Forum Replies Created
-
Posts
-
I would choose to create a class plan to engage with Space Week as I think it would provide pupils with an exciting opportunity to explore science through practical, inquiry-based learning. I would introduce Space Week by asking pupils what they already know about space and what questions they would like to find answers to. This would allow me to identify their existing knowledge and use their questions to guide the activities throughout the week.
Across the week, I would incorporate different subjects. In Science, pupils could explore the Solar System, the Moon, planets and the Sun. In Geography, they could investigate Earth’s position in space and compare planets. In English, pupils could write a space-themed story or explanation, while in Art they could create models or artwork of the Solar System. I would also include a STEM challenge where pupils work in groups to design and build a spacecraft or lunar lander using classroom materials.
I would use photographs, pupil work and reflections as digital records of the week. Overall, I think Space Week would encourage curiosity, creativity, teamwork and problem-solving while helping pupils develop a greater interest in STEM.I really enjoyed reading your reflection and agree that practical STEM activities can make learning much more meaningful for pupils. I particularly liked your point about giving children opportunities to work collaboratively. I think allowing pupils to test ideas, make mistakes and improve their work is an important part of developing problem-solving and critical-thinking skills. It would also be interesting to use photographs or pupil reflections as evidence of learning and as part of the school’s SSE process.
I would choose the start hands-on classroom themed activities from this module as I feel that practical, engaging activities are an effective way to develop children’s interest in STEM. I would use these activities in my classroom to encourage pupils to explore, investigate and solve problems rather than simply learning scientific facts. For example, I could provide pupils with a STEM challenge where they have to design and build a structure using a limited number of materials. Pupils could work in small groups, discuss their ideas, test their designs and make improvements based on what they discover.
I think this type of activity supports an inquiry-based approach to learning and allows children to develop important skills such as predicting, observing, measuring, communicating and evaluating. It also provides opportunities for collaboration and creativity, while allowing pupils with different strengths to contribute. As a teacher, I would use questioning throughout the activity to encourage pupils to explain their thinking and reflect on their learning.
I would also document the pupils’ work through photographs, drawings and reflections. These could be used as evidence of STEM learning and could contribute to School Self-Evaluation (SSE) by helping the school identify strengths and areas for development in STEM education.</p>I would use the Activity Set: Stars in my primary classroom to develop pupils’ curiosity and understanding of space through inquiry-based learning. I think this activity would be particularly engaging for children because stars are something they can observe in the night sky, making the learning feel relevant to their everyday lives. I would begin by asking pupils what they already know about stars and what questions they have about them. This would allow me to identify their prior knowledge and encourage them to think like young scientists.
I would then allow pupils to investigate questions such as why stars appear to twinkle, why some stars look brighter than others, and whether all stars are the same. Pupils could work in small groups to research their questions, record their findings and present them to the class. I could also incorporate technology by using a digital planetarium or star-gazing app to allow pupils to explore constellations and identify stars that may be difficult to see from Ireland.
This activity would support the development of questioning, collaboration, communication and critical-thinking skills while also linking with the SESE Science curriculum. Most importantly, it would encourage pupils to be curious about the world beyond Earth and recognise that science involves asking questions, investigating and developing explanations based on evidence
I would use the Activity Set: Stars in my primary classroom to develop pupils’ curiosity and understanding of space through inquiry-based learning. I think this activity would be particularly engaging for children because stars are something they can observe in the night sky, making the learning feel relevant to their everyday lives. I would begin by asking pupils what they already know about stars and what questions they have about them. This would allow me to identify their prior knowledge and encourage them to think like young scientists.
I would then allow pupils to investigate questions such as why stars appear to twinkle, why some stars look brighter than others, and whether all stars are the same. Pupils could work in small groups to research their questions, record their findings and present them to the class. I could also incorporate technology by using a digital planetarium or star-gazing app to allow pupils to explore constellations and identify stars that may be difficult to see from Ireland.
This activity would support the development of questioning, collaboration, communication and critical-thinking skills while also linking with the SESE Science curriculum. Most importantly, it would encourage pupils to be curious about the world beyond Earth and recognise that science involves asking questions, investigating and developing explanations based on evidence.
The Sun and Shadows
I would choose The Sun and Shadows activity set as I think it would be an engaging and practical way for children to develop their understanding of how the Sun affects the world around us. I would use this activity with a primary school class and begin by asking the pupils what they think happens to shadows throughout the day. I would encourage them to make predictions before carrying out the investigation.
The pupils could work in small groups and place an object, such as a stick or cone, outside in a safe area. They could record the length and direction of its shadow at different times during the day. They could use a simple table or digital device to record their observations and compare their results. This would provide an opportunity to develop inquiry skills, including predicting, observing, measuring, recording and drawing conclusions.
I particularly like this activity because it connects a scientific concept to something pupils can see happening in their everyday environment. It also allows for collaboration and discussion, while integrating Maths through measuring and comparing lengths and Digital Learning through photographs or digital records. At the end, I would ask pupils to discuss why the shadows changed and what this tells us about the position of the Sun. I think this hands-on approach would make the learning more meaningful and memorable for pupils.Hi everyone! My name is Aine, and I am currently completing my PME in Primary Education. I am looking forward to exploring the topic of space and discovering how it can be used to engage children in Science and STEM learning.
My favourite space fact is that a day on Venus is longer than a year on Venus. Venus takes approximately 243 Earth days to rotate once on its axis, but it only takes around 225 Earth daysto orbit the Sun. I think this is a fascinating fact to share with children because it challenges their expectations of what a day and a year mean.Reflection on Inquiry-Based Learning
One inquiry-based activity I would use in my classroom would be an investigation into which objects in space are visible from Earth and why. I would begin by asking pupils what they already know about the Sun, Moon, planets, and stars, and I would record their ideas on a class mind map. I would then pose the question: “Why can we see some objects in space but not others?”Rather than immediately providing the answer, I would encourage pupils to discuss their ideas and make predictions.
Working in small groups, pupils could use books, videos, and age-appropriate digital resources to research different objects in space. They could record their findings and use models or drawings to explain what they have discovered. Groups could then present their explanations to the class.
I think this activity would encourage curiosity, questioning, collaboration, and critical thinking, while also allowing pupils to take greater ownership of their learning. It would provide opportunities for differentiation, as pupils could demonstrate their understanding through drawing, writing, discussion, or creating a model. Most importantly, inquiry-based learning would allow children to discover answers for themselves rather than simply receiving information from the teacher