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Sounds like a lovely interactive lesson, well differentiated and engaging and including so much of the curious minds enquiry framework.
Great ideas here, inviting the parents in is a lovely way to finish the week with the space exhibition.
Science Week Class Plan – 2nd Class
Theme: “Curious Minds Exploring Space!”
🌟 Overall Science Week Learning Goals
By the end of the week, pupils should be able to:
- Ask their own questions about the world around them.
- Make predictions and explain their thinking.
- Understand that the Earth is spherical/roughly spherical.
- Explore the relationship between the Sun, Earth and Moon.
- Recognise that the Sun is a star and that there are many other stars in space.
- Use observation and evidence to explain simple scientific ideas.
- Plan and carry out simple investigations.
- Design, make and test a rocket.
- Explore materials and reactions through a fun “alien chemistry” investigation.
- Use imagination and creativity to explore what life on another planet might be like.
- Reflect on their learning and identify new questions.
🚀 Monday – Launching Our Curious Minds
Focus:
Science Skills, Space and Questions
Learning Intention
We are learning how scientists ask questions and investigate ideas.
Starter: “What Do We Know About Space?”
Create a large class mind map with headings such as:
- The Sun
- The Moon
- Earth
- Stars
- Planets
- Rockets
- Aliens
- Astronauts
Children contribute ideas and questions.
Curious Minds Enquiry
ASK:
“What do you wonder about space?”Children write or draw one question.
Examples:
- Why does the Moon change shape?
- Why is the Sun bright?
- Are there aliens?
- How do rockets fly?
- Are stars really small?
IMAGINE:
Children make a prediction about one of their questions.INVESTIGATE:
Introduce the science skills pupils will use during the week:🔍 Observing
❓ Questioning
💭 Predicting
📝 Recording
⚖️ Comparing
📏 Measuring
🧪 Testing
💬 Explaining
🤝 Working together
🔄 ReflectingActivity:
Science Detective Challenge
Give groups a simple object or image connected to space. Children:
- Observe carefully.
- Record what they notice.
- Ask questions.
- Make a prediction.
- Share their ideas.
Science Week Evidence
Create a class display entitled:
“Our Curious Minds Science Journey”
Each child adds:
I wonder…
🌍 Tuesday – The Spherical Earth, Sun and Moon
Focus:
Earth, the Sun and the Moon
Learning Intention
We are learning that the Earth is roughly spherical and that the Sun, Earth and Moon are objects in space.
Starter: “What Shape Is the Earth?”
Show children different objects:
- Ball
- Orange
- Cube
- Plate
- Globe
Ask:
“Which object is most like the shape of Earth?”
Discuss the idea that the Earth is roughly spherical.
Investigation:
Can We See the Whole Earth?
Use a ball or globe.
Children investigate:
- Can we see the whole surface at once?
- What happens when we turn the ball?
- Can someone on the other side of the ball see us?
Sun and Shadows Investigation
Place an object in sunlight and observe its shadow.
Children:
- Draw the shadow.
- Measure or compare its length.
- Observe how it changes over time.
- Discuss the idea that the Sun provides light.
Moon Exploration
Ask:
“Does the Moon make its own light?”
Use a ball and torch to model:
- Sun = light source
- Earth = our planet
- Moon = reflects light from the Sun
Children use their own bodies or models to investigate how light and shadows change.
Recording
Children complete:
I noticed…
I think…
My evidence is…Key Vocabulary
Earth – spherical – Sun – Moon – light – shadow – reflect – space
⭐ Wednesday – Stars, Space and Aliens
Focus:
Stars, Space and Creative Scientific Thinking
Learning Intention
We are learning that the Sun is a star and that there are many stars in space.
Starter: “Is the Sun a Star?”
Ask children:
“What is the Sun?”
Many children may say that the Sun and stars are completely different. Explain that the Sun is a star that is much closer to Earth than the other stars we see in the night sky.
Investigation:
What Does a Star Look Like?
Children observe images or representations of stars and discuss:
- Are stars all the same size?
- Do they all look the same colour?
- Why do some appear brighter than others?
Avoid suggesting that stars are simply small points of light. Explain that stars are very large, but they look small because they are extremely far away.
👽 Space and Aliens: “What Does a Martian Look Like?”
ASK
What might an alien look like?
IMAGINE
Children design a creature that could survive on another planet.
Ask:
- What would it eat?
- How would it move?
- Does it need water?
- What might its planet be like?
- Would it need special features?
CREATE
Children design and draw their own alien.
They should include:
My alien lives on…
It can survive because…
It has…SHARE
Create a Martian Museum in the classroom.
Children present their alien and explain the scientific thinking behind their design.
Key Learning
This activity develops:
- Imagination
- Creativity
- Scientific explanation
- Oral language
- Problem-solving
- Evidence-based thinking
🧪 Thursday – Alien Chemistry
Focus:
Materials, Change and Scientific Investigation
Learning Intention
We are learning to observe changes when materials are combined.
Investigation:
Alien Planet Potion Lab
Children work as “alien scientists”.
Possible Materials
- Water
- Food colouring
- Baking soda
- Vinegar
- Small containers
- Droppers
- Spoons
- Glitter or sequins, if desired
The Question
“What will happen when we combine different materials?”
Curious Minds Framework
ASK
What do we think will happen?
IMAGINE
Make a prediction.
INVESTIGATE
Combine small amounts of materials safely.
OBSERVE
What do you notice?
- Bubbles?
- Fizzing?
- Colour changes?
- Movement?
EXPLAIN
What happened?
REFLECT
Was our prediction correct?
Alien Chemistry Recording Sheet
Very simple and effective lesson that could be extended for older children to a full project with a presentation.
Moving towards a STEM-focused School Self-Evaluation (SSE), the next steps should be practical, evidence-based and focused on improving pupils’ learning.
Potential further steps
- Establish a clear STEM focus: what requires focus, keeping this manageable.
- Create a STEM working group, making this a school wide group creates inclusivity and a shared ownership.
- Gather baseline evidence including teacher questionnaires or reflection sheets, pupil voice surveys, examples of STEM projects and pupil work, classroom observations etc
- Use of a range of resources.
- opportunities for greater integration
- Analyse the evidence and identify one or two priorities.
- Develop a measurable STEM improvement plan
- Prioritise inclusion and engagement
Ensure that STEM is accessible to all pupils and that activities encourage participation from all children. - Monitor and evaluate the impact
The key is to move beyond simply introducing more STEM activities and evaluate whether STEM is improving pupils’ learning, creativity, collaboration, inquiry and problem-solving. The SSE process emphasises that improvement should be monitored and adjusted based on evidence of impact.
I love the addition of Drama to your lesson using the voices or walks of the alien. So simple and so fun.
What Does a Martian Look like? 2nd class
Introduction – What Do We Know?
I would begin by showing the children an image of Mars and asking:
- What do you know about Mars?
- What do you think Mars is like?
- Do you think there could be life on Mars?
- What do you think a Martian might look like?
Explain to the children:
“Nobody knows what a Martian would look like. Scientists have not discovered any Martians. Today, we are going to use our imagination to design our own Martian.”
Emphasise that there is no single correct answer. A Martian could look completely different from the aliens we see in films and books.
Design a MartianAsk each child to design and draw their own Martian.
Encourage them to think about:
1. What does it look like?
- How many eyes does it have?
- Does it have ears?
- Does it have arms, legs, tentacles or wings?
- Is it big or small?
- Does it have fur, scales or spots?
2. How does it live?
- What does it eat?
- How does it move?
- Where does it live?
- Does it need water?
- How does it communicate?
3. What is special about it?
- Can it fly?
- Can it change colour?
- Can it glow in the dark?
- Can it survive in very cold places?
Children can give their Martian a name, for example Zog, Blip, or Marty.
Meet My Martian (10 minutes)
Children work in pairs and describe their Martian to a partner.
They can use the sentence starters:
“My Martian is called __________.”
“It has __________ eyes and __________ legs.”
“It lives __________.”
“It can __________.”
“My Martian is special because __________.”
A few children can share their Martians with the whole class.
We could also read A Maróg from Mars but I wouldn’t start with this as then every drawing will be identical to the purple haired three eyed creature in Scriven’s poem.
Loved this lesson also. I think finding a space dark enough in my school would be my only barrier. The revolving earth with the bears was so simple but so effective.
The Sun and Shadows – Classroom Activity for 2nd class.
I would begin the lesson by asking the children, “Have you ever noticed your shadow? Does it stay the same all day?” This would encourage them to share their own experiences and make predictions.
I would explain that the Sun is our main source of light. When the Sun shines on us or on an object, the light travels in straight lines. If something blocks the light, it creates a shadow on the opposite side. I would use a torch and a toy to demonstrate how blocking the light makes a shadow appear.
Next, we would go outside on a sunny day. Working in pairs, one child would stand still while the other traced their shadow with chalk. We would write the time beside the outline. We would return later in the day to trace the shadow again and compare the results.
The children would observe that the shadow has changed in both length and direction. I would explain that this happens because the Earth is turning, making the Sun appear to move across the sky. In the morning and evening, the Sun is lower in the sky, so shadows are longer. Around the middle of the day, when the Sun is higher, shadows become much shorter.
To conclude, we would discuss what we discovered and compare our observations with our predictions. The children could record their findings by drawing the different shadows and writing a few sentences explaining why they changed. This hands-on investigation encourages curiosity, develops observation skills, and helps children understand how the Sun’s position affects the shadows we see throughout the day.I love a new lesson on magnets. Children at every level enjoy magnets and exploring their curiosity around the push and pull of the forces. This simplified lesson could be expanded in many ways at each level. Thanks for sharing.
One space inquiry-based activity I would use in my classroom is an investigation into the question, “What makes a planet able to support life?” Instead of simply teaching students the characteristics of the planets, I would encourage them to research, ask questions, compare evidence, and work collaboratively to reach their own conclusions. Students could investigate factors such as distance from the Sun, temperature, atmosphere, water, and gravity before presenting their findings to the class.
I believe this approach would increase student engagement because it allows children to take ownership of their learning. By exploring real scientific questions, students develop critical thinking, communication, and problem-solving skills rather than memorising facts. The activity would also encourage curiosity, as students would naturally ask further questions about exoplanets, space exploration, and the possibility of life elsewhere in the universe.
As a teacher, my role would be to guide discussions, provide appropriate resources, and support students as they evaluate evidence. This inquiry-based approach aligns well with science curricula that promote investigation and discovery. It also provides opportunities for cross-curricular learning by integrating literacy through research and report writing, mathematics through interpreting data, and digital skills through the use of online resources. Overall, I believe this activity would create a meaningful, engaging learning experience while helping students develop a deeper understanding of space and the nature of scientific inquiry.