space!
Learning Focus:
Introduce the theme of Space Week.
Encourage children to share what they already know and what they would like to find out.
Develop questioning and communication skills.

Activities:
Begin with a class chat: “What do you know about space?” and “What would you like to find out?”
Create a space display where children can add drawings, questions and ideas.
Read a space-themed story.
Watch a short age-appropriate space video or explore a digital space resource.
Children design their own rockets using junk art materials.
Maths Link:
Count rocket parts.
Sort materials by colour, size and shape.
Compare which rockets are tall/short, long/short or heavy/light.

Tuesday – Rocket Engineers
Learning Focus:
Explore STEM through designing, building and testing.
Develop problem-solving skills.
Activities:
Children work in groups to build rockets using recycled materials.
Discuss:
What materials will we use?
What shape should our rocket be?
How can we make it stronger?
Test the rockets and talk about what happened.
Encourage children to make predictions before testing.
Science Skills:
Predicting
Observing
Investigating
Communicating findings

Maths Link:
Measure and compare rocket heights.
Create simple graphs showing favourite rocket designs.

Wednesday – The Moon, Stars and Constellations
Learning Focus:
Develop an understanding of the Moon and stars.
Encourage observation and imagination.

Activities:
Look at images of the Moon, stars and constellations.
Create constellation pictures using black paper and stickers.
Use torches and dark spaces to explore light and shadows.
Begin a Moon observation chart.
Talk about astronauts and what they might see in space.

Maths Link:
Make repeating star patterns.
Count stars in pictures.
Explore shapes found in constellations.

Thursday – Alien Investigation
Learning Focus:
Use imagination to explore science and maths.
Encourage investigation and creativity.

Activities:
Introduce an alien visitor to the classroom!
Children design and create an alien using different materials.
Investigate “alien materials” through simple mixing activities (e.g., colour mixing, observing changes).
Discuss:
What do aliens need to survive?
What would their planet be like?

Maths Link:
Sort aliens by colour, size or features.
Create patterns using alien pictures.
Count alien objects.
Science Skills:
Observing
Comparing
Asking questions
Making predictions

Friday – Weather in Space and Space Celebration
Learning Focus:
Link space with will observe how children engaged with the activities and gather evidence of their science and maths skills through conversations, drawings, photographs and examples of their work. This will help identify weather and Earth.
Celebrate learning from the week.

Activities:
Discuss the difference between Earth weather and space.
Record the daily weather and compare observations.
Create a class Space Week book with drawings and children’s ideas.
Children share their favourite activity from the week.
Have a space-themed Aistear session:
Space station
Rocket launch centre
Astronaut training area
Digital Learning:
Use interactive space resources.
Explore planets using online tools.
Share photographs of children’s STEM creations.

Links to Curriculum Skills
Science:

Children develop skills in:

Observing
Questioning
Predicting
Investigating
Recording
Communicating
Mathematics:

Children develop skills through:

Counting
Sorting
Comparing
Measuring
Pattern
Shape
Problem-solving

Cross-Curricular Links:
English: Space stories, vocabulary, discussion and questioning.
Visual Arts: Rocket, alien and constellation creations.
Drama: Astronaut role play and space adventures.
Aistear: Imaginative play scenarios linked to space exploration.
Reflection/Evaluation

At the end of Space Week, I will observe how children engaged with the activities and gather evidence of their science and maths skills through conversations, drawings, photographs and examples of their work. This will help identify children’s strengths and next steps while supporting ongoing Science and STEM development in the classroom.

Space Week will provide a fun and memorable way for Junior Infants to explore STEM while developing curiosity, creativity and confidence as young scientists.

[Anna Shine]

I’ve picked the activity of making a space rocket with infants. I think this would be a fantastic activity to include during Space Week as it allows children to explore space while developing their STEM skills through planning, designing and problem-solving. It’s also very play-based which is important, especially for infants.

I’d read the story ‘The Way Back Home’ and then we’d look at photographs of different rockets and discuss what the children notice. I’d question the children by asking things like “What parts does a rocket need?”, “What materials would make a strong rocket?” etc. The children would then plan their own rocket designs by discussing ideas and choosing the materials they’re doing to use.
Then during the investigation part the children would work together to build their rockets using recycled materials such as cardboard tubes, boxes, foil and paper. I’ve used balloons before to power ‘rockets’ with my students. I’d give the children time to explore different designs and test how well their rockets worked. I’d encourage them to make changes where needed.

The at the end we’d share our rockets and discuss what worked well/didn’t work well, what challenges we faced and what we might change next time. I like this activity because it combines STEM learning with creativity, collaboration and oral language in a meaningful, hands-on way. And it’s fun!

[Annemarie Hughes]

I really enjoyed reading your lesson idea. I like how you begin with *The Way Back Home*, as it provides a meaningful context before the children start designing their rockets. Using open-ended questions to encourage planning and prediction is a great way to develop scientific thinking from an early age.

I also think using recycled materials is an excellent idea because it encourages creativity while introducing children to sustainable practices. The addition of balloon-powered rockets makes the activity even more engaging, as pupils can test and improve their designs based on what they observe.

A nice cross-curricular link could be **Mathematics**, where children compare the height or distance their rockets travel using simple, age-appropriate language such as *higher*, *lower*, *farther*, or *closer*. This would add another STEM element while keeping the lesson practical and fun. Overall, your activity encourages collaboration, problem-solving, and communication, and gives children the opportunity to learn through hands-on exploration and experimentation in an enjoyable way.

[Annemarie Hughes]

Introduction

I would use the **Make a Spacecraft** lesson with a 2nd class to introduce pupils to the role of engineers and how spacecraft are designed to solve problems. The lesson would begin with a discussion about why we send spacecraft into space and what they need to carry or protect during a mission.

Design and Make

Working in small groups, pupils would design and build their own spacecraft using recyclable materials such as cardboard, plastic bottles, paper, and foil. Before building, they would discuss what features their spacecraft needs, for example a place for astronauts, fuel, or equipment. Pupils would sketch their ideas and explain the reasons behind their designs.

Test and Improve

Once completed, each group would present their spacecraft to the class and explain how it would complete its mission. Pupils would then reflect on what worked well and suggest one improvement they could make. This encourages problem-solving, creativity, and teamwork while reinforcing the engineering design process of planning, creating, testing, and improving.

Cross-Curricular Links

This lesson integrates **Science**, **Visual Arts**, **Mathematics**, and **Oral Language** while developing STEM skills through hands-on, inquiry-based learning. It encourages pupils to think creatively, communicate their ideas, and understand that engineers often improve their designs through testing and evaluation.

[Sarah Henry]

The Fizzing and Alien Slime activity provides an exciting and hands-on way for children in 1st and 2nd class to explore scientific concepts such as chemical reactions, states of matter, and the properties of different materials. Using familiar examples such as fizzy drinks, children can investigate how carbon dioxide gas is created and observe its effects through demonstrations like dancing raisins and balloon inflation. These activities encourage children to make predictions, ask questions, and develop their observation skills. The fizzing explosion experiment allows children to work together in groups to create colourful reactions while learning that gases take up space and can be trapped to form bubbles and foam. The Alien Slime activity gives children the opportunity to explore an unusual material that behaves like both a solid and a liquid, promoting curiosity and discovery through sensory play. These engaging experiments support inquiry-based learning and help children develop scientific language as they discuss, describe, and explain their findings. The activities can also be linked to other curriculum areas, including literacy, art, and oral language, making science both enjoyable and meaningful.

[Sonali Roy]

For Space Week, I would use the Balloon Rocket activity with my pupils. As I teach in a special school, I would adapt each part of the lesson to suit pupils with different physical, sensory, communication and cognitive needs.

To introduce the topic, we would watch the Space Boy read-aloud story on the interactive whiteboard and look at photographs or short videos of real rocket launches. I would use simple questions such as, “Where is the rocket going?”, “What makes it move?” and “Will it go fast or slowly?” Pupils could answer through speech, eye gaze, gestures, switches or by choosing from two picture symbols.

We would then make a balloon rocket by following the instructions in the Marvin and Milo’s Balloon Rocket resource.
Before launching the rocket, pupils would make a prediction. They could choose “fast” or “slow,” “far” or “near” or indicate which balloon they think will travel further. Each pupil would have a meaningful role, such as choosing the balloon, decorating it, helping with the countdown, pressing a recorded switch saying “Blast off!” or releasing the peg with adult support.

We could investigate whether a balloon containing more air travels further than one containing less air. We would keep the same string and starting point to make the test as fair as possible. Pupils could observe the movement, count down from five and compare the distances travelled. This supports scientific skills such as predicting, observing, investigating and measuring, which are highlighted in the module.
The activity would also link with Maths through counting and comparing distance, Art through designing the rockets, and Communication and Language through words and symbols such as air, push, fast, slow, rocket and launch. Photographs and short videos could provide digital records of participation and learning.
I feel this would be an exciting, accessible and sensory activity that would allow every pupil to participate successfully in Space Week.

 

 

[Pearl OBrien]

Having completed this course, I would like to introduce Space Week into our school. Space fascinates children from Junior Infants up to sixth class. The ideas from this course will provide a great starting point for this.
We will introduce space by reading a variety of texts to the children-both fact and fiction. eg. Little People-Big Dreams Neil Armstrong, Meanwhile back on Earth by Oliver Jeffers, Goodnight Spaceman by Michelle Robinson which is based on Tim Peake.
We will also watch Chris Hadfield and his Youtube videos from space. We watched some last year and the children were fascinated with them.
We will also use the BBC Bitesize website where they have a virtual rocket for children to embark on the journey into outerspace. https://www.bbc.com/future/bespoke/20140304-how-big-is-space-interactive/
The children will investigate different types of rockets such as foam rocket and paper rocket. Working in groups, children will plan, design and create the rockets and predict which rocket will travel the furthest.
As we are local to Armagh Planetarium, we engaged with them and had a visit from Dr Rok who brought the dome show to school. It was a thoroughly enjoyable morning. Children were able to see what space looked like, see planets up close etc. It was all completely free.

[Grace O’Connor]

I would use the Rocket Mice activity with my class because it is a fun, hands-on way to introduce pupils to the ideas of forces, motion and scientific investigation. Before starting, I would ask the children to predict what might make a rocket mouse travel further, encouraging them to think like scientists by making observations and asking questions.

Working in small groups, pupils would build their own rocket mice using simple classroom materials. They would test their designs, measure the distance travelled and record their results in tables or charts. After each test, they would discuss what worked well and decide on one change to improve their design. This would help develop problem-solving skills, teamwork and an understanding of fair testing.

To extend the activity, the class could compare their results, identify patterns and explain why some designs were more successful than others. Cross-curricular links could include measuring and graphing distances in Maths, writing a short explanation of the investigation in English, and creating colourful rockets in art.

[Author]

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