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Hi Ciara, I really like how this activity combines science, maths, and play in such an engaging way. Encouraging children to make predictions and compare their observations helps develop important scientific thinking skills. Measuring the rocket’s height or distance is a great way to link with early maths. It sounds like a fun, hands-on activity that would keep Junior Infants actively involved in learning.
I chose the rocket launch lesson. I would begin by showing a short video clip or pictures of a rocket taking off. Ask the children what they notice about how the rocket moves. Discuss what helps a rocket travel upwards and introduce the idea that a strong push is needed to make objects move. Allow the children to feel themselves blowing through a straw into their hand and ask them what they notice about the air. Encourage them to predict how far they think heir paper rocket might travel when they blow through the straw.
Development
Children decorate and build their paper rockets before attaching them to a straw. Create a simple “launch pad” by placing floor markers or tape lines at different distances. Children launch their rockets from the same starting point and see which marker their rocket reaches. They can repeat the activity by trying gentle blows and stronger blows, comparing the results each time. Encourage children to describe what they notice and to explain why they think some rockets travelled further than others. Invite them to share their observations with a partner before discussing them as a class.
Conclusion
Bring the children together to reflect on the investigation. Ask them what they learned about air and pushing. Reinforce that blowing through the straw creates a push that moves the rocket, just as real rockets use engines to produce a much stronger push. Finish with a quick “thumbs up or thumbs down” review by asking simple questions such as “Did the rocket move without a push?” and “Can air push objects?” to check understanding.Hi Ciara, your activities provide excellent opportunities for hands-on, inquiry-based STEM learning. I particularly like how they encourage children to explore, build, compare, and communicate their ideas. The activities are engaging, age-appropriate, and connect learning to children’s everyday experiences while developing observation, problem-solving, collaboration, and early scientific thinking skills.
I have chosen the hands-on classroom themed activities. They highlighted the value of active, inquiry-based learning in supporting STEM education. Rather than simply giving students instructions, I would use these activities to encourage them to ask questions, make predictions, test ideas, and reflect on their findings. This approach helps develop important skills such as problem-solving, teamwork, communication, and resilience, while also making learning more engaging and meaningful.
In my classroom, I would adapt activities to suit the age and abilities of my pupils, ensuring that all students can participate and experience success. I would encourage pupils to work collaboratively, record their observations, and explain their thinking using appropriate scientific and mathematical language. Digital tools such as tablets could be used to photograph each stage of an investigation, record short videos of experiments, or create digital presentations to share learning with classmates and parents.
As a further step towards a STEM-focused School Self-Evaluation (SSE), I would begin by reviewing current STEM practices across the school and identifying strengths and areas for development. I would collaborate with colleagues to develop a shared vision for STEM, incorporating more cross-curricular, real-world learning experiences. Gathering pupil voice through surveys and discussions would help identify activities that inspire curiosity and engagement. We could also increase opportunities for outdoor learning, coding, engineering challenges, and links with local community organisations or STEM professionals.
To monitor progress, I would collect evidence through pupil work samples, photographs, teacher observations, and student reflections. Regular staff discussions would allow us to evaluate the impact of our STEM initiatives and refine our approaches. Overall, these hands-on activities have reinforced the importance of creating a classroom environment where curiosity, creativity, collaboration, and critical thinking are central to learning and where pupils are encouraged to see themselves as capable problem-solvers.Hi Eileen, I really like your idea of using the underside of desks to create an immersive experience for the children. Adding small lights would make the activity even more engaging and help them visualise the Plough in the night sky. The follow-up art lesson is a lovely way to reinforce learning while encouraging creativity and observation skills.
I have chosen the Space and Aliens activity set and think it would be a fantastic way to engage children in Junior Infants through imaginative, inquiry-based learning. I would begin by reading a story about aliens or showing the children a picture of a mysterious spacecraft to spark their curiosity. I would encourage them to ask questions such as, “What might an alien look like?”, “Where could it live?” and “What would it need to survive?” The children would then make predictions and discuss their ideas with a partner before designing and creating their own alien.
To extend the inquiry, the children could investigate which planets might be hot, cold, rocky or icy and decide where their alien would live and why. They could create a habitat for their alien using recycled materials and explain how its features help it survive. Throughout the activity, I would encourage the children to observe, predict, communicate, design and evaluate, developing the science skills outlined in the Curious Minds ESERO inquiry framework.
This activity also provides excellent opportunities to integrate oral language, visual arts and STEM. Children could record their ideas through drawings, photographs of their models and short voice recordings explaining their thinking. I think the imaginative nature of this activity would motivate children to ask questions, solve problems creatively and develop confidence in sharing their scientific ideas while learning through play.I really enjoyed reading your ideas for teaching the planets. Using food to represent the different planets is a creative and memorable way to help children understand their relative sizes and characteristics. Creating a solar system model also provides excellent opportunities for collaborative learning, observation, and discussion while reinforcing the order of the planets through hands-on inquiry.
I chose the Sun and Shadows activity because it encourages children to learn through exploration and investigation rather than simply being told the answers. In my Junior Infants classroom, I would begin by asking the children what they already know about shadows and encourage them to make predictions about when shadows are longest or shortest. We would then go outside at different times of the day to observe and compare our shadows, using chalk to trace them on the yard. The children could discuss what they notice, measure their shadows using cubes or footsteps, and record their observations through drawings and photographs.
This activity supports the Curious Minds ESERO inquiry framework by promoting questioning, predicting, observing, measuring, recording, and communicating findings. It also develops important science skills while integrating oral language, mathematics, and physical activity. I would encourage children to work collaboratively, compare their results, and reflect on why their shadows changed throughout the day. Taking photographs of the traced shadows would provide a valuable digital record to revisit in class and would encourage further discussion and reflection. I think this hands-on, play-based approach would foster curiosityI really like how this activity begins with curiosity and encourages children to investigate a real-life mystery. It provides excellent opportunities to develop observation, prediction, comparing, and communicating skills while promoting discussion and teamwork. The hands-on nature of the investigation makes learning engaging and supports children’s understanding that everyone’s fingerprints are unique.
Hello everyone! My name is Edwina, and I teach Junior Infants. I’m looking forward to learning more about how to make science engaging and meaningful for young children through this course. My favourite space fact is that the footprints left by astronauts on the Moon could remain there for millions of years because there is no wind or rain to wash them away.
Reflecting on the inquiry-based approach from Module 1 and the Curious Minds ESERO framework, I would use the “Day and Night” inquiry activity with my class. I would begin by encouraging the children to ask questions such as, “Why does it get dark?” and “Where does the Sun go at night?” They would predict their ideas before exploring with a torch and a globe to model how the Earth rotates. This hands-on investigation develops important science skills such as observing, predicting, questioning, communicating, and recording findings through drawings and discussion. The activity is child-led, encourages curiosity, and allows children to build their understanding through exploration rather than simply being given answers. It also supports oral language development, collaborative learning, and links naturally with play-based learning, making science enjoyable and accessible for young learners.Hi Orla, I really enjoyed reading your reflection. I like how you connected sustainability to familiar places and community initiatives in County Monaghan. Your ideas for using outdoor learning, practical activities, and visual supports in an autism class are thoughtful and inclusive. They will help pupils develop meaningful, lifelong habits that support a more sustainable future.
Basing this reflection on my local area of Carrick-on-Shannon, it has made me more aware of how sustainability can be part of everyday life. The River Shannon is central to the town, and seeing local efforts to keep it clean has highlighted the importance of protecting our environment for future generations. We have dedicated community tidy towns group, improved recycling facilities, and an increasing focus on encouraging people to walk or cycle where possible. These small but meaningful actions show that sustainability is not only about large-scale environmental projects but also about the choices we make every day.
I believe it is important to help children see the connection between what they learn in the classroom and the world around them. Using our local environment as a learning resource would make sustainability more meaningful and relevant. I always try to bring pupils on nature walks along the River Shannon, encouraging them to observe wildlife, identify native plants, and discuss why healthy ecosystems are important. I also involve them in practical activities such as litter surveys, school recycling projects, and planting flowers or vegetables to promote biodiversity and healthy living.
I think children learn best when they are actively involved, so I would encourage children to investigate environmental issues in their own community and come up with solutions together. Something I intend to do in the future is getting the children to carry out a sustainability audit of the school, identify ways to reduce waste or save energy, and present their ideas to the wider school community. This would help them develop problem-solving skills while also showing them that their actions can have a real impact.
Reflecting on sustainability in Carrick-on-Shannon has reminded me that protecting the environment begins at a local level. As an educator, I hope to inspire pupils to appreciate their local community, take pride in caring for it, and understand that even small actions can contribute to a more sustainable future.Hi Frances, I really like how you’ve structured these lessons from healthy eating to exploring local seafood. Your idea of examining food labels and discussing sustainability alongside nutrition is particularly valuable. The tasting activity, where appropriate, is a great way to encourage pupils to try new foods and make real-life connections. Some really great ideas, well done!
Understanding the huge nutritional benefits of seafood and all the rich nutrients it contains including protein, omega-3 fatty acids, vitamins, and minerals, I appreciate the important role it can play in maintaining a healthy diet. I enjoyed learning how different types of seafood, such as salmon, mussels, and oysters, each provide unique health benefits.
I can see many opportunities to apply this content in the classroom. It links naturally with Science, SPHE, and Geography, allowing pupils to explore healthy eating, food sources, and sustainable food production. Practical activities such as investigating the nutritional content of different foods, creating healthy meal plans, or discussing the journey of seafood from sea to plate would encourage inquiry and critical thinking.
I also liked how the resources connected nutrition with Irish culture through stories such as The Salmon of Knowledge., which has an obvious link with history This makes learning more engaging while reinforcing literacy and history alongside STEM. Overall, this module has given me practical ideas to help pupils make informed choices about healthy eating while developing a greater understanding of Ireland’s marine environment and the importance of sustainable seafood.Hi Jane, I really enjoyed reading your reflection. I agree that these resources make STEM learning engaging and relevant by connecting classroom learning with local industries. Your idea of sharing them with colleagues and incorporating aquaculture into your school’s STEM plan is a great way to strengthen whole-school learning and community connections.