[Adam Griffin]

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.

[Adam Griffin]

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.

[Adam Griffin]

I chose to focus on the Hands-on Classroom Themed Activities because I have experienced how engaged First Class children become when they are involved in practical learning. STEM activities that are hands-on allow children to develop curiosity, work collaboratively and strengthen their problem-solving skills by exploring concepts through investigation and play rather than only learning through books or teacher instruction.

One activity I would introduce is a whole-class space project during Space Week. The children could work together to design and build rockets using recyclable materials before testing their creations to find out which designs are the strongest or most effective for a pretend journey into space. They could also explore how balloon rockets travel by making predictions, carrying out simple investigations, recording their results and discussing why some rockets travelled further than others. Alongside these practical activities, we could read space-themed storybooks, learn about the planets in our Solar System, sing songs and complete art activities linked to the topic. Role-play opportunities, such as pretending to be astronauts or working in a space station, would further support children’s understanding in an enjoyable and meaningful way.

Technology could also play an important role in supporting learning throughout the topic. Interactive resources, short educational videos and images of the Solar System would help children to visualise concepts while encouraging them to ask questions and deepen their understanding. Children could demonstrate what they have learned through drawings, labelled diagrams, photographs of their work and short oral presentations, allowing them to share their knowledge in a variety of ways.

As part of developing a STEM-focused School Self-Evaluation (SSE), I believe it would be valuable for staff to review the STEM learning opportunities currently available throughout the school. Evidence could be collected through classroom observations, samples of children’s work, photographs and pupil feedback to identify areas of strength as well as opportunities for improvement. From this information, staff could agree on realistic targets, including increasing inquiry-based STEM lessons, providing more practical learning experiences and encouraging teachers to share effective classroom ideas with one another.

Overall, this module highlighted the importance of providing children with meaningful STEM experiences that inspire them to question, investigate, work together and reflect on their learning. I am looking forward to introducing more practical STEM activities in my own classroom while supporting the development of a school environment where curiosity, exploration and scientific thinking are valued from the earliest stages of education.

[Adam Griffin]

Hi Lorraine, I really enjoyed your lesson as it was simple, effective and easy to understand. Lessons do not have to be complex. An ongoing weather chart is a clear simple way to show the process of the weather cycle daily.

[Adam Griffin]

For this activity, I would select the Space and Aliens Activity Set because it offers an exciting and imaginative way for Junior Infants to explore the concept of space while encouraging creativity and curiosity. I would begin the lesson by reading Aliens Love Underpants by Claire Freedman to capture the children’s interest and introduce the topic in an enjoyable way. Following the story, I would lead a class discussion by asking open-ended questions such as, “What do you think an alien might look like?”, “Do you think aliens would be kind or unfriendly?”, and “What might an alien need to survive on its own planet?” These questions would encourage the children to think creatively, express their own ideas, and listen respectfully to the thoughts of their classmates. The children would then work collaboratively in small groups to create their own unique alien using a variety of art materials, including coloured paper, paint, googly eyes, and recycled resources. As they design their alien, they would also be encouraged to consider the type of planet it lives on and explain how its appearance helps it survive in that environment. Throughout the activity, I would circulate around the classroom, asking further open-ended questions to promote language development, critical thinking, and problem-solving skills.

To conclude the lesson, each group would present their alien to the class, describing where it lives, how it travels, and what it likes to eat. Their finished creations could then be displayed on a classroom “Space Wall,” allowing the children to observe and discuss the similarities and differences between each alien. This inquiry-based activity supports the development of creativity, communication, observation, and imagination while introducing children to the idea that scientists investigate space by asking questions and exploring possibilities. I believe this activity would be particularly suitable for Junior Infants because it combines storytelling, collaborative learning, art, and discussion in a way that nurtures children’s natural curiosity and enthusiasm for learning about the world beyond Earth.

• This reply was modified 3 months ago by Adam Griffin. Reason: spelling

[Adam Griffin]

Hi Monica, this lesson appears to be very engaging and allows the children to take learning into their own hands by allowing elements such as prediction take fold within the lesson. I love this lesson as it allows inquiry based learning to take place.

[Adam Griffin]

Activity: Exploring the Sun and Shadows

Engage:
To introduce the lesson, I would bring the children outside to play a game of Shadow Tag. Each child would begin the game on their own, with the aim of growing their team by stepping on another child’s shadow. When a child’s shadow is stepped on, they become part of the other player’s team. This fun activity would encourage the children to notice and think about their shadows before beginning the investigation.

Investigate:
After the game, I would encourage the children to discuss their observations by asking questions such as: *What causes our shadows? Do our shadows stay the same throughout the day? At what time of day would Shadow Tag be easier or more difficult to play? What do we need to create a shadow?*

Next, I would read Moonbear’s Shadow to the class. Working in small groups, the children would create a simple habitat for a toy bear using classroom resources. Each group would receive a torch to represent the Sun and investigate how changing the position of the light affects the bear’s shadow. I would challenge the children to make the shadow longer or shorter, move it in front of or behind the bear, and see if they could make the shadow reach different objects, such as a tree or a house. They would also explore what happens when the light shines directly above the bear.
Take the Next Step:
At different points during the day, we would return to the school yard to observe our own shadows again. The children would compare how the size and position of their shadows have changed as the Sun moves across the sky.

Reflect:
To conclude the lesson, we would discuss our findings by considering questions such as: *What is needed to make a shadow? Why do shadows change? When might we not be able to see a shadow?* This discussion would allow the children to reflect on their observations and consolidate their understanding.

[Adam Griffin]

Hi Aisling, I really enjoyed reading your lesson on the Moon. I thought your introduction was very effective, as it encouraged the children to draw on their prior learning in Maths by linking it to the Moon’s spherical shape. I also liked your idea of including a read-aloud, as it introduces the children to stories and perspectives about the Moon from different cultures around the world. It was a creative way to make the lesson engaging and meaningful.

[Adam Griffin]

An inquiry-based activity I would use in my classroom is exploring which everyday objects float and which sink in water.
Engage:
I would begin the lesson by showing the children a miniature astronaut. I would explain that the astronaut wants to find different objects and materials that will help her float in a swimming pool on a sunny day. I would encourage the children to think about which objects they believe will float or sink and ask them to share their predictions.

Investigate:
The children would work collaboratively in small groups to investigate which objects float and which sink in water. Each group would be provided with a tray containing a variety of everyday objects, such as a yoghurt pot, a paper cup and a stone, along with a container of water. Before testing each object, the children would make a prediction and then observe whether it floated or sank. As the children carried out their investigation, I would circulate around the classroom, asking open-ended questions to encourage discussion, reasoning and scientific thinking. The children would record their findings on an appropriate worksheet using pictures of the objects.

Reflect and Discuss:
At the end of the lesson, each group would share its findings with the class. We would compare our results, discuss any similarities or differences, and talk about why the children think some objects floated while others sank. This whole-class discussion would encourage the children to reflect on their investigation and their learning.

[Adam Griffin]

Hi Ciara, this is an excellent lesson that really gets the children using their investigative skills as well as critical thinking skills. I like the fact it is hands-on too and applies to a range of different learners in the classroom. The space spill really gets the children to think about their ideas and inspires motivation. This is something I will definitely take with them.

[Adam Griffin]

Hi I’m Adam a teacher in an all boys school in North Dublin. We have a good focus on STEM and i am using this course as an opportunity to further develop my teaching skills in the junior end as I have not taught down there in a while. A fun fact about space is, on mercury a day is twice as long as a year.

[Adam Griffin]

Hi Nicole, really like your idea of comparing the sky within the inner city to somewhere down the country. This would be very applicable to my class as I am a teacher within the inner city. I really like the idea of encorporating the Green Schools into it as well as it would give the children an added interest.

[Adam Griffin]

Hi Alison, I love the use of Lego within your lesson. This would really capture the children’s interests while also incorporating a playful, hands-on, multi-sensory approach to the learning. Love this idea!

[Adam Griffin]

Hi Eleanor, I really like the use of the contrast and comparison of rural and urban. I feel this would be very suitable due to the demographic and location of my school.

[Adam Griffin]

Hi Siobhán, the use of contrast between rural and urban is so effective in having the children gain an understanding of light pollution. Very creative. Well done.

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