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For this activity, I would choose the rocket investigation as it is an engaging way to introduce children to STEM through practical, hands-on learning. I like that the activity encourages children to experiment, think creatively, and discover that there can be many successful solutions rather than one correct answer. It also provides an excellent opportunity for children to make predictions, investigate their ideas, and evaluate the outcome of their work.
I would adapt the lesson to allow for lots of conversation and collaboration. Before testing their rockets, I would ask the children to discuss which design they think will travel the greatest distance and explain why they have made that prediction. After each launch, we would compare the results as a group and talk about how factors such as shape, size, or construction may have influenced the outcome. The children would then be encouraged to make changes to their rockets and test them again, helping them understand the value of improving a design through trial and error.
To support different learning styles, I would give children a variety of ways to record their findings. Some could draw pictures of their rockets or sequence photographs of the investigation, while others could describe their observations verbally or with simple written notes. This would ensure that every child could participate in a way that suits their abilities.
I chose the “Where Do You Live?” activity as I think it would work particularly well with a First Class group. I would begin by taking the children on a short walk around the school and local community. During the walk, I would encourage them to observe the different types of homes and buildings they can see, such as houses, shops, schools, churches, and parks. To keep them focused, I would provide a simple observation sheet where they could tick or draw the buildings they notice.
Back in the classroom, we would discuss what we saw and create a class chart or brainstorming web of the different buildings and their features. This would help develop the children’s vocabulary while encouraging them to compare and describe their local environment.
To extend the lesson, I would use Google Earth to explore different locations and allow the children to locate familiar places, including the school and nearby landmarks. The children would then draw a map of their own neighbourhood, identifying important places around their home.
As a follow-up activity, the children could build a model of their house using clay or recycled materials. Construction resources such as LEGO, wooden blocks, or magnetic tiles could also be provided so that children have different ways to represent their ideas. This encourages creativity while developing spatial awareness and problem-solving skills.
If I were using the Space and Aliens activity in my classroom, I would start by encouraging the children to think about what they already know about space. I would ask open-ended questions such as, “What might we find in space?” or “Do you think there could be life on other planets?” This would help spark curiosity while giving every child the opportunity to contribute their own ideas and experiences.
After our discussion, I would read an engaging picture book about space exploration or imaginary aliens to capture the children’s interest and introduce new words related to the topic. Following the story, the children would create their own alien using a variety of art materials such as coloured paper, recycled items, paint, or modelling clay. They would then share their alien with the class, explaining where it lives, what it eats, and any unique powers or characteristics it has.
To build on the activity, I would introduce a hands on STEM task where children work together to design and construct a spaceship for their alien using construction toys or recycled materials.Activity Set: The Planets
I would use the Planet Activity Set as an introduction to the Solar System with my class as it provides plenty of opportunities for active and collaborative learning. To begin I would play a song about the planets to capture the pupils interest and help them remember the names and sequence of the planets. Once the pupils are familiar with the names of the planets I would divide the class into small groups and assign each group a different planet to investigate. They could explore simple facts such as the planet’s appearance, its size, how far it is from the Sun, and any unique features. Each group could then share what they have discovered with the rest of the class. As a follow-up activity, pupils could complete a hands-on task such as arranging the planets in the correct order or creating a colourful poster of the Solar System. To conclude the lesson, we would discuss which planet they found the most interesting and what surprised them most about their learning.
My name is Colin and I am a primary school teacher. Im looking forward to learning more about space and discovering new ways to make science engaging and enjoyable for my pupil. One of my favourite space facts is that a day on Venus is actually longer than a year on Venus! Venus takes about 243 Earth days to rotate once on its axis, but it only takes around 225 Earth days to orbit the Sun. One inquiry based activity I would use in my classroom is having pupils investigate why the Moon appears to change shape throughout the month
I really like your approach Diarmaid —it’s so well-rounded and student-focused. Starting with thought-provoking questions is a great way to spark curiosity and give pupils ownership of their learning from the beginning. Using visuals like maps and videos will definitely help bring the issue of deforestation and climate change to life, especially for visual learners.
How does the increase in local urban temperatures over the past decade affect nearby plant growth and biodiversity?
To encourage pupils to participate in investigating this question, I would first engage them by exploring the concept of urban heat islands and their visible impact on their own school or community. This real-world connection makes the issue relatable and sparks curiosity. I’d then guide students through collecting temperature data using simple tools like thermometers or accessing local weather station records, fostering hands-on involvement. Next, we would observe and document changes in local plant life through fieldwork and photographs, helping pupils connect climate data with ecological effects. Collaborative group work would encourage discussion and sharing of ideas, promoting critical thinking and problem-solving. Finally, I would facilitate presentations or creative projects to communicate their findings, emphasizing the importance of teamwork and active citizenship in tackling climate issues.
Thanks for sharing your insights—I completely agree with your assessment of ‘Nose High Up in The Sky’. The structure and pacing of the activities really do support a deeper understanding of atmospheric science, and I also found the hands-on elements, especially the balloon simulation, to be a brilliant way to make abstract ideas more relatable.
I completely agree with your reflections on Home—it really is such a powerful resource. The visual storytelling is incredibly effective in capturing students’ attention and making complex environmental issues feel immediate and real. Showing short clips to fifth-class students is a great idea, especially since the film covers such a broad range of topics that can be linked across the curriculum—from geography and science to SPHE and even art or writing. I also really appreciated the use of real-life examples; it grounds the message and helps pupils understand that these challenges are not distant—they’re happening now and everywhere. I think using the film as a springboard for class projects or discussions on sustainability and climate action could be really impactful. It’s brilliant to hear you’re planning to use it next year—your students will definitely benefit from the insights and inspiration it brings.
I really like your approach to adapting Activity 3 for younger learners—it sounds both engaging and age-appropriate. The idea of discussing the video and then having students draw ways to reduce emissions is a great way to reinforce their understanding through creativity. Creating a class poster is also a lovely idea—it not only consolidates their learning but also gives them a sense of ownership and pride in the topic.