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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.
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I have chosen to focus on the Rockets Activity Set, specifically incorporating the Rocket Mouse and Balloon Rockets investigations.
In the classroom, I would structure this unit using the Curious Minds/ESERO Framework for Inquiry:
• Engage & Wonder: I will begin by showing the video clip of the Vega rocket launch to prompt curiosity about propulsion and movement. We will explore picture books like The Way Back Home by Oliver Jeffers to link science with literacy.
• Investigate & Fair Testing: Pupils will construct Balloon Rockets using string, straws, and pegs. To embed fair testing, pupils will form predictions on how changing variables—such as balloon size, string length, or straw angle -impacts the distance travelled. We will then test the Rocket Mouse launcher using milk cartons to explore air pressure and force.
• Take the Next Step: Pupils will work in pairs to refine their designs to maximize launch distance, linking their learning to real-world applications of push/pull forces, air resistance, and trajectory in everyday sports.
Supporting STEM SSE
Implementing this activity set provides rich qualitative evidence for our STEM School Self-Evaluation (SSE). It actively engages pupils in core scientific inquiry skills -specifically observing, predicting, recording data, and conducting fair tests. Photos of student designs and their reflection logs will directly inform our school’s ongoing STEM development goals.-
Hello Ciara,
Great job tying this together with the framework and getting students to make predictions on how changing the variables will impact the rocket ship. This is also a perfect activity for world space week in October as this years theme will be the rocket revolution: https://www.worldspaceweek.org/
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Hi Ciara, I really enjoyed reading your post. I like how you used the Curious Minds/ESERO framework to structure the lesson and linked science with literacy through The Way Back Home. The Balloon Rockets and Rocket Mouse investigations sound like great hands-on activities that encourage pupils to predict, test and reflect on their learning. I also like how you incorporated fair testing and connected the learning to real-life examples, making the science more meaningful and engaging for children.
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Hi Ciara, I really liked the activities you used in this lesson. The Balloon Rockets and Rocket Mouse investigations sound like great hands-on activities that encourage pupils to predict, test and reflect on their learning. I also like how you incorporated fair testing and connected the learning to real-life examples, making the science more meaningful and engaging for children.
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Module 5
For this module, I chose the Balloon Rocket activity. I think it would really engage my Second Class. I liked how the ESERO resources use the Curious Minds inquiry approach. The children learn by asking questions, making predictions and testing their own ideas.
Engage: I would begin by reading Aliens Love Underpants Save the World!, which was recommended in the module. We would then watch the short ESERO Vega rocket launch video. I would ask questions such as, What makes a rocket move? and Do you think a bigger balloon will always travel further? The children would share their own ideas before making predictions.
Investigate: In groups, the children would make a balloon rocket using string stretched between two chairs, a straw, tape and a balloon. We would only change one thing, such as the amount of air in the balloon, to keep it a fair test. The children would observe, measure and discuss their results.
Take the Next Step: We could link the activity with Maths by measuring distance and with Art by designing space-themed rockets. Children could improve their rockets and test them again.
Reflection: We would compare our results with our first predictions and discuss what we learned about forces. I like that the ESERO inquiry approach encourages children to think, question and improve their ideas.
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Hi Muireann,
This sounds great! Some useful imagery and resources for lessons like this here.
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Hi Ciara, I really like how you have structured the activities around the Curious Minds/ESERO inquiry framework, as this gives the pupils a clear progression from curiosity to investigation and reflection. The focus on fair testing is particularly valuable, as pupils are not simply building rockets but are developing important scientific skills through predicting, testing and analysing results. I also like your link to STEM SSE, as photographs and pupil reflection logs provide meaningful evidence of learning and progress. The opportunity for pupils to modify and improve their designs also encourages creativity, problem-solving and collaboration, making this a very engaging STEM experience.
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How I would use the Activity Set: Rockets in my Junior and Senior Infant Classroom
Engage: I would use the story ‘Whatever Next’ to get the children interested in travelling to the moon, wondering how we would get there and talking about rockets. I would then show a video of a rocket launch, providing an opportunity for the children to wonder could we make models of rockets to find out how they work? We would then make rockets (rocket mouse and balloon rocket) and start exploring how they work.
Investigate: Once the children have explored and played with the rockets and understand how they work they can carry out an investigation. They can make a prediction about their own starter question. They might for example wonder does the rocket go further if I squeeze harder or faster. Starter Question: How does changing the force on the rocket affect how far it goes? The children will then carry out their own investigation and analyse the results – did anything unexpected happen? did any of the mice stay up in the air or did they all fall to the ground?
Taking the next step: I will then provide an opportunity for the pupils to apply their knowledge and skills, e.g. squeezing ketchup out of the bottle, what else flies through the air? Paper planes
Reflection: I will reflect on the learning objectives, science skills and language which were developed and what I would change next time around.-
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I love this endearing lesson Michelle especially the way you have created the sense of wonder at the start in getting the children to discuss how they would get to the moon. I love the way you include the children to observe the forces and how this can affect the way the rocket moves. I also like the book you suggested “Whatever Next” I will be using this book too.
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Hi Michelle,
I really enjoyed reading your ideas for using the Rockets activity set. I think you have created a very engaging sequence of learning experiences that would capture children’s curiosity from the beginning. Starting with Whatever Next and a rocket launch video is an excellent way to spark discussion and encourage children to ask questions. I also like how the hands-on rocket activities allow the children to explore scientific concepts through play before moving into their own investigation. Your focus on prediction, testing and reflecting supports the development of important science inquiry skills in a meaningful way. The follow-up activities, such as paper planes, provide a great opportunity for children to apply and extend their learning to new contexts.<span class=”Apple-converted-space”> </span>
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For my class, I would choose the Rocket Mouse activity as part of a Space-themed STEM lesson. This activity provides an enjoyable way for children to develop their scientific thinking through practical exploration, discussion and investigation.
Engage:
To introduce the lesson, I would begin by reading Aliens Love Underpants to the class. This story is a fun way to capture the children’s interest and spark conversations about space. After reading, we would discuss topics such as rockets, astronauts and space travel. I would invite the children to share their own ideas, discuss what they already know about space and encourage them to ask questions about what they would like to learn.
Investigate:
Working in small groups, the children would build and launch their own Rocket Mouse. Before each launch, they would be asked to predict how far they think it will travel. After testing their rockets, the groups would observe the results, compare what happened with their predictions and discuss possible reasons for the outcome. They would then have the opportunity to make changes to their Rocket Mouse and test it again to see whether their improvements made a difference.
Take the Next Step:
To extend the investigation, the children could measure the distance travelled by their Rocket Mouse using cubes or footsteps before comparing the results with the rest of the class. They could also record their learning by drawing a picture of their investigation or writing a few simple sentences about what they discovered during the activity.
Reflection:
This lesson encourages children to work collaboratively while developing their curiosity, communication and problem-solving skills. By making predictions, testing ideas and improving their designs, the children experience how STEM learning involves investigation, experimentation and learning from each attempt. It also helps them understand that trying different approaches is an important part of finding solutions and making new discoveries.
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Hi Michelle,
I really like how you have structured the rocket activity around the different stages of inquiry. Using Whatever Next! is a great way to engage Junior and Senior Infants, as it connects the investigation to a familiar story and encourages the children to ask questions and share their ideas. I also like that the children are given the opportunity to make their own predictions before carrying out the investigation. This encourages them to think scientifically and develop skills such as predicting, observing and comparing. The idea of changing the force used to launch the rocket is particularly suitable for this age group because the children can clearly see the effect of their actions. I think the “Taking the next step” section is also effective, as linking rockets to everyday examples such as squeezing ketchup helps children understand that the science they are learning can be seen in everyday life. Overall, this is a fun, practical and age-appropriate STEM activity.
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I have chosen to focus on the Rockets activity as I think the children in my class would be very motivated and engaged in this lesson. I have also used the Curious Minds Framework to plan this lesson as I think it is a great way to focus on the different steps necessary to cover all bases for an inquiry based approach.
Engage: I would show the children a video clip of a rocket launch and discuss how the rocket gets its energy to fly to space drawing their attention to the launch pad and fuel needed.
Investigate: We would then create our ‘mouse rockets’ as shown in this module. We would predict and test which type of drinks bottle launches the mouse rocket the furthest. I would introduce the idea of fair testing to the children here by asking would it be fair if we had a huge or a tiny mouse rocket?
Take the next step: Children could design different rockets to put on the launchers and see how design effects their trajectory.-
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Hi Caitriona,
This sounds fab! This might be a useful video for this lesson.
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This is an engaging Rockets activity. I particularly like how you have used the Curious Minds Framework to structure the lesson. The use of a real rocket launch video is an excellent way to capture the children’s attention. The Mouse Rocket investigation is particularly effective because it gives children an opportunity to become active scientists. Asking them to predict which bottle will launch the rocket furthest, test their predictions and observe the results naturally develops scientific skills such as questioning, predicting, observing, investigating, comparing and communicating. The “Take the Next Step” element encourages children to think like engineers and designers by creating, testing, evaluating and modifying their ideas. It alsopromotes curiosity and creativity.
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I would do the rockets activity with my class.
Engage: I would begin with a story such as Alien’s Love Underpants. Young children love this story so it is a good starter to the lesson. We might then look at photos or videos of a rocket launch and discuss what is happening, how much force is needed etc.
Investigate: We would make our own balloon rockets working in pair or small groups. We would tie a string between 2 chairs, blow up our balloons and use a peg to seal them. Each group could then tape their balloon to the straw on the string and release the peg to see their rocket launch. They would make predictions about the speed and distance their rocket might travel and work out ways/ more force to increase the speed or distance. We could then look at the Marvin and Milo cartoons and discuss the questions posed to see if we could answer them.
Next Step: We could bring our knowledge now of force, speed and distance to PE for example with throwing foam javelins.
Reflection: We would use talk and discussion to see what we had learned and reflect on ways that we could have improved our rockets. -
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I would choose the Aliens and Rockets activity set for my class. These activities provide an engaging and imaginative way to introduce children to early scientific thinking while developing language, creativity, and teamwork.
I would begin by reading a space-themed story to spark curiosity and encourage the children to imagine what an alien might look like and where it might live. We would discuss how scientists ask questions and make observations rather than making assumptions. The children would then design and create their own aliens using a variety of art materials, describing their features and explaining how those features help the alien survive in its environment. This would encourage communication, critical thinking, and creativity.
The rocket activity would provide an excellent opportunity for hands-on, inquiry-based learning. Children would design simple rockets from recycled materials, make predictions about which rocket might travel the furthest, test their ideas, and compare the results. This would naturally introduce concepts such as push and pull, forces, and fair testing in an age-appropriate way.
To celebrate Space Week, I would extend the learning across the week by creating a role-play space station, singing space-themed songs, incorporating counting and measuring into Maths, and using STEM challenges during play time.
I would encourage parents to work on space activities at home during space week.
Overall, the Aliens and Rockets activities support the Primary Science Curriculum by encouraging curiosity, investigation, problem-solving, and communication. They provide meaningful opportunities for children to learn through play and exploration while developing a positive attitude towards science from an early age.
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Love the idea of a role play station across space week Monica.
I think the Rockets activity would be a great way to get my class excited about Space Week. Many children with ASD enjoy hands-on activities, so building and launching simple rockets would be a fun way to introduce the topic. I would start by showing pictures and short videos of real rockets and asking the children what they notice. We would talk about what rockets do and why people use them to explore space. I had previously taken in some polystyrene rockets into the classroom and let the kids launch them off a landing pad they had so much fun predicting whose rocket would go the furthest.
The children could then make their own paper rockets and predict which one they think will fly the furthest. After everyone has launched their rocket, we would compare the results and talk about what happened. This would encourage the children to observe, ask questions and share their ideas.
To make the activity accessible for all learners, I would use a visual timetable, clear step-by-step instructions and model each part of the task before the children begin. I would also allow extra time and provide support where needed. Children could record their results using pictures, photographs or simple worksheets, depending on their individual needs.
As part of Space Week, I would build on this activity with other space-themed experiences throughout the week, such as reading a story about space (Mousetronaut) making planet crafts, exploring shadows outside, and creating a role-play space station. We could display the children’s rockets, artwork and photographs on a Space Week display so they can look back at what they have learned. I think linking all of the activities together would help keep the children engaged and make their learning more meaningful and memorable.
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Hi Majella,
This sounds wonderful and well thought out. You might find this useful!
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For this module, I chose the **Design and Make a Paper Rocket** activity from the ESERO website. I feel this activity would be an excellent way to introduce Senior Infants to scientific inquiry during Space Week because it is practical, engaging and encourages children to learn through exploration.
I would begin by showing photographs or short videos of real rocket launches to spark curiosity before asking questions such as, “Why do rockets need to fly into space?” and “What might help a rocket travel further?” The children would then design and make their own paper rockets before predicting how far they think each rocket will travel. This encourages them to think like scientists by making predictions before carrying out their investigation.
Following the ESERO inquiry approach, the children would test their rockets and observe how changes such as adding or removing fins, or changing the launch angle, affect the distance travelled. We would ensure it is a fair test by changing only one feature at a time. The children could measure the distance using non-standard or standard units, record their results and compare their findings as a class.
I particularly like that the activity places the emphasis on questioning, observing and improving rather than simply making a rocket. Children are encouraged to explain their thinking, discuss why some rockets travelled further than others and suggest improvements to their designs. This develops problem-solving, communication and critical thinking skills while making science enjoyable.
To extend the learning, I would integrate the activity across the curriculum by creating rocket artwork, writing simple captions about our investigations and using the results for measuring and comparing in Maths. Overall, I feel this ESERO activity provides an excellent example of how STEM learning can be hands-on, collaborative and meaningful for young children while fostering curiosity about space and engineering.
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I love the idea of the Rocket Mice lesson mentioned in Module 5 as it encourages children to think like scientists. They ask questions, make predictions, test their ideas and explain their thinking using evidence. It combines all of our STEM subjects in various ways. Science, Technology (designing and building the rocket), Engineering (improving the design), and Mathematics (measuring and comparing distances or heights).
I would begin the lesson by reading the book “Mousetronaut “– A wonderful story about a small mouse who travels into space. It introduces rockets, astronauts and perseverance, making it an ideal hook for a Rocket Mice lesson.
Then we would move on to working in pairs or small group where children construct a paper Rocket Mouse and launch it using a plastic bottle. They observe what happens, record their findings and investigate how changing one variable, such as the force of the squeeze or the rocket design, affects the height or distance travelled.I would then invite children to share one new thing they learned with a partner before discussing it with the class.
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I always love using a book as a stimulus for discussion and as an entry into learning about a topic. I had never heard of Mousetronaut so thanks for the suggestion, it sounds really great!
I also like the suggestion of sharing one new thing they learned with their partner. To extend that further, I always like to ask the child what their partner said instead of telling me their own answer, to help develop their listening skills.
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I would use the Rockets activity set to introduce pupils to the exciting topic of space exploration while developing their scientific inquiry skills. I would begin by reading the picture book “Photos Taken from the Far Side of the Moon” to capture the children’s interest and encourage discussion about rockets, astronauts, and why humans explore space. This would provide a meaningful context for learning.
Using the WonderLab Rocket Mice experiment, pupils would first predict what they think will happen when the rocket is launched. They would explain their ideas and discuss what might make the rocket travel higher or farther. Next, pupils would conduct an investigation by launching the rocket mice, observing carefully, and recording their findings. They would compare the results with their predictions and discuss what they discovered about forces and motion.
As a next step, pupils could investigate how changing the size of the rocket, the amount of air, or the launch angle affects the distance travelled, encouraging further questioning, experimentation, and problem-solving.-
Hi Ciara,
This sounds fab. It sounds like the Artemis missions might be cool to discuss with your classes.
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I also loved the ‘rocket mice’ idea and the book Mousetronaut. I think the activities lead themselves really well to cross curricular learning. I would link in the following curricular areas as part of the lesson:
Language/Maths – The children will naturally use a huge amount of mathematical language as part of the activity such as higher/lower, faster/slower, etc. I would model and encourage the children to use more mathematical language and praise their doing so. The children will also be estimating which rockets will go further – will it make a difference if we use a bigger or smaller bottle? etc.
Drama – The children could pretend to be mouse astronauts preparing for their launch into space.
Art – Of course art is also part of the lesson as the children design and make their mouse rockets.
Environmental awareness and care – The children will be reusing plastic bottles that may otherwise be discarded. Children would make aware of the fact that they can recycle their mouse rockets when they are finished playing with them. -
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Engage: To introduce this activity, I would begin by linking it to Alien Chemistry to spark curiosity and imagination. I would tell the children that we are going to act as scientists investigating a strange “alien drink” that behaves in unusual ways. I would show them a glass of fizzy water and ask them to observe it closely—what can they see, hear, or notice? We would discuss the bubbles and where they might be coming from. I would then ask the children to predict what might happen if we added an object to the drink?
Investigate: During the investigation, the children would explore how and why the raisins move. Working in small groups, they would carry out the experiment themselves using raisins and carbonated water. I would encourage them to observe and note what happens when bubbles attach to the raisins and cause them to rise, and what happens when the bubbles pop. The children would be encouraged to describe their observations using simple language such as gas, bubbles, float, and sink. We would discuss how the gas (carbon dioxide) in the fizzy water sticks to the rough surface of the raisins, making them less dense so they rise, and then sink again when the gas escapes. This supports skills such as observing, predicting, and explaining.
Next Step: To extend their learning, I would encourage the children to explore further by testing different objects to see if they “dance” in the same way. They could also compare fizzy and still water to investigate the difference. This would deepen their understanding and allow them to apply their learning through further inquiry.
Reflect: This activity is highly engaging and provides a strong foundation for introducing basic scientific concepts in a fun and accessible way. It promotes curiosity, scientific thinking, and the use of scientific vocabulary.
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Choose one of the activities or activity sets outlined in this module – How would you use the activity in your classroom?
Stellarium is a fantastic tool for bringing the wonders of space into the classroom. It’s also a downloadable resource which is ideal as there can often be connection issues in my school. For my class, I’d use Stellarium to create an interactive and engaging way for them to explore the night sky. First, I would introduce the program with a simple demo, showing how it simulates the stars, planets, and constellations visible from any location on Earth at any time of the year.
We could use Stellarium for various activities, like identifying constellations such as the Plough (Ursa Major) or finding planets like Jupiter. Students could track the movement of stars over time, learning how celestial objects shift in the sky. I’d also incorporate group tasks, where students could identify patterns in the stars, compare the positions of constellations during different seasons, or even use the program to “visit” other planets and moons.By combining Stellarium with hands-on activities, my kids can gain a deeper, visual understanding of space, sparking their curiosity and encouraging them to explore further.
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I have chosen to create an action plan for space week for the junior classes in the school. The concept would be (A Day of Space Travel for Space Week). All the junior classes and teachers would be involved. Each class teacher would be given a planet and would have some time to prepare some information and an activity based on space. On the day of Space Travel each class would visit at least three planets. The children would carry Space Passports and receive a stamp on arrival to the planet(classroom). Junior and Senior Infants could base their Aistear the week before on Space and design a spaceship for them to travel in and also design alien consumes. The activities and information would be tailored to suit class level. Rocket mouse experiment could be done with Junior and senior infants as it’s a quick and fun experiment. Marvin and Milo cartoons could also be read in big book format. All classes could learn the mnemonic (My Very Energetic Mother Just Served Us Noodles) Mercury/Venus/Earth/Mars/Jupiter/Saturn/Uranus/Neptune to help memorise the planets.
First and second class could tackle some Aline Chemistry and make some fizzing and foaming rockets and learn about how to find constellations such as the Plough and the north star.The concept would be that all children get excited about the day of Space travel and come back to their home classroom with a full passport, having participated in a fun space activity and also learn something about the planet they visited.
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My lesson would be about rockets.
Children begin by exploring a selection of toy rockets, pictures, and simple models. They are encouraged to observe the rockets closely, discussing their shapes, sizes, colours, and parts. The class talks about what rockets do and how they travel into the sky, with the teacher recording the children’s ideas.
Next, each child designs and creates their own simple paper rocket using card, colouring materials, and straws or rolled paper. They predict which rocket they think will fly the furthest and explain their reasons.
The class then conducts the investigation by launching their rockets from the same starting point. Children observe how each rocket travels and compare the distances. They are encouraged to notice what happens when rockets are launched carefully and safely, discussing whether their predictions were correct.
As a next step, children think about how they could improve their rocket design. They might make the rocket longer, change the fins, or decorate it differently before testing it again. This helps them understand that changing one feature can affect how a rocket flies.
Finally, the class reflects on the investigation by sharing what they learned, what surprised them, and what they would do differently next time. Children celebrate their designs and developing scientific thinking skills together.-
Hi Louise,
This sounds great. The rockets resource on this page might be useful for you.
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Module 5
I think the idea of creating rockets with the children would be very fun and engaging. I would begin by showing the children a clip of a rocket launching into space so as to peak their interest. I would then allow them to create their own mini rockets. As I am teaching junior infants, I would encourage the children to create a simple rocket similar to the ‘Rocket Mouse’. Once the children have had time to play and experiment with their rockets, we would come together as a class to devise a starter question. The children would then work in groups to conduct investigations based on the starter question. I would also link this activity with maths by discussing the shapes of rockets, length of rocket and possibly weight of rocket. Children would then try to make connections with rockets and other items such as an airplane. It would also be fun for the children to incorporate some drama lessons into the theme of rockets and how they launch.
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Building a spacecraft, using the resource “Make a Spacecraft”
Engagement: This work would provide for active learning in our classroom, with pupils engaged in building their own spacecraft. We would begin this work by watching a digital video showing spacecrafts launching. Pupils would be provided with a selection of photographs and examples of spacecrafts, built by our senior classes.
This work would support shape work in mathematics.
Investigate/Construction/Design: Pupils would complete a plan of their spacecraft, in their Science Log, to support their construction of their spacecraft. Pupils would work in pairs. Pupils would be provided with the step by step guide – Building a rocket using the resource “Make a Spacecraft”, to guide their work.
Take the next step: We would extend this work with the following: A Fizzy Launcher
Using a vitamin container (tube) and using the vitamin tablets to make the fizz supporting the children’s understanding of the gas that powers/propels the rocket.
We would test our spacecrafts in our outdoor classroom and complete our fizzy launcher test. We would integrate this work with P.E. and consider the area of force with our soft javelins.-
Hi Fiona,
This sounds brilliant. This ESA resource might be useful for this lesson.
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I will probably use all of the activities from this module as they were really fantastic, and I know they would engage my 1st class really well. The activities are practical, hands-on and encourage the children to ask questions, make predictions and learn through investigation. For this assignment, though, I will focus on the Mouse Rocket activity with my class.
Engage:
To engage the children, I would begin by showing the launch of the Vega rocket video. This would generate excitement and encourage discussion about rockets, space travel and how rockets get into the air. I would then encourage the children to share their own ideas and predictions before moving on to the investigation. I could pose some “I wonder” questions to get the children thinking about what causes the rocket to launch.
Investigation:
During the investigation, the children would work together to design, build and launch their own Mouse Rockets. They could test different designs, observe what happens and discuss how they could improve their rockets. I could introduce the vocabulary “air resistance”, “gravity”, “air pressure”, “compression”.
We could then discuss this science in the real world by squeezing a ketchup bottle and how the air pressure works on the liquid to displace it.
Next steps:
To take the next steps, I would use the Marvin and Milo balloon and coin rocket activities to extend the children’s learning. These follow-on investigations would allow the class to compare different types of rockets and explore the forces involved in a fun and engaging way. I think this sequence of lessons fits really well with the Curious Minds inquiry framework and encourages children to think like scientists while developing their curiosity and problem-solving skills.-
Hi Aindrea,
Delighted to hear you will use the activities! This might be a cool resource if you are looking at the vega rockets!
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I decided to focus on the Rockets activity because I know it is something that would really capture the interest of my future 2nd class. Anything to do with space immediately gets children talking, and I think the opportunity to build and launch their own rockets would make this a lesson they would be excited about. I also like using the Curious Minds Framework as it encourages children to explore, ask questions and learn through doing rather than simply being told the answers.
To introduce the lesson, I would show the class a short video of a rocket launch and ask them what they notice. I know there would be lots of interesting observations and questions, so it would be a nice way to get everyone involved from the beginning. We could chat about what helps a rocket get into space and introduce some simple vocabulary like launch, fuel and force. The part I think the children would enjoy most would be making and testing the mouse rockets. Before launching them, I would ask the class to predict which bottle they think would send the rocket the furthest and explain their thinking. I would also use this as an opportunity to introduce the idea of a fair test by asking questions like, “Would it be fair if one group had a much bigger rocket than another?” I think this would help them understand the concept in a simple, practical way. To finish off, I’d let the children design and decorate their own rockets and investigate whether different shapes or designs affect how they fly. I think this would be a lovely way to combine Science with Art while encouraging creativity and teamwork. This might be a lesson my 2nd class might really enjoy. It is practical, fun and gives every child the chance to explore, make predictions and learn from their own discoveries, which is the kind of learning I want to encourage in my classroom.
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Hi Kelly,
This sounds wonderful, if you wanted to show a video about rockets I recommend this one!
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The activity set I would choose is “Rockets”. Prior to the lesson, I would read the book “Winnie in Space” to generate interest from a humorous angle (and as any infant class I’ve taught to date always love the adventures of Winnie the Witch).
To introduce the lesson on rockets itself, I would play a video clip of the Vega rocket launch to encourage curiosity about propulsion and movement. I would then inform the class that they will be making their own rockets and test how far they can travel. They will be provided with the materials necessary to make their rocket – A4 page (with two identical black and white rockets drawn), scissors, glue, colours, straw. This lesson will also have an emphasis on fine motor activities, cutting and sticking in particular. After designing and cutting out the two rockets, I will emphasis how the top and sides of their rocket must be glued together but the bottom must be left open to insert their straw which will be used to launch their rocket.
I will allow the children sufficient time to design and experiment with launching their rockets in the classroom. I would then bring the class to the school hall, and line then up in a straight line. I would explain how we are all going to launch our rockets at the same time by blowing through the straw. Countdown from 10 and yell “Blast Off”. We will note whose rocket travelled the furthest but to avoid things becoming too competitive, I will allow the class a few attempts of launching their rockets and have fun.
On returning to the class, we will recap what we learned. I would ask the class if there was anything they would do differently if they were going to do the experiment again.
I also love the idea of “Rocket Mice” outlined in this module, which would be a lovely follow up activity.
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I would choose the Rocket Mouse activity because it is a fun, hands-on way to introduce pupils to the concepts of forces, air pressure and motion. I would use this activity with a junior primary class, following the Curious Minds/ESERO inquiry framework to encourage children to ask questions, investigate and reflect on their learning.
To begin, I would show the class pictures and a short video of rockets launching and ask questions such as, “What makes a rocket move?” and “How could we make our own rocket?” This would encourage curiosity and allow pupils to make predictions.
The children would then build their own Rocket Mouse using simple materials such as a milk carton, paper mouse and a straw. Before launching, they would predict which rocket would travel the furthest and explain why. We would carry out fair testing by changing only one variable at a time, such as the amount of force used, while keeping everything else the same. Pupils would observe, measure and record their results using simple charts and drawings.
To extend the activity, pupils would work in pairs to improve their rocket design and explain how their changes affected the outcome. We would finish with a class discussion where children reflect on what they discovered about pushes, forces and air pressure. This activity supports scientific inquiry, teamwork, communication and problem-solving while making STEM learning enjoyable and meaningful.
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The Rocket Mice activity is a fun, hands-on investigation that would be highly engaging for Junior Infants. It encourages children to predict, investigate and work collaboratively while introducing simple ideas about rockets and forces.
Engage
I would begin by reading Whatever Next! by Jill Murphy to spark children’s interest in space travel. We would then watch clips of Chris Hadfield talking about life in space and a rocket launch to encourage discussion and develop oral language. I would introduce the Rocket Mice challenge and ask the children:
• What do rockets do?
• How do you think a rocket gets into space?
• What do you think will happen when we launch our rocket?
• How could we make it go higher?Investigate
Working in small groups, the children would design and launch their Rocket Mice, making predictions before each launch and discussing what happened afterwards. They would test different ideas and decide what helped their rocket travel the furthest. Throughout the activity, I would encourage children to explain their thinking and listen to the ideas of others.Take the Next Step
I would extend the learning through integrated play. In the role-play area, children could become astronauts preparing for a space mission. In construction, they could build rockets using Lego or blocks, while the small world area would include rockets, astronauts and figurines for imaginative play. Children could also draw and label their own rocket designs.Reflect
To finish the lesson, the children would reflect on what they had learned by discussing:
• What helped your rocket fly?
• What would you change next time?
• What did you discover about rockets?
• How did your group work together?
This activity provides an engaging way to develop scientific inquiry, teamwork and oral language while allowing children to learn through play. The practical investigation, combined-
Hi! I really enjoyed reading your reflection. I think the Rocket Mice activity is a fantastic choice for Junior Infants because it is fun, practical and encourages children to learn through play. I like how you have structured the lesson into Engage, Investigate, Take the Next Step and Reflect as it provides a clear progression and supports inquiry-based learning.
Using Whatever Next! and Chris Hadfield’s videos is a great way to capture the children’s interest before the investigation begins. I also love how you’ve extended the learning through role play, construction and small world activities, giving children lots of opportunities to explore the topic in different ways. Your reflection clearly shows how the activity develops scientific thinking, communication and teamwork while keeping the children actively engaged. It sounds like a lesson that Junior Infants would really enjoy and learn a lot from!
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In class last year I tried to propel a mock up vehicle using a pressure powered balloon but it was a bit of a failure. So when I saw the balloon rocket experiment by Marvin and Milo I was delighted! This is how I’d use it.
Introduction: I’d ask the children did they ever let an inflated balloon go and ask them what happened. The I’d suggest to them that we should try to use that power to propel a small rocket
Body:
- I’d give groups of children the resources required for the experiment and give them 5 mins to try and figure out how we’d do it. (Balloon, straw, string & tape)
- We’d then try the experiement by 1st blowing up the balloons. The teacher will help with this. Close the balloons with clothes pegs.
- Put the string through the straw and then tie the two ends of the string to fixed points about 1 metre apart.
- Tape the balloon onto the straw. Have the childrn predict whether it will work and if it does how far it will travel. Then let them open the clothes peg and let the rocket fly
- The physics of it would then be explained to the children. To finish, children could have races with their rockets.
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I would use the “Dancing Raisins” experiment with my Second Class class as part of our Space Week activities. I think this would be a fun and simple experiment that would really engage the children and encourage them to develop their scientific skills. I would introduce the activity by talking about space and asking the children if they think there is life on other planets. We could imagine that we are scientists exploring a new planet and have discovered some strange “alien” objects that appear to be moving!
Before carrying out the experiment, I would ask the children to make predictions about what they think will happen to the raisins when they are placed in the different liquids. The children could then work in small groups to carry out the experiment and observe what happens. We could discuss why the raisins move up and down and introduce the idea of bubbles attaching to the raisins and making them rise.
The children could record their predictions and observations through drawings, photographs and simple sentences. We could also discuss how scientists use experiments and observations to find out more about the world around us, just as space scientists investigate planets and search for signs of life.
I think this activity would be a great addition to Space Week as it combines science, imagination and space exploration. It would encourage the children to ask questions, make predictions, observe carefully and discuss their findings, while also showing them that STEM can be fun and exciting.-
I think the Dancing Raisins experiment is a great idea because it is fun, simple and would really capture the children’s attention. I like how you encourage the children to make predictions and work together before carrying out the experiment. Linking the activity to space exploration and pretending to be scientists looking for life on another planet is a lovely way to make the lesson more exciting. It is a great example of inquiry-based learning and helps children develop observation, discussion and teamwork skills while having fun.
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Hi Sarah,
This sounds wonderful. This video sounds like it could be a good resource for this lesson.
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For this activity, I would choose to make rockets from recycled milk cartons with my Junior Infants class. I think this is an excellent hands-on activity because it combines science, creativity and play while encouraging children to explore ideas about space. I would begin by showing the children pictures and short videos of real rockets and asking questions such as, “What do rockets do?” and “Where do you think they travel?” This would help to activate their prior knowledge and encourage discussion.
The children would then work in small groups to create their own rockets using clean milk cartons, coloured paper, paint, card, foil and other recycled materials. They would be encouraged to design their rockets in their own way and explain why they chose certain colours or features. Once the rockets are complete, the children could use them in a role-play “Space Station” where they pretend to travel to the Moon or visit different planets. This would promote imagination, communication and collaborative play.
To extend the activity, I would integrate literacy by reading a space-themed story and encouraging the children to describe where their rocket is travelling. We could also incorporate maths by counting down from ten before each “launch” and discussing shapes used to build the rockets. The finished rockets could be displayed during Space Week, creating an exciting classroom display and celebrating the children’s work.
This activity supports inquiry-based learning by encouraging children to ask questions, investigate how rockets are designed and communicate their ideas. It also highlights the importance of recycling and reusing materials, helping children develop an awareness of sustainability. I believe this activity would be highly engaging for Junior Infants because it allows them to learn through play, creativity and hands-on exploration while developing their curiosity about space. -
For Space Week, I would plan a variety of fun, hands-on activities for my Second Class. I would begin by reading a space-themed story such as Aliens Love Underpants to spark the children’s interest. We would talk about the planets, astronauts and what they think space is like.
Throughout the week, the children would take part in practical activities. They could build rockets using recycled materials, create their own planets with paint or clay, and complete a simple investigation to find out which materials are best for cleaning up a “space spill.” I would also include songs, art activities and short videos to support their learning.
I would encourage the children to ask questions, make predictions and work together in groups. At the end of the week, the class could display their space projects and share what they have learned with each other.
I think celebrating Space Week is a great way to make science exciting and enjoyable. It helps children develop curiosity, teamwork and problem-solving skills while learning about the world beyond Earth in a fun and engaging way.-
Hi Laura.
This sounds like a lovely, well-rounded plan. The Aliens Love Underpants hook is a great way to spark curiosity and get some giggles. The mix of activities — rocket building, planet making, the space spill investigation — covers creativity, engineering and real scientific inquiry all in one week.
Encouraging questions, predictions and teamwork throughout, then finishing with a class showcase, ties it all together nicely and helps children consolidate what they’ve learned. A fun, hands-on way to bring science to life.
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Hi Laura,
This sounds great. If you’re talking about space clean ups it might be useful to know that ‘space junk‘ is a huge problem particularly with satellites see here for resources on this for children.
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One activity I would choose from this module is the Rockets activity. I think this would be an exciting and engaging way to introduce STEM concepts while encouraging children to investigate, predict and problem-solve. In a hospital school, many pupils are unable to take part in longer projects or practical science experiments, so I would adapt the activity to suit the individual child and the time available.
I would begin by asking the children what they already know about rockets and how they think rockets travel into space. This would encourage discussion and allow me to identify their previous knowledge and any misconceptions. The children could then design their own paper rockets, making predictions about which designs might fly the furthest before testing them. Afterwards, we could compare the results and discuss why some rockets travelled further than others, encouraging the children to think about concepts such as shape, balance and air resistance.
One aspect I particularly like about this activity is that it naturally develops scientific enquiry skills. The children are encouraged to ask questions, make predictions, test their ideas and reflect on their findings rather than simply being given the answers. It also provides opportunities to develop communication, mathematical thinking and problem-solving skills.
As a teacher in a hospital school, I value activities that are flexible and can be adapted for children of different ages, abilities and medical needs. Some pupils could simply decorate and launch a rocket, while others could investigate how changing one feature affects the distance it travels. This allows every child to participate successfully while still experiencing the excitement of discovery. I think this activity would create a positive learning experience and help children see science as something that is fun, creative and accessible.-
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Hi Michelle,
You might find the paxi videos useful here.
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Activity based on rockets for a senior infant class.
Learning Intention
Investigate what makes a balloon rocket move, and test how to change its flight path or distance.
Success Criteria
I can predict what my rocket will do
I can test it and observe what happens
I can talk about why it movedResources
Balloons, sticky tape, straws, small car, open indoor/outdoor space, recording sheet (near/medium/far)1. Hook — Show a short rocket launch clip. Ask: what makes it move?
2. Explore — Blow up a balloon, hold it closed, then let go and watch it fly freely across the room.
3. Predict & Test — In pairs, predict and test variations: more/less air, pointing the balloon in different directions, or taping the balloon onto a small straw and attaching a car to make it drive along the floor instead of flying.
4. Record — Circle visual prompts for near/medium/far on a sheet for how far it travelled.
5. Discuss — Why did it move? Keep it simple: air rushes out one way, the rocket/car goes the other — “push back.”
STEM Links
Science (forces), Technology (using materials as tools), Engineering (building a balloon car), Maths (comparing distances)
Follow-Up
Compare free-flying balloons with the balloon car — does adding wheels change how far it travels?
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This is a lovely, practical activity for Senior Infants and I think the children would really enjoy testing the balloon rockets. I particularly like that they have opportunities to predict, observe and discuss what happens rather than simply being told how the rocket moves. Testing different amounts of air and changing the direction of the balloon would encourage plenty of curiosity and discussion.
The use of visual prompts for near, medium and far is very suitable for this age group and makes it easy for all children to record their findings. I also like how the activity links Science with Engineering and Maths in a natural way. Comparing the free-flying balloon with the balloon car would be a great follow-up and would encourage the children to think about how adding wheels affects its movement. Photographs or short video clips of the different tests could also be used to revisit the children’s predictions and findings afterwards.
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Hi Jackie,
This is brilliant. You might find this resource useful.
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I would plan my lesson about rockets as I feel younger children in particular find the concept of rockets interesting. I would start the lesson by reading my first class a storybook called Roaring Rockets by Tony Mitton. During the reading I would ask the children questions to encourage their scientific thought and concepts. I would ask questions in relation to the shape and parts of rockets. As a whole class we will discuss how to made a rocket and I will model an example of a rocket shape. The children will then create their own rockets using the materials provided, coloured paper, toilet roll, and tissue paper. Support will be provided throughout the lesson. The children will then go into groups to compare their rockets. We will then test the rockets as a whole class. We will reflect on how the shape of the rocket determines how far it travels, and discuss what changes we could make to our rockets.
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Activity: Rocket Launch
I would use this STEM activity to introduce children to the concept of forces through an engaging, inquiry-based lesson inspired by the story Aliens in Underpants Save the World by Claire Freedman and Ben Cort. After reading the story, I would encourage the children to imagine they were helping the aliens travel through space and pose the inquiry question, “How can we make a rocket travel further?” The children would share their ideas and make predictions before working in small groups to build and test their balloon rockets.
Throughout the activity, I would encourage the children to observe, ask questions and discuss what happened after each launch. They could investigate how changing different elements, such as the amount of air in the balloon or the angle of the string, affects how the rocket travels. At the end of the lesson, the class would reflect on their findings, compare their predictions with the results and discuss how they could improve their rocket design. This activity promotes collaboration, problem-solving, curiosity and scientific thinking through meaningful, hands-on learning.
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Hi Ellen,
This sounds great. This resource might be useful for you.
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Module 5: Rockets and Alien Chemistry
I have chosen the Rockets Activity Set as I have previously used the Balloon Rocket activity with great success in my infant class. Going forward I think using the Mouse Rocket alongside the Balloon Rocket activity and making comparisons between the two would add to exploring the topic of rockets greatly.
“How to help the Mouse get to the Moon”
Subject: Science
Strand: Energy and Forces
Learning Intentions:- Explore how air can make objects move.
- Observe cause and effect through hands-on investigation.
- Develop curiosity by asking questions and making simple predictions.
- Build early scientific language through discussion and play.
Step 1: Engage / Wonder
Begin by reading the story “Whatever Next” by Jill Murphy. Discuss with the class how the bear got to the moon and pose the question how we would get to the moon if we wanted to go?
- Invite the children to create different 3D rockets using building material around the room, choosing the materials that they would like to use and choosing to work independently or together in pairs/ groups.
Step 2: Investigate and Explore
Watch a clip from the NASA website of a real rocket taking off. Ask the children to predict what is making the rocket take off? Introduce the class to the Balloon Rocket experiment.
Encourage children to think about using force by asking questions such as:
- How will we move the straw along the string?
- What will the balloon do?
- How did the balloon move the straw?
- What would happen if we used bigger balloons?
Step 3: Make Comparisons
Ask: “What would happen if we made a different rocket?”
Children make predictions about using a Mouse Rocket and compare how far a paper mouse would go using a Mouse Rocket or Balloon Rocket.
Discuss:
- Which rocket will get the mouse further into space?
- Why do you think that happened?
Step 4: Share Findings and Communicate
Gather together and discuss observations.Prompt questions:
- What did we discover?
- What surprised us?
- What Rocket would you use and why?
Record children’s new learning on a second chart:
“What We Learned About the Rockets.”Step 5: Reflect and Create
Ask the children to recreate another 3D rocket as they did in step 1, observing how their rocket creations changed to the knowledge gained after investigating the two rocket experiments.
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Hi Olga,
This is fab. What might be a cool follow on from this if you are interested is building lunar bases.
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I would choose the Alka-seltzer rocket experiment with my class. I think it is such a fun and exciting experiment. I would do this experiment after I had shown them a prompt of a rocket launching into space as well having a whole class discussion about rockets. I would get the children to observe and notice the way a rocket moves in the air as it is launched into space. How it appears so vertical as it goes up into space and slightly tilts the further it goes up into the air, all the while observing the flames, the speed and listening to the sounds, the blasting. I would get the children to think of the forces used to make the rocket launch. After this I would then show the children an alka seltzer tablet dissolve in water, talk about how it fizzes, explaining to the children about our experiment. I would get the children in pairs for this experiment, each letting them plan and prepare for their experiment. Making sure to do this outside and in an open space.Before the children carry out their experiments I would get them to talk about what they think will happen, make predictions but also ask them how is this linked to rockets. After the experiment I would give the children time to record their observations and reflect on what they noticed and trying to get them to compare their experiment to a rocket launching. After this I would then get the children to think about designing their own rockets, thinking of suitable materials for their rockets and being able to explain and reason clearly on the choices they made. I would also include a story book “Winnie in Space” by Valerie Thomas and this would tie in with Space week and the timing of it being close to Halloween.
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I would use the rocket activity in my junior classroom because it is a fun and engaging way to introduce children to the concept of forces and motion. I would begin by asking the children what they know about rockets and why they travel into space. This discussion would encourage curiosity and activate their prior knowledge. The children would then make simple paper rockets and use straws to launch them. Before launching, they would predict which rocket would travel the furthest and explain why. After testing their rockets, they would compare the results and discuss how different designs affected the distance travelled. This activity develops important scientific skills such as observing, predicting, investigating, and communicating. It also encourages teamwork and problem-solving as children improve their rocket designs. I would link the lesson with mathematics by measuring distances and with literacy through a space-themed story. Overall, this activity supports inquiry-based learning and makes science enjoyable, meaningful, and accessible for young learners.
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Hi Colette,
This sounds fab! The paxi videos on the ISS sound like they might be useful to you for this lesson.
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Junior Infants Space Week Action Plan
Space Week will provide opportunities for children to develop curiosity, observation and scientific thinking through play-based, hands-on learning. Using resources from SpaceWeek.ie, the class will explore space across the curriculum. Each day will begin with a short “Space Fact” and a story to introduce the theme.Children will investigate the Sun, Moon and stars using the Stellarium night-sky simulator and observe changes between day and night. They will complete simple inquiry activities from the Sun and Shadows resource by exploring how shadows change during the day. Using the Mission to the Moon and Mars resources, children will design rockets, Moon homes and imaginary Martian creatures, discussing how their features help them survive. Creative activities will include constellation art, Moon painting and space-themed construction during Aistear. Literacy and numeracy will be integrated through space stories, counting planets, shape hunts and sequencing activities. The week will conclude with a “Space Explorer Showcase”, where children share their artwork, models and learning with another class or families.
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Hi Jill,
This sounds wonderful. If you are discussing aliens it might be coo, to consider where they might be found – exoplanets for example.
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**Space Week Class Plan**
I would use Space Week as an opportunity to bring together many of the ideas and activities explored throughout this course. With my Senior Infant class, I would plan a selection of short, practical activities across the week rather than treating Space as a stand-alone lesson.
I would begin by finding out what the children already know about Space and recording their questions on a Space display. We would read picture books, watch short age-appropriate videos and learn some simple facts about the Sun, Moon, stars and planets. The children could work together to order the planets and create a large collaborative Solar System display.
Practical activities would include making craters by dropping different-sized objects into a tray of flour and investigating how the size and height of the object affect the crater. The children could also design and build rockets using recyclable materials. They would test their designs, discuss any problems and make improvements. In Art, they could create their own planets, while Oral Language and Writing activities could focus on describing an imaginary journey into Space.
I would take photographs of the activities and record the children’s questions and comments to create a digital record of our learning. At the end of the week, we would revisit our original questions and discuss what we had discovered. I feel this approach would make Space Week enjoyable and meaningful while developing the children’s curiosity, creativity, teamwork and early scientific skills.
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As part of Space Week last year, we explored the topic of rockets, and the children absolutely loved it. They were fully engaged throughout the lessons, and during our end-of-year discussion, many said it was one of their favourite topics that we had learned about. I introduced the lesson by using a picture of a rocket as a stimulus and asked questions such as, “Do you know what this is called?”, “What does it do?”, “Where does it go?” and finally, “What makes a rocket fly?” We had some wonderful responses, including one child suggesting that rockets were powered by fairy dust!
After displaying our new vocabulary, the children became “Rocket Engineers.” We talked about what an engineer does, and one child proudly shared that their parent was an engineer, which created a lovely home-school connection. I demonstrated how to launch a paper rocket using a straw, and the children eagerly predicted how far it would travel before making and testing their own rockets. The activity encouraged curiosity, teamwork, prediction, and problem-solving, while making meaningful cross-curricular links across Science, STEM, Oral Language, and Art.
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I really enjoyed reading about this activity and it sounds like such a memorable learning experience for the children. I love that it was one of the highlights of your Space Week and that the children were still talking about it at the end of the year—that really shows the impact of hands-on, inquiry-based learning. The question prompts are a great way to spark curiosity, and I had to smile at the suggestion that rockets are powered by fairy dust! Those imaginative responses are often the best part of teaching young children. I also think it was lovely that a child made a connection to their parent being an engineer, making the learning feel personal and relevant. Giving the children the role of “Rocket Engineers” is a fantastic idea, encouraging ownership and excitement. Overall, this is a fun, engaging lesson that perfectly combines creativity, scientific thinking, and meaningful cross-curricular learning.
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Hi Melanie,
This sounds great some ideas for what rockets are used for can be found here.
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I’m really looking forward to bringing the Rockets activity set into my Infants–2nd multigrade classroom this term. I’ll start with “Whatever Next” to spark curiosity about the moon and how we’d actually get there, then show a real rocket launch video to hook them further — hoping for a few gasps! From there we’ll make rocket mice and balloon rockets, with each age group finding their own level: Junior/Senior Infants exploring through play and talk, while 1st/2nd class move into predicting, measuring distances, and recording results.
Once they’ve had time to explore, I’ll set them investigating their own starter question — does the rocket go further if I squeeze harder or faster — and I’m excited to see what predictions and surprises come up. Linking it afterwards to everyday examples like kicking a football or blowing bubbles should help them see force and flight all around them, not just in a rocket.
For our next SSE cycle, I’d like to build in a proper design-test-improve loop across all levels, pair older children with infants for peer teaching during launches, and capture more photo and voice evidence, since so much of infant scientific thinking comes through talk rather than writing.
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For this assignment I have chosen the rockets activity.________________________________________
To engage the children I would play the ESA/NASA rocket launch. I would also Read a space-themed picture book like Roaring Rockets by Tony Mitton
Some key questions I would ask are
“What do you think rockets need to fly?”
“Where do rockets go?”
“What sounds do they make when they blast off?”
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Next I would use the curious minds paper rocket template
Materials Needed:
Paper strips (A4 paper cut into wide strips)
Pencils (to use as molds)
Sellotape / Tape
Crayons or markers
Drinking straws 1
Instructions for the Children:
Color: Decorate your paper strip with space designs.
Roll: Wrap the paper strip tightly around a pencil to form a long cylinder tube.
Tape: Secure the edge of the paper tube with three pieces of tape so it doesn’t unroll.
Seal: Slide the tube off the pencil. Fold one end down firmly and tape it completely shut (this is the nose cone).]
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Investigate-The Setup: Slide the open end of the paper rocket onto a drinking straw.
Predict: I would Ask the children to guess how far their rocket will fly before they launch it.
The Countdown: Practice backwards counting as a group: “10, 9, 8, 7, 6, 5, 4, 3, 2, 1… BLAST OFF!”
Launch: Take a big breath and blow hard into the straw to launch the rocket across the room
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Fair Testing: We would then Talk about how to measure the flight paths fairly from the same starting line.
Measurement: Use non-standard units (e.g., counting steps or lollipop sticks) to measure how far the rockets traveled.
Variables: Ask the children, “What happens if you blow softer? What happens if you blow harder?
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To finish we would do an Astronaut Walk: I would have the children move around the room in slow motion, pretending there is no gravity keeping them down on the floor. Explanation and discussion of gravity. -
I would use the Rocket Mouse activity with my Senior Infant class as part of a Space theme. It is a fun and engaging way to introduce STEM through hands-on learning and investigation.
Engage:
To begin the lesson, I would read the story Aliens Love Underpants. The children always enjoy this story and it is a great way to introduce the topic of space. We would talk about rockets, astronauts and how rockets travel into space. I would encourage the children to share what they already know and what they would like to find out.Investigate:
The children would work in small groups to create and launch their Rocket Mouse. Before launching it, they would predict how far it might travel. After each launch, we would discuss what happened and encourage the children to think about why the mouse travelled the way it did. They could make small changes and test it again.Take the Next Step:
The children could measure how far the Rocket Mouse travelled using cubes or footsteps and compare their results. They could also draw or write about what they discovered.Reflection:
This activity encourages curiosity, teamwork and problem-solving. It gives children the opportunity to investigate, test their ideas and learn that making changes and trying again are an important part of STEM learning.-
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Hi Yvonne. I love this post. Using Aliens Love Underpants as your hook is a great idea. It would immediately get Infants hooked and eager to learn. I also love how your plan naturally weaves real STEM concepts into play. Predicting and measuring with footsteps brings early math to life without feeling like work.
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Hi Yvonne,
I think this lesson is an excellent idea as it provides children with a brilliant and effective way to start learning about space through the story Aliens Love Underpants. I feel that this lesson also allows the children to think outside the box creatively and provides opportunities for all learners in the classroom to contribute.
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I would create a Space Week plan for my 2nd Class to give the children an exciting opportunity to explore space through a range of hands-on, inquiry-based activities. Throughout the week, we would investigate different aspects of space while integrating Science, Mathematics, Art, English, and Digital Technologies.
We would begin by discussing what the children already know about space and recording their questions on a “Wonder Wall.” During the week, the class would explore the planets, the Moon, stars, and the Sun through practical investigations and group activities. The children could create models of the solar system, investigate how craters are formed using flour and cocoa powder, and learn about the phases of the Moon using a torch and a foam ball. We would also complete a shadow investigation outside to observe how shadows change throughout the day and discuss why this happens.To encourage creativity, the children would design their own planets or space-themed artwork and write imaginative stories about travelling into space. They could also use tablets to research interesting facts about the planets and create short digital presentations to share with the class.
I believe a Space Week would provide an engaging and memorable learning experience that promotes curiosity, teamwork, and problem-solving. By combining hands-on investigations with creative activities, children would develop important scientific skills such as observing, predicting, recording, and communicating their findings. It would also help children see that science is exciting, relevant, and connected to the world around them.
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I think having a Space Week would be a brilliant way to keep the children engaged and excited about science throughout the week. I especially liked the Wonder Wall, as it encourages children to ask questions and become involved in their own learning. The crater investigation and shadow experiment are also great hands-on activities that would make the science concepts easier to understand. I also liked how you linked the theme across different subjects, particularly through art and digital presentations.
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Hi Kieran,
This sounds fab. I would recommend having a look at this for your plan and also Stellarium software.
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Science behind fizzing:
I’m really looking forward to using the “Dancing Raisins” experiment with my Junior Infants next year. This is how I will use this activity in my classroom:I’ll set up two clear jars at eye level—one filled with water and the other with fresh sparkling water—alongside a bowl of wrinkly raisins. Gathering the children on the carpet, I’ll hold up a raisin and ask: “What do you think will happen when we drop this in?” Encouraging their guesses builds natural curiosity before any testing begins.
First, we’ll drop raisins into the water to watch them sink and stay still. Next, we’ll drop them into the fizz. Tiny bubbles will cling to the bumpy skin, lifting the raisins up until the bubbles pop and they sink again—creating a fun “dancing” loop.
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The Rocket Activity is one I would love to use with a junior primary class because it combines science, creativity, and plenty of excitement. I would begin by chatting with the children about rockets and asking questions such as, “Where do rockets go?” and “What do you think helps them blast off into space?” I always enjoy hearing the imaginative ideas children come up with, as their curiosity often leads to the best discussions. The children would then design and build their own paper rockets before launching them using straws. Before each launch, they would make predictions about which rocket might travel the furthest and explain their thinking. There would no doubt be lots of cheers, laughter, and excitement as everyone watched the rockets zoom across the classroom!
Afterwards, we would compare the results and talk about ow different rocket designs changed the distance travelled. This investigation naturally encourages children to observe, predict, test, and improve their ideas like real scientists. We could link the activity with Mathematics by measuring and comparing how far each rocket travelled, and with English by reading a space-themed story or creating our own rocket adventure. Best of all, the activity shows children that science is all about exploring, asking questions, and having fun while discovering something new together.
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I would use the Activity Set: The Planets as part of a whole-class plan to celebrate Space Week with my 2nd class. I believe this activity provides an excellent opportunity to develop pupils’ curiosity through inquiry-based and hands-on learning while integrating Science with other areas of the curriculum.
To begin the week, I would use a KWL chart to explore pupils’ prior knowledge and encourage them to generate questions about the Solar System. Throughout the week, pupils would work collaboratively to investigate the planets using models, images, fact cards, and digital resources. They would compare the planets based on their size, colour, and position in the Solar System before creating their own labelled models or posters. We could also integrate Art by constructing papier-mâché planets, English by writing fact files, and Mathematics by ordering planets according to their distance from the Sun.
To conclude Space Week, pupils would present their projects to the class and reflect on what they learned by revisiting the KWL chart and discussing any new questions they have about space. This reflection would reinforce that scientific inquiry is an ongoing process of asking questions, investigating evidence, and developing new understanding.
This activity aligns with the Primary Science Curriculum (1999) by developing the Working Scientifically skills of questioning, observing, predicting, recording, communicating, and evaluating. It also reflects the vision of the Primary Curriculum Framework (2023) by promoting collaboration, creativity, communication, and critical thinking. A dedicated Space Week would provide pupils with memorable, engaging learning experiences that foster a lifelong interest in science and encourage them to see themselves as active explorers of the world around them.
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I have chosen to focus on the Rockets Activity Set, specifically the Make a Rocket investigation, and how I would use it with Fourth Class pupils.
Introduction:
To introduce the lesson, I would begin by asking the children what they already know about rockets and how they think they get into space. I would use some of the trigger questions from the ESERO activity such as What is a rocket? and What gives a rocket the energy to blast off? Before carrying out the investigation, I would show the children a short NASA Kids or ESA Kids video of a real rocket launch to spark their interest and build on their prior knowledge. I would then ask the children to predict what they think will happen when we launch our own rocket and encourage them to explain the reasons for their predictions.Development:
The children would work in small groups to carry out the Make a Rocket investigation using a film canister, water and a fizzing tablet, following the ESERO instructions. As this activity involves pressure building inside the canister, I would complete it outside and discuss the safety rules beforehand. While waiting for the rocket to launch, the children would record their predictions and observations before discussing whether the results matched what they expected. To make the lesson more suitable for Fourth Class, I would extend the investigation by allowing each group to change one variable, such as the temperature of the water, and compare how it affected the height of the rocket, just as suggested in the follow-up activities. This would encourage the children to investigate fairly, work collaboratively and develop their observation, prediction and analysing skills.Conclusion:
To finish the lesson, the class would discuss why the rocket launched and introduce the idea that the gas produced by the fizzing tablet created pressure, which forced the rocket into the air. The children would compare the results from each group and discuss which variable had the biggest effect.Extension idea: I would ask the children to design and label their own rocket or create a simple bar chart showing the height reached by each rocket. This would give them an opportunity to apply their learning while making meaningful links with Maths and STEM.
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Hi Aoife,
This sounds lovely. I especially enjoy the the bar charts. Here are some examples of esa rockets with some videos.
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Engage
Use video of Chris Hadfield as a stimulus. Discuss the purpose of spacecraft and showing examples of rockets and satellites. Encourage pupils to predict what features a spacecraft needs to travel safely and complete a mission.
Investigate
Children work collaboratively to design and build a model spacecraft using junk art materials. They will select from a range of materials e.g. tinfoil, bubble wrap, cardboard, cartons, egg cartons and make choices about which would be best for the structure of their spacecraft.
Take the Next Step
Ask pupils to peer reflect on the designs of other groups. Ask them to “magpie” a feature or idea from another group and add it to their design.
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Hi Claire,
This is fab! It could be cool to consider building elements that rockets deliver to space if you plan on using materials like these. For example rovers or space telescopes! This resource can be simplified for example!
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Engaging Children with Space Week
Objective: Students will explore and learn about space, the solar system, astronauts, and space exploration through interactive and engaging activities.
Trigger: What do you know about space? and What would you like to learn about space?
Discuss responses briefly to gauge their interests.
Activity 1: Exploring the Solar System :
1. Presentation:
– Show pictures and a model or poster of the solar system.
– Briefly describe each planet, focusing on one or two interesting facts about
each.
– Introduce the concept of the sun as the center of our solar system.2. Interactive Discussion:
– Ask questions like: “Which planet is closest to the sun?” and “Which planet is
known for its rings?”
– Encourage students to share any fun facts they know about the planets.Activity 2: Crafting Our Own Solar System (20 minutes):
1. Solar System Mobile Craft:
– Provide each student with materials to create their own solar system mobile.
– Instructions:
Cut out circles for the planets from construction paper.
Color and decorate each planet.
Attach planets to strings and hang them from a hanger or a paper
plate to create a mobile.– Play space-themed music in the background while they work.
Activity 3: Storytime and Video (20 minutes):
1. Book Reading:
– Read aloud “There’s No Place Like Space” by Tish Rabe.
– Pause occasionally to discuss the story and ask questions.2. Space Video:
– Show a short, age-appropriate video about space exploration or astronauts
(e.g., a clip from a space documentary or an animated educational video).
– Discuss what they saw in the video and what they found most exciting.Activity 4: Space Quiz and Games (15 minutes):
1. Space Quiz:
– Prepare a simple quiz with questions about what they’ve learned (e.g., “Which
planet is known as the Red Planet?”).
– Use a buzzer or raise-hand format to make it interactive.
– Award small prizes for correct answers.2. Space-Themed Game:
– Play a game like “Planetary Hopscotch” where students hop to different
planets in the correct order from the sun, marked out on the floor with tape.Conclusion (5 minutes):
1. Review and Recap:
– Recap the key points learned about the solar system and space.
– Ask students to share their favourite part of the lesson.2. Goodbye and Take-home Activity:
– Hand out space coloring sheets for students to take home.
– Encourage students to share what they learned with their families and
continue exploring space at home.Assessment:
– Participation in discussions and activities.
– Creativity and effort in the solar system mobile craft.
– Engagement and correct answers in the space quiz.Follow-up:
– Plan a stargazing night.
– Encourage students to bring in any space-related items or stories to share during the week.-
I really like all of the different activities that you’ve outlined in your Space Week Plan. There is a great variety within the plan itself and also within each lesson and idea. I particularly like how you would integrate storytelling into your lessons to engage the children, while I’m sure the solar system creation activity would be really interesting, fun and enjoyable for the class. Thank you for the lovely ideas!
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I really liked all the different activities that you gave for Space Week. I particularly liked your idea of Planetary hopscotch where the children hop to different planets in the correct order from the Sun. This a great way of getting the children to learn the order of the planets from the Sun. I also liked the idea of a quiz on what they have learned. I have done this using Kahoot. The children love quizzes and really enjoy Space ones.
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I think that there are plenty of materials and activities in this module to create an engaging Space Week plan, where the children will get to explore, investigate, and collaborate on some really interesting space-based ideas.
The first activity I would introduce to the class is paper aeroplane making. Either individually or in pairs, the children would be asked to create their own paper aeroplanes. As part of this, we could discuss what we think are the most important things in helping an aeroplane to fly. The children would then get the chance to throw their aeroplanes, before measuring how far they travelled, and writing down some ideas on how it could be improved next time.
The next activity that I would introduce is that of propulsion and the idea that for every action there is an equal and opposite reaction. This could be explored by inviting the children to create balloon rockets with straws and strings, observing how the air rushing backwards from the balloon propels it forward along the string. Again, the children could discuss how it might be improved, for example, by using smaller or bigger balloons.
To finish Space week, the children could then investigate the MAterials aspect of the SESE Curriculum by making Alien Slime. This activity would give the children a chance to explore and discuss the properties of different materials, whether they be solid or liquid, before observing how some materials can change when mixed with others. This could be extended to link even more with Space Week by adding in glitter and colours to create the effect of stars shining in the night sky.
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Hi Karl,
This sounds fab! there are some resources here that sound like they would be useful for you.
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I like the activity on ‘Rockets’ for my Junior Infants as I feel it would really grab their attention and provide a great hands-on activity lesson.
Firstly I would question the children on their prior knowledge of rockets-what they look like, what they do, where do they go? I would then show the children a cartoon video of a rocket construction and how it works. https://www.youtube.com/watch?v=2R8V68viXqk
I would introduce the video of ‘Rocket Mice’ and explain that we are going to create our own ones and test them as a class. I would have containers of vary-ing sizes and all the children would choose one and put their ‘mouse’ on top. We would test them and see which ones went higher/furthest distance and discuss why this may have happened. We could narrow down our findings then to what size container was used and what pressure was applied.
As a class, we would then discuss other materials we could use for our rockets and whether to experiment with them inside or outside and if there were any other changes they would make to the experiment.
To finish the lesson and as an extension activity, I would read the story ‘Sadie Sprocket builds a Rocket’ https://www.youtube.com/watch?v=V8QXnpBch2Y and get the children to design and draw a rocket of their choice. -
I like the activity on ‘Rockets’ for my Junior Infants as I feel it would really grab their attention and provide a great hands-on activity lesson.
Firstly I would question the children on their prior knowledge of rockets-what they look like, what they do, where do they go? I would then show the children a cartoon video of a rocket construction and how it works. https://www.youtube.com/watch?v=2R8V68viXqk
I would introduce the video of ‘Rocket Mice’ and explain that we are going to create our own ones and test them as a class. I would have containers of varying sizes and all the children would choose one and put their ‘mouse’ on top. We would test them and see which ones went higher/furthest distance and discuss why this may have happened. We could narrow down our findings then to what size container was used and what pressure was applied.
As a class, we would then discuss other materials we could use for our rockets and whether to experiment with them inside or outside and if there were any other changes they would make to the experiment.
To finish the lesson and as an extension activity, I would read the story ‘Sadie Sprocket builds a Rocket’ https://www.youtube.com/watch?v=V8QXnpBch2Y and get the children to design and draw a rocket of their choice.
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I really like your idea of using rockets as a topic for Junior Infants. I think it is a very engaging activity that would capture the children’s attention and encourage them to become actively involved in their learning. I like how you begin by questioning the students about their prior knowledge as this gives them an opportunity to share their ideas and experiences and from my experience children in Junior Infants love to tell you what they know.
The Rocket Mice experiment sounds like a great hands-on STEM activity. Allowing the children to make predictions, test their rockets and discuss which ones travelled furthest would help develop their problem-solving and observation skills. It would also introduce simple concepts such as size and pressure in a fun and age-appropriate way.
I also like the idea of allowing the children to suggest different materials and changes to the experiment. Finishing with Sadie Sprocket Builds a Rocket and designing their own rockets provides a lovely creative extension and links science with literacy and art. Overall, it sounds like a fun and interactive lesson which will keep the students engaged.
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Activity set: Alien Chemistry
Activity: Dancing Raisins
Engage: I will set the scene by asking the class: How do objects behave in space where there is zero/no gravity? I’ll tell the pupils that we have received special “space rocks” (raisins) and a mysterious “liquid” (sparkling water) to test if we can show how gravity works and make the rocks float and dance.
Investigate: I will split the class into small groups and the students will place raisins into a glass of plain water first to observe what happens (they sink to the bottom). Then they will drop raisins into a glass of sparkling water and they will see carbon dioxide bubbles on the raisins which wll help them float to the top. Once the bubbles burst at the surface the children will see the raisins sink and it looks like “dancing raisins”.
Take the Next Step: |To take tbis activity one step further the children could test different items to compare if the texture of the raisins/rocks have an impact, etc. Test smoot objects like popcorn kernels, buttons, etc. Test to see what happens if the sparkling water goes flat, what happens if you mix in baking soda or vinegar, there are many different opportunities to push the investigation further.
Conclusion/Reflection: At the end discuss their finding as a whole class. Help connect their findings that they recorded to scientific concepts such as buoyancy, trapped gas creates upward force, etc.
I have completed an activity with my class like this before, however I feel that the structure of this lesson with the engage, investigate and take the next step works better nd gives more structure than a stand-alone lesson. I also feel that I am more prepared after this course to link the lessons to scientific concepts.
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I really enjoyed reading your idea for the Dancing Raisins activity. I think it would be a great activity for children because it is simple, fun and has a really interesting result. The idea of calling the raisins “space rocks” would definitely help to get the children interested and make them curious about what is going to happen.I also like how you have structured the activity into Engage, Investigate and Take the Next Step. I agree that having these stages gives the lesson more structure and helps the children understand that they are making predictions, investigating and then thinking about what they have discovered. I especially like the idea of testing other objects such as popcorn or buttons, as the children could make their own predictions and see if they were correct.I think this activity would also work really well with younger children as they could use simple words such as sink, float, up, down, bubbles and dancing. It would be a great opportunity for discussion and questioning. Overall, I think it sounds like a really enjoyable hands-on science activity that would encourage children to be curious and ask questions.
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Hi Annmarie,
This is brilliant I really enjoy your additions. This can be a good way to introduce atmospheric makeup! CO2 is the reason Venus is the hottest planet, and plays a huge role in climate change on Earth.
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I would use the Rocket Activity Set as part of a week-long STEM theme to encourage children to think like scientists and engineers. I like that the activities are practical and allow children to experiment, make changes to their ideas and learn from the results. Instead of focusing on finding the “right” answer, the emphasis would be on exploring different possibilities and discussing why some designs work better than others. To introduce the topic, I would ask the class what they already know about rockets and how they think rockets are able to travel into space. We would watch a short rocket launch video and use it as a starting point for discussion. The children would be encouraged to share their own ideas before beginning any investigations. The main classroom challenge would involve designing and testing balloon rockets. Working in small groups, the children would investigate how different changes affect the movement of their rockets. After each test, they would talk about what happened, suggest improvements and then try again. This process would help them understand that designing, testing and improving are all important parts of science and engineering. To extend the learning, I would encourage the children to draw and label their favourite rocket design and explain what they changed to make it travel further. Older pupils could record simple measurements or compare the results from different groups using charts or graphs. These activities would naturally link science with mathematics, oral language and visual arts. I believe this activity would also support our school’s STEM School Self-Evaluation by promoting active learning and collaborative problem-solving. Evidence of learning could be gathered through photographs, children’s work samples and teacher observations of group discussions. Reflecting on these activities would help identify children’s strengths in scientific thinking while also highlighting areas that could be developed further in future STEM lessons. Overall, this activity set encourages creativity, resilience and curiosity while giving children the confidence to investigate and learn through experience.
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Hi Cliodhna,
This sounds wonderful, as per your ethos of comparison comparing different kinds of rockets like the mouse rocket and something like this might be fun too!
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Dancing Raisins – Exploring Gases and Floating and Sinking, investigating how gas bubbles affect objects in water.
Engage: Show the children a handful of raisins and a bottle of sparkling water or 7UP. Ask the children what they notice about the raisins? What do they think will happen if I put the raisins into the sparkling water? Will they float, sink, or do something else?
Investigate: In small groups the children are given a clear glass of sparkling water. Each group drops 6-8 raisins into the glass. Pupils watch carefully and record what they see. Encourage the children to look closely at what happens first? Do the raisins stay at the bottom? What happens after a few moments? Do they keep moving? Get the children to draw and label what they observed. Bring the children back to discuss their observations and discuss the scientific explanation as to why the raisins appear to dance.
Take the next step: Encourage the children to extend their thinking by asking: Would the experiment work with grapes? Would it work with still water? What other small objects could we test? As an extension, the children can carry out a fair test by comparing sparkling water with still water and record the differences.
Conclusion: With the whole class, discuss the investigation. Discuss if predictions were correct, what we discovered today, what caused the raisins to move and what new scientific words did we learn.
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Hi Paula
I really like how this experiment encourages children to make predictions before testing their ideas. The “Dancing Raisins” activity is hands-on which engages children best. It also develops scientific skills such as observing, recording, comparing, and explaining. I particularly like your extension of comparing sparkling water with still water because you’re exposing children to testing and helping them understand how gas bubbles affect the raisins.
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I chose to do the Balloon Rocket Launch with first class.
Engage: I would begin by showing pupils an inflated balloon and asking what they think will happen when it is released. Discuss their predictions and introduce the idea that moving air can create a force. To encourage critical thinking for high achievers I would ask questions such as “How could we make the balloon travel along a string?”
Investigate: I will put the pupils into small groups, and pupils will create a balloon rocket using a balloon, string, straw and tape. Thread the string through the straw and secure the balloon to the straw with tape. Pupils will inflate the balloon without tying it, hold the opening closed, and release it. They observe how far and how quickly the balloon travels. To extend the lesson the pupils could conduct a rocket launch race against another group. They could take a tallymark vote for which balloon would win on whiteboards incorporating maths.
Take the Next Steps: I would challenge pupils to investigate how they could make their balloon travel further or faster. They could change one variable, such as the amount of air in the balloon, or swap their balloon for a long balloon and compare the results. Pupils will predict, test, measure and discuss their findings.
Conclusion: I would encourage a class discussion to share results. We would discuss what happened when the balloon was released and why it moved. Revisit predictions and write up their results using key vocabulary such as force, air, movement, push, and speed.
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Hi Antonia,
I really enjoyed reading your plan for the Balloon Rocket Launch activity. I think it is a great hands-on STEM activity for first class as it encourages curiosity, teamwork, and problem-solving. I liked how you included predictions and questioning at the start, as this helps pupils think scientifically before testing their ideas.The opportunity to change variables and compare results is a great way to develop investigation skills, while the maths link adds another dimension to the lesson. Overall, this activity would make learning about forces and movement fun, engaging, and memorable for young pupils.
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I would use the Spacecraft activity during Space Week as a hands-on way for students to explore how spacecraft are designed and how they travel beyond Earth’s atmosphere. After discussing the history of space exploration, students would work in groups to design and build their own spacecraft using recycled materials and the worksheets recommended from the course. They would think about what makes a spacecraft strong, lightweight, and suitable for space travel.
This activity would encourage creativity, teamwork, and problem-solving while linking science with design and engineering. Students could present their spacecraft to the class and explain the choices they made. I would also create a small classroom space exhibition where students can share their designs and learning with others.
I think this activity would help students develop curiosity about space while making the learning experience fun, practical, and memorable. It allows them to see how science and creativity work together in real-world situations.
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To introduce the topic to Junior Infants, I would begin by reading the story “Moustronaut”. Discussion of how the author is a real retired astronaut. Explain that a group of mice went on a space shuttle in 2001 etc.
I would display a video of a real rocket launch, discussing what we see, makes a good rocket etc,We would then move on to making our own rockets (balloon mice, rocket mice etc)- discuss what materials could work well/not so well. At this stage of the lesson we would make predictions & carry out some simple testing. We would also integrate maths by measuring and comparing how far different rockets travel.
The children would reflect on what they might change if they repeated the activity, I.e., what would improve their rocket.
We could watch fly me to the moon or space buddies afterwards as recommended on the space week activity list.
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I really like this idea.
The book ‘Mousetronaut’ is a great way to engage the children. Most of the time children would associate space travel with human astronauts or perhaps Laika the dog. Showing them that a group of mice have also been involved in space exploration will certainly be something that they will remember. And a great stimulus for the rocket mice lesson.
There is also so much room as you have mentioned in a lesson like this for linkage between other subjects- maths especially, counting, measuring, estimating in the junior classes.
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Class Plan to Engage with Space Week
After completing this course, I think taking part in Space Week would be a great way to build on the children’s interest in science and space. For a 1st class, I would plan a range of simple, hands-on activities throughout the week to keep the children engaged while linking with different areas of the curriculum.
We could begin the week by reading space poems or a story about space, such as The Way Back Home by Oliver Jeffers, to introduce the topic. Throughout the week, the children could learn about the planets, explore how shadows change during the day, and make simple moon observations using pictures and videos. They could also complete art activities by designing their own rockets, planets or friendly aliens and creating a class space display.
To encourage hands-on learning, I would include a simple STEM challenge where the children work in groups to build a rocket using recyclable materials. They could then explain how they designed it and what they would use it for if they travelled into space.
I would assess learning through teacher observation, questioning, class discussions and the children’s completed work. -
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I have chosen to focus on the Mouse Rockets activity to try with my class this year. Hearing that Rocket revolution is this year’s theme for Space Week adds to the appeal. I will follow the Curious Minds Framework and the different steps necessary to cover all bases for an inquiry based approach.
Engaging the children will be easy as the children love everything to do with space week and rockets. I would use a combination of drama and movement to introduce the children to the rocket launch. We can count down and launch into space in our imaginations. I would follow this up with a video clip of a real rocket launch and discuss how the rocket gets its energy to fly to space, the power, energy and forces needed to propel the rockets.
I would then guide the children through the process to create our ‘mouse rockets’ as shown in this module. The children will be encouraged to predict and experiment with different size bottles and encouraged to record their results.
Children could design different rockets to put on the launchers and note how design effects their trajectory.
This lesson can form the basis of numerous cross curricular lessons, English, creative writing, poetry, art, geography, history, maths. There is a huge scope to build this topic through many subject areas during space week. -
Module 5- Rockets and Alien Chemistry
To explore this topic. I would introduce the picture of the cover page of Alien in Underpants. The children would predict and make connections about the cover page. The children will listen to the story.
I will then write the name Constantin Tsiolkovsky and show an image of him and explain where he is from and how he is connect to space and rockets.
( I have various ages/abilities in my class, therefore I feel the alien in underpants book would be an appealing stimulus for the younger children and the information about Constantin would appeal to the older children. )
Exploring and Using
The children would then get to explore some pre-made rockets. We would use talk and discussion to decide which ones work best and why. We would refer to primary science.ie for different ways to make rockets. We would investigate how they are better by launching them and looking at the materials.
Then I would give the children to make the rocket with the effervescent tablet and tube. We would pair older/younger children together to complete this. We would discuss how the tablet is helping the experiment. Reference will be made to the work of Constantin also.
To complete the activity each child will be given A4 paper to draw/design their own rocket and they can use an array of materials to see which way they would like to launch it. At the end the class will come together. We will replicate a launching pad and use the countdown and blast off language to re-enact a rocket launch.
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I would use the Activity Set: Balloon Rocket Launch with my First Class girls to introduce the idea of forces and how rockets move. To begin, I would show the class an inflated balloon and ask them to predict what they think will happen when the air is released and what makes the balloon move. Working in small groups, the children would build their own balloon rockets using balloons, straws, string and tape before testing them to see how far and how fast they travel. They would observe the results, compare them with their predictions and discuss what they noticed. To develop their inquiry skills, I would encourage the children to investigate how changing one variable, such as the amount of air in the balloon, affects the rocket’s movement. The groups could measure the distance travelled and compare their findings before sharing their results with the class. This practical investigation encourages prediction, observation and problem-solving while helping children understand the forces involved in rocket movement through active, collaborative learning.
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For Module 5 I chose Alien Chemistry activity set with First class level
I chose to do this activity set as its quite straight forward and I know they will be so excited!
Dancing Raisins
We will at first gather together and discuss that we are goinn to do a Science experiment by adding raisins first to water and next to a fizzy drink.
I will ask the children to quickly wirte down on a whiteboard what they think will happen and say to their partner.
Next we will add the raisins to two containers, one containing water and the other containing a fizzy drink and in the first one the raisins will sink to the bottom but in the fizzy drink one the raisins will rise to the top and will keep doing that until the carbon dioxide is gone.
I will watch the childrens reactions and they will tell me what they thought and how it differed from their predictions.
The children will then do a picture of the experiment and label it.
We can follow up with another experiment on baking soda and a balloon and do the mice rockets for space week!
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Hi Karen, I really like your choice of the Dancing Raisins activity for your class. It sounds like a fun and engaging way to introduce children to scientific predictions and observations. I especially like the use of whiteboards and partner discussion. The follow-up experiments sound brilliant too! I’m sure they’ll love them.
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I would choose the Balloon Rocket activity for my Senior Infants class as I think it would be a fun and engaging way to introduce children to the idea of forces and movement. At this age, children are naturally curious and love opportunities where they can explore, test ideas and see results for themselves. I like the ESERO inquiry approach because it encourages children to become little scientists by asking questions and investigating their own ideas. I would begin by creating a “space mission” in the classroom where the children become astronauts preparing a rocket launch. We would discuss what they think makes a rocket move and allow them to make predictions before testing. In small groups, the children would create balloon rockets and experiment with different designs to see which one travels furthest. To extend the activity, the children could design their own planets and create a space station using construction materials. I think this activity would work really well in Senior Infants as it combines Science with creativity, communication and teamwork while allowing children to learn through hands-on experiences.
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I have chosen to focus on a Rocket Investigation as I think the children in an infant classroom would be highly motivated by the excitement of launching rockets. I have used the Curious Minds Framework to structure this lesson because it encourages children to explore, investigate, and learn through hands-on experiences.
Engage:
To introduce the lesson, I would gather the children on the carpet and show a short video clip or images of a rocket launching into space. We would discuss what they notice about the rocket and how it travels into the sky. I would encourage the children to share their ideas by asking questions such as, “What makes the rocket go up?” and “Where do rockets travel?” This discussion would build on the children’s prior knowledge and spark curiosity.
Investigate:
The children would work in small groups to make simple paper rockets that fit onto a straw launcher. Before launching, they would predict which rocket they think will travel the furthest and explain why. The children would then take turns launching their rockets, observing what happens and comparing the distances travelled. During the investigation, I would introduce the idea of a fair test by ensuring each child blows through the straw with the same effort and by discussing why using rockets of similar size makes the investigation fair.
Take the Next Step:
The children would then be encouraged to redesign their rockets by changing one feature, such as the size of the fins, the length of the rocket, or the shape of the nose cone. They would predict how their changes might affect the rocket’s flight before testing their new designs. Finally, the class would come together to discuss their findings, identify which designs worked best, and reflect on how making changes helped them learn more about how rockets fly. This inquiry-based activity promotes curiosity, prediction, observation, problem-solving, and early scientific thinking through playful, hands-on learning.-
Hi Annette,
This sounds wonderful. Building from this you could build a moon base and discuss where rockets go – some to the ISS some to the moon and even to put satellites into orbit.
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My lesson would be about rockets and the class doing their own rocket launch.
Children begin by exploring a selection of toy rockets, pictures, and simple models. They are encouraged to observe the rockets closely, discussing their shapes, sizes, colours, and parts. The class talks about what rockets do and how they travel into the sky. They discuss why a rocket is shaped this way compared to an airplane.
Next, each child designs and creates their own simple paper rocket on A3 paper. They draw and discuss what they will create and what resources they need. The teacher will hand out resources available to make their rockets.
The class will spend time creating their rocket and building and designing them as a team. The class then conducts the investigation by launching their rockets from the same starting point. Children observe how each rocket travels and compare the distances. Throughout the activity, I would encourage the children to observe, ask questions and discuss what happened after each launch. They will get a tablet each and record their rocket launch through video. They can rewind and watch in slow motion the distance of their rocket..
As a next step, children think about how they could improve their rocket design. They will get the chance to redesign their rocket before testing it again. This helps them understand that changing one feature can affect how a rocket flies.
Finally, the class reflects on the investigation by sharing what they learned, what surprised them, and what they would do differently next time. Children discuss each others rockets and what they liked about each of them.-
Hi Bill,
This sounds great. It might be useful to look at the resource about rocket building here!
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I would use Wondering and Exploring for a highly practical and exciting Space Week investigation. The rocket activities provide an excellent opportunity for children to develop scientific inquiry, prediction, observation, problem-solving and communication while also integrating Mathematics, Art, Technology and Engineering. “Let’s Explore Rockets!”
I would begin by creating a Space Exploration Station in the classroom with pictures and models of different rockets. Children would be encouraged to look at, touch and explore the rockets. I would ask simple open questions “What do you notice? “Which rocket is biggest?” “Which one do you like?”
Throughout the week, children would investigate different rockets such as Paper Rockets, Balloon Rockets and Rocket Mouse. We would Think – Predict and Compare before each launch. We could then compare the prediction with what actually happened. At the end of the week, we would create a Space Week Rocket Display showing photographs, children’s rockets and simple observations.-
Hi Bríd,
This sounds fab! This resource for rocket building might be useful.
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Module 5
I would do the rockets activity with my Junior Infant class as part of Space Week. I think the children would really enjoy this as they love anything to do with space, rockets and astronauts.
Engage: I would begin by reading Whatever Next! by Jill Murphy. We could talk about Baby Bear going to the moon and ask the children what they think it would be like to travel into space. We could then look at some pictures or a short video of a real rocket launch and talk about what they notice.
Investigate: We would make our own balloon rockets. I would set up a simple string and straw activity and let the children work in pairs to make their rockets. Before we let them go, I would ask them what they think will happen. We could try different sized balloons and see which rocket goes the furthest or fastest. The children could talk about what happened and compare their rockets.
Next Step: We could bring the space theme into Aistear by setting up a space station in the classroom. The children could pretend to be astronauts, make their own rockets and travel to different planets.
Reflection: At the end of the activity, we would sit together and talk about what we learned. I would ask the children what they enjoyed most and what happened to their rockets. I would take photographs and record some of their comments as a digital record of their learning. I think this would be a fun and exciting way for Junior Infants to learn through play and hands-on activities.
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Module 5: Rockets & Alien Chemistry – Reflection
For this module, I would use the picture book Whatever Next! by Jill Murphy as a stimulus for exploring rockets and space. The story provides a familiar and engaging context for introducing vocabulary such as space, rocket, Moon, fast, slow, up and down. After reading the story, I would encourage pupils to explore different rockets and ask, “How could we make our own rocket move?”
The pupils could design and make a simple paper or balloon rocket before making predictions about what might happen when it is launched. They could then investigate how far or how quickly their rockets travel, developing skills such as observing, predicting, measuring, comparing and communicating.
I feel this activity would work particularly well in a special-school setting as pupils can participate at different levels through looking, choosing, touching, manipulating materials and communicating their observations.
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Hi, I really like the idea of starting with Whatever Next! as it gives the rocket activity a lovely context before the children start experimenting. I also like that you’ve thought about different ways pupils can take part without everyone having to do exactly the same thing. I can imagine the rocket launching would be a big hit too.
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The activity I’d choose from this module is Rocket Mouse. I think I’d turn it into a little mission where the children have to help a mouse get to space.We’d make a simple paper mouse and place it on top of a plastic bottle. Squeezing the bottle pushes air out and launches the mouse upwards. Before we started testing, I’d ask the children how high they thought we could get it and what we could change to make it fly higher.
I’d give them plenty of chances to experiment rather than trying to get it right first time. We could try different sized mice, change how hard we squeeze the bottle or make small changes to the design and see what happens. The module encourages children to predict, investigate and think about whether they’ve carried out a fair test, so this would be an easy way of bringing that in. We could even put a few planets at different heights on the wall and see which one our mouse manages to reach. I think that would make the measuring and comparing part much more fun.
Mostly, I like that something will probably go wrong. Mice will fly sideways, somebody’s mouse won’t launch at all and they’ll have to work out what to change. This, for me, is where a lot of the memorable learning takes place. -
Assignmrnt module 5
I chose to outline a class plan for space week in an a junior infant class
I would start my week by having a chat about space with the choldren the friday before – we vould vonstrict a kwl chart and maybe the vhildren could draw pictures as space week starts on Saturday the 4th of october.
Monday:
We coukd start our week bu coming bacl yp our kwl chart from the werk before .
I would read a book qbout s9ace with the children , called Míp – an irish langugae story about rockets and aliens.
Tuesday
We could do a junk art construction lesson on building rockets using a variety of objects brought in ny the children.
Wednesday
We could do a station teaching lesson using aistear as a framework for play- we could organise 4 stations –
One could be using a marla/play doh to make aleins/shapes/letters
Station 2 couod be Dress up as astronauts and aleins playing driving a tockets/a space comand center
Station 3
Station three could be a ln enginering or maths station based on sorting items into different groups using space toys
Station 4
Station 4 might be a handwtiting station making up alein vodes/langugae and pens/colirs/notebooks stencils ect
Thursday
We could look at vonsyrlations and their names for ecample orion/the nig dipper
The childrrn eould makrbtheir own constelations using spaghetti and mini marshmallows
Friday
Art lesdon based on space – speckled stars on black sugar paper to reprrsent the night sky
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Module 5
The activity I have chosen is Rockets. And how to make a paper rocket and Launcher
Engage
I would first Gather the children and ask, “Have you ever looked up at the night sky and wondered how rockets travel all the way into space?”
Then Blow up a small balloon, hold the end tight without tying it,- ask what do they think would happen if I let it go? Then, let it go.
Watch it zip across the room! Ask the children what pushed the balloon? (the escaping air). Explain that real rockets and our paper rockets need a powerful push—or thrust—to lift off into the air.Investigate
Tell the children they are now aerospace engineers whose mission is to design, build, and test a paper rocket.
Materials Needed:
Paper strips
Thin plastic straws or thick paper tubes (to act as the launcher)
Crayons or markers for decorating
Tape
Scissors
Step-by-Step Construction:
Roll: Wrap a strip of paper tightly around the upper part of a straw or tube.
Tape: Secure the edge of the paper roll with tape so it keeps its cylinder shape.
Cap: Take one end of the paper cylinder and fold it over, taping it shut so air cannot escape out the top.
Decorate: Use crayons to add fins, windows, and bright colours to the rocket body.
Launch: Slide the paper rocket onto the straw, point it safely away from faces, give a quick puff of air through the straw, and watch it fly!Next Steps
Test and Modify: Encourage the children to experiment with changes to see how it affects their rocket’s flight. Try asking:
What happens if we add paper fins to the bottom of our rocket? Does it fly straighter?
What happens if we make the rocket longer or shorter?
(Integration with Maths) Measuring Distance: Use a long tape measure or blocks to see whose rocket travels the farthest. Count how many steps or blocks away the rocket landed.Reflect
Group Discussion: Children share what they discovered.
Guiding Questions:
What made your rocket fly the farthest?
Did any rockets tumble over instead of flying straight? How could we fix that next time?
How did it feel to be a rocket scientist today? -
For Space Week, I would like to focus on making rockets with my infant class. I think this would be a really engaging way to introduce young children to space and STEM through play, discussion and hands-on learning.
I would begin by using a selection of picture books about space and rockets as a stimulus. We could talk about what we notice in the illustrations, what rockets are used for and what children already know about space. We could then explore different types of rockets, looking at how they can be different shapes and sizes and what they are designed to do. I would encourage the children to ask questions and share their own ideas.
The main activity would be for the children to design and make their own rockets using a range of classroom materials such as cardboard tubes, paper, boxes, foil and recycled materials. They could draw their designs first and then work individually or in small groups to create their rockets.
I would use this activity to develop creativity, problem-solving, language, teamwork and early STEM skills. I would also encourage the children to test their rockets and talk about what worked well and what they might change. I think Space Week would be a fun opportunity to spark curiosity and show the children that STEM can be creative, exciting and hands-on.
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Hi Ruth,
I really enjoyed reading your post. I like how you would begin with picture books and discussion before moving on to the practical rocket-making activity. This would give the children a chance to share what they already know and ask their own questions before starting the design process.
The use of recycled materials is also a great idea, as it gives the children plenty of freedom to be creative while developing problem-solving and teamwork skills. I particularly like that they would draw their ideas first and then build their rockets, as this introduces the idea of planning before making.
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I would use the Balloon Rocket activity with my Senior Infants class as part of a Space Week theme. I think it would be a very suitable activity for younger children because it is simple, visual and gives an immediate result.
I would begin by showing the children a picture of a rocket and asking them what they think makes a rocket move. I would then inflate a balloon and release it without the string so the children could observe how it moves in different directions. Before setting up the balloon rocket, I would ask the children to predict what they think will happen when the balloon is attached to a straw on a piece of string.
The children could then help set up the investigation using a balloon, straw, string, clothes peg and tape. When the peg is removed, the air escaping from the balloon pushes it forward along the string.
To extend the activity, we could investigate whether a larger balloon travels further than a smaller one. The children could make predictions, observe each launch and record the results using drawings or a simple class chart. I would also take photographs of the launches as a digital record of our learning.
I like this activity because it introduces forces through play while developing questioning, prediction, observation and communication skills. It would also fit very well into a wider Space Week programme, which the module encourages teachers to plan for within their own school setting.
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I have decided to focus on designing rockets with my class as an activity for Space week. This lesson would be really engaging for my first and second class. I will use the Curious Minds Framework to plan this lesson.
To engage the children I will read the story ‘Whatever Next’ by Jill Murphy. This story provides a lovely stimulus for exploring rockets and space. After reading the story I would encourage the children to explore different rockets and how they move.
To investigate we would then design and create rockets. The children will work in pairs/small groups to do this. The children will use the skills of predicting, comparing, communicating and observing while completing this task.
Next Step would be to see if they changed their design in any way would their rocket launch better.
Reflection we would then discuss what worked best and take some digital recordings and photographs of the children launching their rockets
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For Module 5, I chose the Balloon Rocket activity. I think this activity would be fun and engaging for my infant class. It would also link nicely with the paper rocket lesson from Module 1, where the children learned about gravity. The activity uses the ESERO Curious Minds approach, which encourages children to ask questions, make predictions, investigate and talk about what they discover.
Engage: I would begin by reading a fun story such as Back to Earth with a Bump. I would then show the children an ESERO rocket launch video. I would ask simple questions such as, “What do you think will happen?” and “How far do you think our rocket will go?” The children could share their ideas with a partner before making their predictions.
Investigate: The children would work in pairs to make a simple balloon rockets. They would release their balloon and watch what happens. The children could take turns making and testing their rockets, using different forces. With teacher support, they would measure how far their rockets travelled.
Next step: We would record how far each rocket travelled. I would help the children read the measuring tape and record the results. We would then make a simple graph on the interactive whiteboard. We could talk about which rocket travelled the furthest and which travelled the shortest distance and why.
Reflection: At the end of the activity, we would sit together and talk about what we discovered. I would ask the children if their predictions were correct and what they noticed when the balloon was released. We would talk about how the air coming out of the balloon helped the rocket move forward. The children would have an opportunity to share their ideas and thoughts. -
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Activity
Engage: I would begin by showing the children images of different spacecrafts and posing the challenge: “Can you design and build a spacecraft that could travel into space?” I would provide a selection of materials such as cardboard, foil, paper, plastic containers, straws and fabric for children to explore, bend, squeeze and compare.
Predict: Children could draw their initial design and predict which materials would be most suitable. I would encourage them to consider properties such as strength, flexibility, weight and shape, explaining why they have chosen particular materials.
Investigate: Children would construct their spacecraft using their chosen materials. Through building and testing, they could discover that some materials are stronger, lighter or easier to join than others. I would encourage children to modify their designs and reconsider their material choices when difficulties arise.
Conclude: Children would have the opportunity to each share their spacecraft and explain the materials they selected and why. I feel this open-ended enquiry would encourage children to understand that investigating materials helps engineers make informed design choices, while developing creativity, problem-solving and decision-making skills.
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Reflective Piece: Space Week Class Plan
For Space Week, I would plan a whole-class programme that gives pupils opportunities to engage, wonder, investigate and apply their learning through practical STEM activities. Module 5 highlights Space Week as an opportunity to develop science and mathematics skills in a cross-curricular way, which I would like to incorporate across the week.
I would begin by showing the children a video of a rocket launch and discussing what they notice and wonder about rockets. We would then explore different types of rockets before designing and making our own paper or foam rockets. The children could make predictions about how far their rockets will travel before conducting a launch and recording their results. I would also include a Balloon Rocket or Rocket Mouse investigation, focusing on movement, force and fair testing.
To extend the learning, pupils could investigate how rockets are launched and make connections to other objects that fly through the air, such as sports equipment. I would document the week through photographs, pupil work and reflection sheets. I feel this would create an exciting, hands-on Space Week experience while developing pupils’ curiosity, creativity, teamwork and scientific thinking.
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I would look at rockets with my junior and senior infant class.
I would start with reading the book Aliens in underpants save the world. I would then ask the students some questions about the book. ‘Why do you think the aliens came to earth?, Where do you think they came from?, What is a planet? and How do you think we could get there?’
I want to elicit from the students that the aliens came from space or a different planet and also elicit that we would need a rocket to get the space or a different planet.
We would then watch a video of rockets launching and see what the best way to make our own rockets that we could launch would be. We would get some paper cups and elastics and design one paper cup to be the rocket and one as the launcher. The elastic is placed around the launcher and the rocket is pushed down and then launched.
The children could look at launching with different pressures, trying to launch without the elastic etc and record their results.
We would display our rockets and launchers on our space table during space week.
The children could then pick a planet they would like to launch tp and do a blast off and imagine themselves there before we finish up. -
I would choose the Rockets activity set with my class. To engage the class with the topic I would read the story Aliens in Underpants Save the World. This is a humorous story to get the children excited about the topic. To explore the topic further we would create our own rocket mice and paper rockets and have some fun testing how high they go. I will encourage the children to think of their own investigation question after the exploration stage, for example “does a bigger rocket fly higher?” We will then make our predictions and conduct our investigation. I will encourage the children to ensure it is a fair test e.g. the same material is used each time. We will then return to our starter question to interpret the results – did the bigger rocket fly higher? Why? We will then discuss how this applies to sports – compare a tennis ball and soccer ball, which goes higher when kicked? What else might affect how high the ball goes? This would be a fun follow-on activity for PE. We could then place some space-themed games.
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Hi Leanne,
This is great. It sounds like bicycle pump rockets would be great here.
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