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I particularly liked how you encouraged pupils to investigate and ask questions throughout the activities. Your focus on active, hands-on learning is something I also value, as it helps children become more confident and engaged in STEM. I especially liked your idea of linking the activities to other curriculum areas, which makes the learning more meaningful. Your post has given me some useful ideas that I hope to incorporate into my own classroom during Space Week. Thank you for sharing your experience.
For this module, I chose Rockets and would use the story Sadie Sprocket Builds a Rocket as the stimulus for learning during Space Week. The story provides an engaging introduction to engineering, problem-solving, and perseverance, while encouraging children to think creatively about how rockets are designed and launched.
After reading the story, I would begin with a whole-class discussion about what rockets need to travel into space and encourage pupils to ask questions and make predictions. Working in small groups, the children would design and build their own rockets using recycled materials or paper templates. Before testing their rockets, they would predict which design they think will travel the furthest and explain the reasons for their choices. Following each launch, pupils would observe the results, measure the distances travelled, and discuss how they could improve their designs. This process would reinforce the skills of planning, testing, observing, recording, and evaluating.
To extend the learning, pupils could keep a simple STEM investigation booklet where they record their designs, predictions, results, and reflections. We would also integrate Mathematics by measuring and comparing distances, English through procedural writing and oral presentations, and Visual Arts by decorating and personalising the rockets. Digital technology could be used to photograph or video the rocket launches, allowing pupils to review their investigations and share their learning with families through our digital learning platform.
This activity would be an excellent addition to our Space Week celebrations because it combines science, engineering, literacy, mathematics, and creativity in a meaningful and enjoyable way. Most importantly, it encourages curiosity, collaboration, resilience, and critical thinking as pupils learn that successful designs often come through trial, error, and improvement. I believe this hands-on approach would make learning memorable while fostering a positive attitude towards STEM.
I really liked your emphasis on using online STEM resources to increase pupil engagement. Your point about providing pupils with opportunities to investigate real-world problems was particularly interesting. I also agree that digital tools can support differentiated learning by allowing pupils to explore concepts at their own pace. Reading your post has given me some new ideas for incorporating more online resources alongside hands-on activities to create a balanced and engaging STEM learning environment.
I chose to focus on the Hands-on Classroom Themed Activities because I believe practical, inquiry-based learning is one of the most effective ways to engage pupils in STEM. I would use these activities to encourage children to ask questions, make predictions, test ideas, and reflect on their findings. For example, a simple engineering challenge, such as designing and building a bridge from everyday materials, allows pupils to apply science, technology, engineering, and mathematics skills in a meaningful and collaborative way.
In my classroom, I would organise pupils into small groups and assign clear roles to promote teamwork and communication. Throughout the activity, I would encourage pupils to record their predictions, observations, and conclusions using STEM journals or digital tools such as tablets. This would help develop both scientific inquiry skills and digital literacy.
As a further step towards a STEM-focused School Self-Evaluation (SSE), I would gather evidence of pupils’ engagement and learning through photographs, pupil reflections, samples of work, and teacher observations. I would also seek feedback from pupils about which activities they found most engaging and what helped them learn. This information could be used to identify strengths and areas for improvement in STEM teaching across the school.
Overall, hands-on STEM activities create opportunities for creativity, critical thinking, problem-solving, and collaboration. They help pupils develop confidence in exploring scientific concepts while making learning enjoyable and relevant to everyday life. Incorporating these activities regularly would support the school’s ongoing commitment to improving STEM education through the SSE process.
I really like the STEM challenge, it is a fun and engaging way for students to explore the concept of space and aliens.
The Stars activity set can be used effectively in a junior primary classroom to develop children’s observation, communication, and early science skills through play-based learning. I would begin by reading the story book ‘How to catch a star’ by Oliver Jeffers. Then show pictures of stars and talk about what children already know about the night sky. Pupils could then sort, count, and compare different star shapes and sizes, supporting early mathematical concepts such as pattern, size, and number. The activity encourages children to use descriptive language by discussing colours, shapes, and textures, helping to build vocabulary and oral language skills. Children could also create their own star artwork using paint, collage, or loose parts, encouraging creativity and fine motor development. The lesson links well with the Irish Primary Curriculum by promoting inquiry, exploration, and hands-on learning. It also supports collaborative learning, as children work together, share ideas, and develop social skills in a fun, engaging, and age-appropriate learning environment.
I would choose the Activity Set: The Moon for a junior primary class because it is an engaging way to introduce children to Space through observation and play. I would begin by reading a story about the Moon and encouraging the children to share what they already know. This would help develop their oral language skills and spark curiosity.
The children would be encouraged to observe the Moon at home with their families and record what they see by drawing simple pictures in a Moon diary. In class, I would use a torch and a ball to demonstrate why the Moon appears to change shape. We would also complete art activities by creating Moon phase pictures and use a classroom tablet to photograph our work for a digital display.
This activity develops skills in observing, predicting, recording, and communicating. It also integrates with Visual Arts and English while encouraging children to ask questions, investigate, and develop an early interest in Science through meaningful, hands-on learning.
I like the idea of using Neil Armstrong foot print on the moon, I think this would really grab the attention of the students. The follow up activities sound fun and engaging.
Inquiry-based learning would be an effective approach to introducing the topic of space in a junior classroom. I would begin by asking the children, “What do you think space is?” and encourage them to share their ideas through discussion and a simple class mind map. Using picture books, photographs and short videos, the children would explore their own questions about space and add new learning to the mind map. My role would be to facilitate learning by listening carefully, asking open-ended questions and providing opportunities for children to investigate and talk about their discoveries. This approach values children’s curiosity, voice and active participation in learning. It also supports the development of key competencies such as communicating, thinking and learning, and working with others. Reflecting on this activity, I believe it would create an engaging, inclusive learning environment where children feel confident to explore, question and make meaning together.