Forum Replies Created
-
Posts
-
In my classroom, I would use hands-on classroom themed activities to foster curiosity and real-world connections to STEM concepts. One example is a “Bridge Building Challenge,” where students use simple materials like straws, paper, and tape to design and construct a bridge that can hold a certain weight. This task allows them to explore engineering principles, such as tension, compression, and balance, while working collaboratively to solve a problem.
Hands-on activities like this encourage inquiry, resilience, and creativity. They also help students develop key science and engineering practices such as planning investigations, testing prototypes, and communicating results. During and after the activity, I guide students to reflect on what worked, what didn’t, and how they could improve their design—a core part of the STEM learning cycle.
To integrate this into our School Self Evaluation (SSE), I would propose tracking student engagement, collaboration, and critical thinking through observational checklists and student self-assessment tools. These indicators could provide meaningful data on the impact of hands-on STEM approaches on teaching and learning. Over time, this could help us refine our STEM goals and share effective practices across the school.
For this module, I chose the Activity Set: Stars because it beautifully aligns with both science standards and students’ natural curiosity about the night sky. In the classroom, I would begin by engaging students with a hands-on activity that involves creating constellations using star stickers and black construction paper. We would explore major constellations like Orion, Ursa Major, and Cassiopeia, and I would integrate storytelling by sharing myths associated with each. This allows students to connect science with culture and creativity.
Next, we would use a star map app or planetarium software to identify constellations visible in our region. If possible, I’d schedule a night-sky observation or virtual field trip to a planetarium. To assess understanding, students could present a “Star Show” in small groups, where they teach the class about a constellation they’ve researched.
This activity set supports inquiry-based learning, enhances spatial reasoning, and fosters a sense of wonder. It’s also an excellent opportunity to integrate art, literature, and technology into science instruction.
For my junior infant classroom, I would use The Sun and Shadows activity set because it offers a simple, hands-on way to introduce early science concepts through observation and play. Young children are naturally curious about the world around them, and this activity connects to their everyday experiences—playing outside and noticing how their shadows change.
We would begin by exploring shadows indoors using a flashlight and small toys. This allows for controlled experimentation and immediate results. Afterward, we’d take the activity outdoors, encouraging children to observe their own shadows at different times of the day. We could trace shadows on the ground using chalk and revisit them later to see how they’ve changed. This would help develop skills in observation, language, and comparison.
I’d use guided questioning throughout (“Why is your shadow longer now?”) to promote critical thinking. This activity links beautifully with early learning themes such as weather, light, and time.
My name is Eimear Campbell and I’m passionate about science education and love helping students connect with the universe around them. One of my favorite topics to teach is space science because it sparks curiosity and opens up so many opportunities for inquiry and discovery.
My favorite space fact is that a day on Venus is longer than a year on Venus. This is because Venus has an extremely slow rotation — it takes about 243 Earth days to rotate once on its axis, but only 225 Earth days to complete one orbit around the Sun.
Reflection on Inquiry-Based Learning in the Classroom:
One inquiry-based activity I love using is the “Scale Model of the Solar System” project. In this activity, students investigate the relative distances and sizes of planets by creating a scale model using everyday objects and a large outdoor space. Instead of simply giving them the scale, I challenge students to research planet diameters and distances from the Sun, and then design their own model that fits within a predetermined space (like a football field).This inquiry-based approach allows students to ask meaningful questions like: How can we represent something so large in a way we can see and understand? or Why are some planets so much farther apart than others? It also encourages teamwork, critical thinking, and hands-on learning. Most importantly, it creates a tangible connection to abstract concepts, helping students grasp the vastness of space in a way that textbooks alone can’t provide. Inquiry-based learning transforms them from passive receivers of information into active explorers of knowledge, and this particular activity often becomes a classroom favourite.
Mind Map: Exploring Space (Junior Infants) Central Theme: Space
What is Space?
Earth in Space
Sun – big and hot
Moon – changes shape
Stars – twinkle in the sky
Space is big and dark
(Reflection: After this lesson, children begin to understand that Earth is part of a bigger system. They’re fascinated by the idea of space being “above us” and endless.)Engaging students in a rocket-making activity during Space Week can be a dynamic way to inspire interest in science, technology, engineering, and mathematics (STEM) while providing hands-on learning experiences. Here’s a comprehensive class plan to consolidate your experiences and action plans for Space Week, centered around a rocket-making activity.
Day 1: Introduction to Space and Rockets
Activities: Discussion on Space Exploration: Introduce the topic of space exploration, discussing key missions
Show videos or images of rockets and their launches.
Divide students into small groups (4-5 per group).
Assign each group the task of building a model rocket.
Provide students with materials (cardstock paper, straws, scissors, tape, balloons, vinegar, baking soda, etc.).
Each group sketches their rocket design, identifying materials and explaining the rationale behind their design choices.In my classroom, I would incorporate hands-on activities that align with the science, technology, engineering, and math (STEM) curriculum to promote experiential learning and foster curiosity. For instance, I would assign a project-based learning activity where students design and build their own simple machines using everyday materials, such as cardboard boxes, rubber bands, and marbles. This activity would allow students to apply their understanding of scientific concepts, such as gravity and motion, to real-world problems. Additionally, I would encourage students to design and conduct experiments to test the effectiveness of their machines, promoting critical thinking and problem-solving skills. To further integrate STEM into my teaching practice, I would collaborate with other teachers to develop interdisciplinary lessons that incorporate math and science concepts with literacy and language arts. This would provide students with a comprehensive understanding of STEM principles and their practical applications in everyday life.
