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For this module, I chose the Rocket Mouse activity as one that I would like to use in my classroom. I think it would be an engaging way of introducing children to the idea of forces and how rockets are launched, while also developing their skills in predicting, investigating and recording results.
I would begin by showing the children the Rocket Mouse and asking them what they think will happen when it is launched. The children could make predictions before carrying out the investigation. In groups, they could then make and test their own Rocket Mouse, changing one variable at a time and measuring how far it travels. This would provide a good opportunity to discuss what makes an investigation a fair test and why it is important to keep some factors the same.
I particularly like this activity because it allows for cross-curricular learning. Mathematics could be incorporated through measuring and comparing distances and recording results in tables or graphs. There are also opportunities for oral language as children discuss their predictions, observations and conclusions.
I think the hands-on nature of the activity would encourage curiosity and active participation. It would also allow children to learn from unsuccessful attempts and make improvements to their designs. Overall, I feel Rocket Mouse would be a fun and accessible way to make science meaningful while developing problem-solving, collaboration and investigation skills.Yes I love this idea. I always loved using ‘JunkArt’ in the infant rooms so I think my class would really enjoy this.
I would use the “Investigating Children’s Coats” activity with Senior Infant class as it provides a practical and meaningful way for children to explore how we protect ourselves from different types of weather. I think this activity would work particularly well because children are familiar with wearing different coats and can relate the investigation to their own everyday experiences, and compare their own coats.
I would begin by looking at a selection of coats with the children and discussing why we wear different types of coats. I would encourage them to make predictions about which coat would be best for keeping someone warm or dry and explain their reasoning. The children could then investigate the coats by looking at their materials, thickness, fastenings and other features. We could also carry out a simple investigation to see which materials are waterproof, recording our findings together.
This activity would develop important STEM skills including questioning, predicting, observing, comparing and communicating. It would also provide opportunities for Maths through sorting and classifying the coats and for Oral Language through discussion and explaining their ideas.
I would extend the activity by asking the children to design the ideal coat for a particular type of weather. This would encourage creativity and problem-solving while allowing the children to apply what they had learned. Overall, I feel this activity would make STEM learning meaningful, hands-on and connected to the children’s everyday lives.Reflective Forum Post – Space and Aliens Activity
I would use the Space and Aliens activity with my class as it combines scientific exploration with imaginative play. Young children are naturally fascinated by space, making this an engaging way to introduce simple scientific concepts while encouraging creativity and problem-solving.
To begin read a story such as ALIENS LOVE uNDERPANTS, I would invite the children to discuss what they already know about space and whether they think aliens exist. This would encourage questioning, prediction and respectful discussion of different ideas. We would then complete the activity, allowing the children to imagine what an alien might look like and consider how it would survive in space or on another planet.
As a follow-up activity, the children could design and create their own aliens using a variety of art materials before working in pairs to describe their alien’s appearance, habitat and special abilities. This would develop oral language skills and encourage creativity. Small world play, construction materials and role-play could then be provided so the children could build rockets, space stations or imaginary planets, extending their learning through play.
The activity provides some opportunities for cross-curricular integration. It links with Science by encouraging observation, questioning and investigation, with Visual Arts through designing and creating aliens, with Oral Language through storytelling and discussion, and with Drama through role-play. .
Overall, I feel this activity would create a highly engaging and inclusive learning experience. It values children’s imagination while developing scientific thinking, communication and collaboration through meaningful, hands-on activities. I believe it would inspire curiosity about space while fostering confidence and enjoyment in learning.I would use the “What Makes Shadows?” activity with junior classes as it provides a fun and hands-on way for children to explore how light and shadows work. I would begin by asking the children what they already know about shadows and encouraging them to make predictions about what causes them. We would then investigate using torches and a variety of classroom objects to discover which materials create clear shadows and which allow light to pass through. The use of the picture book in the clip was a lovely idea. Reminded me of Bear in the Big Blue house and the character Shadow.
To extend the activity, the children could work in small groups to create shadow pictures or use toy animals to make shadow scenes. We could also go outdoors on a sunny day to observe our own shadows, noticing how their size and direction change throughout the day. This would encourage observation, questioning and discussion while linking science learning to the children’s everyday experiences.The activity supports the Primary Science Curriculum by promoting inquiry, prediction, investigation and communication. It also integrates well with Maths through measuring shadows, Visual Arts through shadow drawings and Drama through shadow puppets. Overall, I feel this activity would be highly engaging and would help children develop curiosity and confidence in scientific investigation through active, play-based learning.
Hi I did my wee introduction yesterday. I have been trying to upload a picture of my mind map but to no avail so Ill just type it here.
What is Space – Darkness, Stars, Gravity, Gasses, Moons, Asteroids, Space missions, Infinity, satellites, solar system, planets, tides,
How I would use inquiry based activity in my classroom – Inquiry based learning encourages children to ask questions, investigate ideas and discover answers through exploration rather than simply being given information. One activity I would use in my classroom is an investigation into “Why do astronauts float in space?”
<div dir=”auto”>I would begin by showing the children photographs and short video clips of astronauts aboard the International Space Station and ask them what they notice. The children would record their own ideas and predictions before working in groups to discuss possible explanations. They could carry out simple demonstrations using everyday materials to explore the effects of gravity and compare these with what happens in space. Throughout the lesson I would encourage questioning, discussion and reflection rather than immediately providing the correct answer. At the end of the activity, pupils would research the concept of microgravity and compare their findings with their original ideas. This approach develops curiosity, critical thinking, communication and scientific reasoning while allowing children to take ownership of their learning. I believe inquiry-based activities like this make science more meaningful and memorable because pupils actively investigate rather than passively receive information.</div>