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Reflective Learning Assignment – Teaching Space in Junior Classes
Taking part in the Teaching Space in Junior Classes course has been a very enjoyable and valuable learning experience for me. Before completing the course, I would have associated teaching about space mainly with learning facts about planets, the moon and rockets. However, throughout the different modules, I learned that space can be used as a very engaging theme to develop children’s curiosity, creativity, scientific skills and understanding through practical and play-based learning.
One of the most important things I learned throughout the course was the value of allowing children to explore and investigate for themselves. Rather than simply giving children information, many of the activities encourage them to ask questions, make predictions, test their ideas and discuss what they observe. I feel that this approach is particularly suitable for Infant classes, as young children learn best when they are actively involved in their learning.
The first module helped me to think about STEM inquiry and how children’s natural curiosity can be used as a starting point for learning. I learned that even simple questions can lead to meaningful scientific exploration. In my classroom, I would like to give children more opportunities to ask questions and share their own ideas before I explain a topic. For example, when introducing space, I could show the children a picture of the moon, a rocket or the Earth and ask them what they think it is, what they already know and what they would like to find out.
The different modules also provided many practical resources and activities that I could use in my classroom. I particularly liked the activities based around the moon, the stars, the Earth and rockets. These topics could easily be linked with other areas of the curriculum. For example, learning about the moon and stars could be connected with art, oral language and storytelling. The children could create pictures of space, listen to stories and use new vocabulary such as moon, stars, planet, rocket, near, far, big and small.
The Rockets activity from Module 5 was one of my favourite activities. I think it would be particularly exciting for Infant children and would encourage lots of learning through play. I would begin by showing the children a picture of a rocket and asking them where they think it might go. We could discuss space, the moon and the planets. I could also read a space-themed story, such as Roaring Rockets, to introduce the topic in a fun and engaging way.
The children could then make and decorate their own simple paper rockets. Before launching them, I would encourage the children to make predictions by asking questions such as, “Which rocket do you think will go the furthest?” After launching the rockets, we could compare where they landed and discuss what happened. This would provide a simple introduction to scientific investigation.
The Rockets activity would also create a meaningful link with Maths. The children could compare which rocket travelled the furthest and which travelled the shortest distance. They could use informal units such as cubes, blocks or footsteps to measure the distance travelled. This would allow them to explore mathematical language in a practical context. I think this is particularly valuable for younger children because they can see a real purpose for measuring and comparing.
I would also extend the learning through Aistear. The children could work together to build a large rocket using recycled materials such as cardboard boxes, tubes and plastic containers. They could then use the rocket in imaginative play and pretend that they are astronauts travelling to the moon or different planets. A space-themed small world area, role-play area or construction area could encourage further discussion and creativity. The children could draw pictures of the places they visit or create a simple class “space journal” to record their discoveries.
One of the key things I will take from this course is the importance of using simple and accessible materials. Many of the activities do not require expensive equipment and could be adapted using materials already available in the classroom. Paper, card, straws, recycled materials and other everyday objects can be used to create meaningful STEM activities. This has given me more confidence to try practical science activities with younger children.
The course has also made me think about the importance of integrating different areas of learning. Space is not only a Science topic. It can be linked with Maths through measuring and comparing, with literacy through stories and discussion, with Art through designing rockets and planets, and with Aistear through imaginative and collaborative play. I would like to use more integrated themes in my teaching, as I feel this makes learning more meaningful and enjoyable for children.
There are some concerns I would need to consider when using these activities in my classroom. As I would be working with Infant children, clear instructions and adult support would be important, particularly during practical activities. I would also need to ensure that all materials are safe and suitable for the age group. Activities would need to be kept simple and adapted to suit the children’s level of understanding. However, I feel that these challenges can be managed through good planning, group work and careful preparation.
Overall, this course has increased my confidence in teaching STEM and using space as a theme for learning. I have learned that young children are capable of engaging in scientific enquiry when activities are presented in an accessible and playful way. They can make predictions, observe, compare, discuss and test their ideas, even if they are not yet using formal scientific language.
As a result of completing this course, I plan to introduce more inquiry-based and hands-on learning opportunities into my classroom. I would like to use the Rockets activity as part of a wider Space Week or space-themed Aistear unit. I will encourage the children to ask more questions, share their ideas and learn through exploration rather than always providing them with the answers.
The course has also encouraged me to reflect on my own teaching and how I can continue to develop my use of STEM and digital learning. I can see how digital resources, such as short videos, photographs and interactive activities, can help to introduce a topic and stimulate children’s interest. However, I would use these resources to support practical learning rather than replace it.
In conclusion, my learning journey throughout this course has shown me that teaching space can be exciting, creative and accessible, particularly in the junior classes. The resources and activities from the modules have given me practical ideas that I can bring directly into my classroom. Most importantly, the course has reminded me that children learn best when they are curious, actively involved and given opportunities to explore. I look forward to using these ideas in my own classroom and developing engaging STEM experiences that encourage children to question, investigate, create and learn through play.
Hi Aisling.
I really liked your choice of the Rockets activity for 6th Class. I agree that it would be a very engaging and hands-on way for pupils to learn about science. I especially liked your idea of allowing the children to design their own rockets, test them, and then make changes to improve their designs.
I also think the link with Maths is very effective, particularly when the pupils measure and record the distance their rockets travel. Introducing the idea of a fair test is another important part of the activity, as it encourages the children to think carefully about what they are changing and what they are measuring.
Although I would adapt the Rockets activity for Infant classes, I think your activity shows how the same topic can be developed for older children. For younger children, I would focus more on simple predictions and comparisons, such as asking which rocket went the furthest or which one went the shortest distance. Overall, I think the Rockets activity is a great way to encourage curiosity, teamwork and learning through investigation.
For my Module 5 assignment, I have chosen to reflect on the Rockets activity. I would use this activity with an Infant class, as I think it would really capture the children’s interest and provide lots of opportunities for learning through play and exploration.
I would begin by showing the children a picture of a rocket and asking them what they think it is. I would ask simple questions such as, “Where do you think a rocket goes?” and “What do you think is in space?” We could talk about the moon, stars and planets. To introduce the topic in a fun way, I would read the story Roaring Rockets by Tony Mitton.
Next, the children would make their own simple paper rockets. They could decorate their rockets using crayons, markers and stickers, allowing them to be creative and make their own designs. Before launching the rockets, I would ask the children to make predictions about what might happen. For example, I might ask, “Which rocket do you think will go the furthest?”
The children would then launch their paper rockets using straws. After everyone has had a turn, we would look at where the rockets landed and talk about what happened. We could use simple language such as near and far, long and short, and higher and lower, linking the activity with early Maths learning.
To develop the activity further, we could try making rockets in different sizes. The children could investigate whether a bigger or smaller rocket travels further. Rather than using formal measuring tools, the children could measure the distance travelled using cubes, footsteps or hand spans. They could compare the results and discuss which rocket travelled the furthest and which travelled the shortest distance.
As a follow-on activity during Aistear, the children could work together to build a large rocket using recycled materials such as cardboard boxes, plastic bottles and tubes. They could use the rocket during imaginative play and pretend that they are travelling into space. The children could visit different planets and draw pictures of what they imagine they might discover.
I think this activity would be very suitable for Infant classes because it is practical, playful and exciting. The children would have opportunities to ask questions, make predictions, test their ideas and talk about what they observe. It would also encourage creativity, communication, teamwork and problem-solving. The simple measuring activities would provide a meaningful link with Maths, while the topic of rockets and space would introduce the children to early scientific investigation in a fun and engaging way.
I agree that this lesson is a great way to introduce junior infants to scientific exploration. The combination of discussion, prediction, and hands-on activities makes learning both meaningful and enjoyable. I particularly like the use of the outdoors and the hot and cold corner game, as these give children the opportunity to learn through real-life experiences, movement, and play. These activities would also help develop their communication and observation skills while encouraging curiosity about the world around them.
I would use the Animals in the Cold activity set in my classroom to help students explore how weather and temperature affect living things. This activity would fit well within a STEM-focused science lesson because students can observe, ask questions, make predictions, collect information, and explain their findings. I would begin by showing students pictures of different animals that live in cold environments and asking them how they think each animal survives. Students could then investigate features such as fur, feathers, blubber, body size, and behaviour.
To extend the activity, students could work in small groups to design a simple model or “coat” that helps an ice cube stay cold or melt more slowly. They would test different materials, record their results, and compare which design provided the best insulation. This would introduce engineering design and scientific inquiry while connecting directly to the idea of how animals stay warm in cold climates.
Further steps could include having students research a local animal and compare its adaptations with those of an Arctic animal. They could create a digital presentation, poster, or short video to share their findings. This activity encourages curiosity, problem-solving, collaboration, and communication, which are all important STEM skills.
I really like your idea of using The Way Back Home as an introduction to the Design a Martian activity. I think it would be a great way to encourage the children’s imagination and get them excited about creating their own aliens. I also like how you connect the activity to both oral language and early maths skills. Asking children to compare the different aliens using words such as taller, shorter, larger, and smaller is a fun way to develop their mathematical language naturally. It would also be interesting to see how different each child’s Martian is and hear them explain why they chose particular features. This activity seems like a great opportunity for creativity, communication, and learning through play.
I would use the Stars activity in my classroom as an engaging way to introduce students to space, observation, and scientific thinking. I think this activity would be especially useful because students are naturally curious about the night sky and can connect the lesson to things they may have already seen or wondered about. I would begin by asking students what they know about stars and what questions they have about them. This would allow me to assess their prior knowledge and encourage them to share their ideas.
During the activity, I would give students opportunities to observe, explore, discuss, and record their thinking. Students could work together to identify patterns, make observations, and create representations of what they learned. I would encourage them to ask questions and explain their reasoning rather than focusing only on finding the “right” answer.
I would also use digital photos or student work as documentation of their learning. At the end, students could share what surprised them or something new they discovered. Overall, I think the Stars activity would create an interactive learning experience while developing students’ curiosity, communication, observation, and critical-thinking skills.
Hello Aine,
I really enjoyed reading your post and I liked how you explained the activity in a practical way. I think giving children the opportunity to make predictions and then test their ideas is a great way to encourage curiosity and inquiry. It also allows them to learn from their observations rather than just being given the answer. I agree that hands-on activities are particularly valuable for young children because they can explore concepts in a way that is meaningful to them. Your activity has also given me some ideas for how I could adapt similar investigations in my own classroom.
For this activity, I would use “What Makes Shadows?” in my classroom to help children explore how light creates shadows. I would begin by taking the children outside on a sunny day and asking them what they notice about their shadows. I would ask questions such as, “Where is your shadow?” “Can you make your shadow bigger or smaller?” and “What do you think makes a shadow?” I would allow the children to experiment by standing in different positions and observing how their shadows change. We could also use classroom objects and a torch to investigate what happens when an object is placed between a light source and a surface. I would encourage the children to make predictions before each experiment and then discuss what they observed.
I think this activity would be particularly useful because it is hands-on and encourages children to learn through exploration rather than simply being told the answer. It develops their observation, questioning, prediction, and communication skills. I would also document their ideas through photographs, drawings, and short comments from the children. This would allow me to see how their understanding develops throughout the activity. Overall, I think the activity would make learning about the Sun, light, and shadows fun, meaningful, and memorable.Hi Erica, I really enjoyed reading your post. I think the apple activity is a great inquiry-based activity for Junior and Senior Infants because it is simple, practical, and allows the children to make their own predictions. I especially like the idea of testing different classroom objects, as this would encourage the children to observe, compare, and discuss what they notice. It would also be a great opportunity to introduce new vocabulary such as “gravity,” “fall,” and “force” in a way that is easy for young children to understand. Your Saturn fact was really interesting too! I think activities like this show how everyday objects can be used to introduce children to scientific ideas and encourage their natural curiosity.
Hi my name is Sarah. I am a teacher in a Mulhuddart primary school. I am teaching Junior Infants in September. A interesting space fact I have is that there are more stars in the universe than grains of sand on all the beaches on Earth. That’s at least a billion trillion.
One inquiry-based activity I would use in my classroom is an investigation into the question, “Could humans live on another planet?” I would begin by asking students what they already know about Earth and other planets and what they think humans need to survive. Students would then work in small groups to research different planets and compare factors such as temperature, atmosphere, water, gravity, and distance from the Sun. I would encourage students to develop their own questions rather than simply giving them all the information. Each group could choose one planet to investigate and decide whether it would be possible for humans to live there. They could record their observations, discuss their evidence, and present their conclusions to the class.
I like this activity because it makes learning about space more meaningful and encourages students to be curious. It also develops important skills such as critical thinking, communication, collaboration, research, and problem-solving. Most importantly, students are actively involved in finding answers instead of simply receiving information from the teacher. As a teacher, I would guide the investigation by asking questions and encouraging students to explain the evidence behind their ideas. This would help create a classroom where questioning and curiosity are valued.Hi my name is Sarah. I am a teacher in a Mulhuddart primary school. I am teaching Junior Infants in September. A interesting space fact I have is that there are more stars in the universe than grains of sand on all the beaches on Earth. That’s at least a billion trillion.
Really looking forward to learning more about this topic!
I really enjoyed reading your post. I think using your school’s experience of Storm Éowyn is a very meaningful way to help children understand that climate change is not just a global issue but something that can affect their own community. I also like your idea of keeping a weather diary, as it encourages children to observe, ask questions and make connections with their own experiences. Your emphasis on small actions, such as recycling, saving energy and planting flowers, is important because it helps children feel empowered rather than overwhelmed. I also agree that this topic links well with SSE by promoting active learning, pupil voice and a shared responsibility for caring for the environment.
I really enjoyed reading your reflection. I agree that Development Education is much broader than simply learning about other countries or global issues. Your point about it being embedded in everyday teaching really resonated with me. Children naturally bring their own experiences and perspectives into the classroom, and those everyday conversations provide valuable opportunities to develop empathy, respect and critical thinking. I also liked your suggestion of staff sharing ideas and resources, as this would help ensure a consistent whole-school approach. Linking Development Education to the SSE is a great idea because it supports an inclusive school culture and encourages meaningful learning across the curriculum rather than treating it as a separate initiative.
Gender stereotypes can influence children’s confidence, interests, and interactions from a very young age. In my classroom, I have observed boys naturally taking charge during STEM or construction activities, while girls often chose art, reading, or nurturing role-play. On one occasion, a girl expressed interest in building with blocks, but another child commented, “That’s for boys.” Although the comment seemed harmless, it demonstrated how children can absorb and repeat gender stereotypes they encounter in society.
Development education methodologies can play an important role in addressing these stereotypes. Through discussion, critical thinking, cooperative learning, and the use of inclusive books and resources, children learn to question assumptions about gender roles. Providing diverse role models, ensuring all classroom activities are open to everyone, and using gender-inclusive language helps children recognise that abilities and interests are not determined by gender. Teachers can also challenge stereotypes when they arise by encouraging respectful conversations and celebrating individual strengths rather than reinforcing traditional expectations.
By creating an inclusive classroom environment where all children feel equally valued and encouraged to explore their interests, educators can help reduce the impact of gender stereotypes and promote equality from an early age.