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I really enjoyed reading your lesson idea. I like how you begin with *The Way Back Home*, as it provides a meaningful context before the children start designing their rockets. Using open-ended questions to encourage planning and prediction is a great way to develop scientific thinking from an early age.
I also think using recycled materials is an excellent idea because it encourages creativity while introducing children to sustainable practices. The addition of balloon-powered rockets makes the activity even more engaging, as pupils can test and improve their designs based on what they observe.
A nice cross-curricular link could be **Mathematics**, where children compare the height or distance their rockets travel using simple, age-appropriate language such as *higher*, *lower*, *farther*, or *closer*. This would add another STEM element while keeping the lesson practical and fun. Overall, your activity encourages collaboration, problem-solving, and communication, and gives children the opportunity to learn through hands-on exploration and experimentation in an enjoyable way.
Introduction
I would use the **Make a Spacecraft** lesson with a 2nd class to introduce pupils to the role of engineers and how spacecraft are designed to solve problems. The lesson would begin with a discussion about why we send spacecraft into space and what they need to carry or protect during a mission.
Design and Make
Working in small groups, pupils would design and build their own spacecraft using recyclable materials such as cardboard, plastic bottles, paper, and foil. Before building, they would discuss what features their spacecraft needs, for example a place for astronauts, fuel, or equipment. Pupils would sketch their ideas and explain the reasons behind their designs.
Test and Improve
Once completed, each group would present their spacecraft to the class and explain how it would complete its mission. Pupils would then reflect on what worked well and suggest one improvement they could make. This encourages problem-solving, creativity, and teamwork while reinforcing the engineering design process of planning, creating, testing, and improving.
Cross-Curricular Links
This lesson integrates **Science**, **Visual Arts**, **Mathematics**, and **Oral Language** while developing STEM skills through hands-on, inquiry-based learning. It encourages pupils to think creatively, communicate their ideas, and understand that engineers often improve their designs through testing and evaluation.
I really liked your lesson because it encourages children to think like scientists by asking questions, making predictions, and testing their ideas. The Mystery Box activity is a fun, hands-on way to develop curiosity and problem-solving skills.
A great cross-curricular link is **Oral Language**, as pupils explain their predictions, discuss their ideas with others, and justify their conclusions. Finishing with a short class reflection on what they learned would reinforce that changing your mind based on evidence is an important part of scientific inquiry.
Introduction
The **“Where Do You Live?”** and **“Weather – Animals in the Cold”** activities provide engaging opportunities to develop STEM skills by connecting classroom learning to real-life experiences. These lessons encourage pupils to explore the relationship between living things and their environments through inquiry, investigation, and collaboration.
Exploring Homes and Habitats
I would begin with the **“Where Do You Live?”** activity by encouraging pupils to investigate different homes and habitats around the world. Children would compare human homes with animal habitats, use maps and globes to identify locations, and discuss how climate influences where people and animals live. This activity integrates science, geography, mathematics, and oral language while developing observation and communication skills.
Investigating Animal Adaptations
The **“Animals in the Cold”** activity would involve pupils carrying out a simple investigation to discover which materials provide the best insulation. By wrapping ice cubes in different materials, pupils could make predictions, record observations, measure changes, and discuss how insulation helps animals survive in cold climates. This practical investigation develops scientific inquiry, critical thinking, and data-handling skills.
Supporting STEM Development
As part of a STEM-focused School Self-Evaluation (SSE), I would extend these activities through collaborative design challenges and inquiry-based learning. Pupils could design shelters for animals, create habitat models using recycled materials, and use digital tools such as weather apps or climate maps to deepen their understanding. Reflection, assessment, and cross-curricular links would help evaluate pupils’ learning while fostering curiosity, creativity, teamwork, and problem-solving skills.
I love the idea of reading books to begin with as this really helps to engage the children in the lesson
## Using “Lots and Lots of Stars” with 2nd Class
I would use the **”Lots and Lots of Stars”** lesson to introduce pupils to the fascinating topic of stars through inquiry-based learning. I would begin by asking the children what they already know about stars and encourage them to estimate how many stars they think are in the night sky. This would stimulate curiosity and discussion before introducing the concept that there are far more stars than we can imagine.
The class would then explore images of the night sky and participate in practical activities, such as creating a starry sky using black paper and white paint or counting stars in pictures. These hands-on activities help pupils develop observation, estimating, and recording skills while making abstract scientific concepts more accessible.
Throughout the lesson, I would encourage pupils to ask questions, share predictions, and explain their thinking. My role would be to guide learning through open-ended questioning rather than simply providing answers. To conclude, pupils would reflect on one new fact they learned about stars and create a drawing or short written response. This lesson integrates science with art and oral language while promoting curiosity, collaboration, critical thinking, and a lifelong interest in astronomy.
Introduction
I would use this inquiry-based sequence with a 2nd class to develop pupils’ curiosity about the Moon while integrating science, literacy, art, and Social, Personal and Health Education (SPHE). The lessons would encourage children to ask questions, observe carefully, and share their own ideas before exploring scientific explanations.
Exploring the Moon
The lesson would begin with **”What Does the Moon Look Like?” (ESERO 22)**. Pupils would observe images of the Moon, identify its visible features, and make predictions about what they think the surface is like. Through discussion and observation, they would develop skills in questioning, predicting, and communicating their ideas.
Stories and Different Perspectives
Next, I would introduce **”The Man on the Moon” (ESERO 2)** to explore how imagination and storytelling influence our understanding of the Moon. This would be followed by **”The Multicultural Moon” (UNAWE)**, where pupils would discover stories and beliefs about the Moon from different cultures. This promotes respect for diversity and encourages children to appreciate different perspectives.
Reflection
To conclude, pupils would create a drawing or short written response about what they learned. My role would be to facilitate discussion, encourage inquiry, and guide learning through questioning, helping pupils develop scientific understanding, creativity, collaboration, and cultural awareness in an engaging and meaningful way.
Hi Dean,
I like the idea of children exploring gravity in a hands on way rather than observing and listening all of the time
My name is Annemarie and I will be teaching 2nd class next year.
My favourite space fact is: Venus spins backwards compared to most planets, so the Sun would appear to rise in the west and set in the east.
Inquiry-based learning encourages children to become active participants in science by asking questions, exploring ideas, and drawing conclusions from their own investigations. In a 2nd class, I would use an inquiry-based lesson on floating and sinking to develop pupils’ curiosity and scientific thinking. I would begin by asking the children to predict which everyday objects would float or sink and explain the reasons for their predictions. Working in small groups, they would test a variety of objects in a container of water and carefully record their observations using simple charts or drawings. Afterwards, the class would discuss the patterns they noticed and consider why some objects floated while others sank. My role would be to guide questioning, encourage discussion, and support pupils in making connections rather than simply providing answers. This approach develops important scientific skills such as observing, predicting, investigating, recording, and communicating findings. It also promotes teamwork, confidence, and problem-solving as pupils learn through hands-on experiences. I believe this type of lesson makes science meaningful, enjoyable, memorable, and encourages a lifelong interest in scientific inquiry.