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I really like this activity because it is engaging, hands-on, and encourages children to think like young scientists. The idea of beginning with Rosie Revere, Engineer is excellent, as it introduces the concepts of designing, testing, and improving in a fun and meaningful way. I also like how the children are encouraged to make predictions, observe the results, and reflect on their findings using scientific language. Extending the investigation by changing variables, such as the amount of water or tablet size, is a great way to develop inquiry skills and help children understand fair testing and cause-and-effect relationships.
I would use the Dancing Raisins activity with my Senior Infants as part of the Alien Chemistry theme. I would begin by telling the children that they are scientists investigating a mysterious “alien potion.” I would place a few raisins into a clear glass of sparkling water and ask the children to predict what they think will happen. As bubbles of carbon dioxide attach to the raisins, they rise to the surface before the bubbles burst and the raisins sink again, creating the appearance of “dancing.” I would encourage the children to observe carefully, describe what they see, and discuss why the raisins move up and down. I would explain that the tiny bubbles lift the raisins, and when the bubbles pop, the raisins become heavy and sink again. This activity develops observation, prediction and questioning skills while introducing the concept that gases can be produced or trapped in liquids. To extend the lesson, children can compare what happens when raisins are placed in still water, helping them identify differences and make conclusions. Another activity based on the Alien chemistry theme I would incorporate is the Alien lava lamp using oil, water and food colouring. I would tell the children they are making glowing alien fuel. We would fill a clear bottle with water, food colouring and vegetable oil. We would drop in an effervescent tablet and watch colourful bubbles rise and fall. Children predict, observe and describe what happens, learning that some liquids do not mix and that gas bubbles can move liquids. Another activity I really liked from this module is the Magic Ballon Rocket. We would mix baking soda and vinegar in a bottle with a balloon attached to the neck. The balloon inflates as carbon dioxide gas is produced. I would present it as an alien rocket being powered by a mysterious gas. The children can predict what will happen and explain their observations afterwards. Another alien chemistry themed activity is Alien Ice rescue. We would freeze small plastic aliens in ice cubes. The children would investigate the best way to rescue them by either using warm water or salt. They would observe melting and discuss which method works best, introducing ideas about changes in materials.
I really enjoyed reading your post and completely agree with your approach to using hands-on classroom activities. Practical, engaging tasks are especially valuable in a special school setting because they encourage active participation and build confidence. I like how you highlighted the importance of adapting activities to suit different abilities through visual supports and modelling. The building challenge is a great way to develop teamwork, problem-solving and communication skills while making learning enjoyable. I also agree that children often learn the most through trial and error. Your idea of incorporating more STEM activities across the curriculum is inspiring and very worthwhile.
I would use Stellarium to explore the night sky, identify the Moon, planets and constellations, and connect learning to the Senior Infants Space strand. Milo and Marvin videos can introduce inquiry through age-appropriate STEM challenges, while ESA and ESA Kids provide engaging animations, images and simple investigations about Earth, weather and space exploration.
The ESERO “Weather – Animals in the Cold(7)” activity supports hands-on, play-based learning by encouraging children to investigate insulation using different materials, predict outcomes, test ideas and discuss how animals survive in cold environments. This develops observing, predicting, experimenting and recording skills while integrating Science, Maths and oral language. We would start the lesson by looking at the different types of weather. We would then investigate how animals keep themselves warm particularly focusing on the polar bear and penguin. Children would learn the character of animals living in a cold environment.
To progress towards a STEM-focused School Self-Evaluation (SSE), I would develop a whole-school STEM plan with my colleagues with clear learning targets, increasing inquiry-based and outdoor learning opportunities, embedding engineering design challenges across classes, providing teacher CPD, use of the pupil voice and portfolios to monitor progress, strengthening links with coding and digital technologies, involving families through STEM events like Science week and the use of assessment data to evaluate improvements in students scientific inquiry, problem-solving and collaboration skills.
This is a creative and engaging lesson idea that gives children plenty of opportunities to use their imagination while developing their oral language and descriptive skills. I particularly like how you begin by discussing what they know about Mars before encouraging the children to think beyond the stereotypical “alien” image. The structured prompts support all learners and help them develop rich ideas about their Martians. Pair sharing is an excellent way to build confidence in speaking and listening. I also agree with your decision to read A Maróg from Mars afterwards, allowing children to create original ideas before being influenced by the poem’s character.
To introduce the topic of stars to my Senior Infants class, I would begin with a “mystery box” activity to spark curiosity. Inside the box, I would place objects related to the night sky, such as a star-shaped ornament, a small torch, a picture of the moon, and a pair of toy binoculars. The children would take turns choosing an item and discussing what it might tell us about the night sky. I would ask open-ended questions such as, “What do these objects have in common?” and “What do you already know about stars?” This encourages the children to share their ideas and build on their existing knowledge. I would then do a storytelling activity using a picture book about the night sky, such as How to Catch a Star by Oliver Jeffers. Before reading, I would show the cover and ask the children to predict what the story might be about. During the story, I would pause to ask questions that encourage discussion, such as, “Have you ever looked at the stars?” and “What do you think stars are like?” This helps activate the children’s prior knowledge while developing their listening and oral language skills. After the story, the children would work together to create a large class mural of a night sky using black paper, paint, and star-shaped stamps or stickers. As they create the mural, we would discuss the colours, shapes, and patterns they notice in pictures of the night sky. This activity encourages creativity, cooperation, and observation while providing an engaging introduction to the topic. It also supports the integration of oral language, visual arts, and early scientific exploration in an enjoyable way.
This is a lovely lesson idea that would engage children in a meaningful way. The Sun and Shadows activity is simple to organise, yet it offers great opportunities for inquiry, prediction and discussion. I particularly like how the children are encouraged to share their prior knowledge, make observations and explain their thinking throughout the investigation. Tracing and comparing shadows at different times of the day makes the learning concrete and easy for young children to understand. It also supports oral language development and encourages curiosity. This is a great hands-on activity.
I would use The Planets activity alongside the StoryBots – “We Are the Planets” song to introduce children to the eight planets in our solar system. We would begin by listening to the song, which helps children learn and remember the names of the planets in a fun and engaging way. I would explain that the Sun gives us light and that all eight planets revolve around it.
To reinforce this learning, I would organise a PE activity called The Planet Game. A yellow hoop placed in the centre would represent the Sun, while other hoops would represent the planets. The children would pretend to be space rockets, flying around the hall. As I call out different words, such as countries or famous people, they would keep flying. When I call out the name of a planet, they must quickly land in one of the planet hoops. They cannot stand in the Sun hoop because it is not a planet. At the end of the activity, we would recap the names of the eight planets and discuss why the Sun is in the middle with the planets around it, reinforcing that the planets revolve around the Sun and that the Sun gives us light.
A follow up activity could be incorporated through Art. Children could use paper plates to create colourful planets with paint, crayons, or collage materials. They could be displayed in order on a classroom wall.
Another follow up activity could be to use play dough. Children could make the eight planets using different coloured playdough. They can compare which planets are large and which are small.
I agree that this lesson on floating and sinking is an engaging and meaningful inquiry-based learning experience for children. Encouraging children to make predictions, test their ideas, and compare the results helps them develop critical thinking and early scientific inquiry skills. Working collaboratively in small groups also promotes communication, cooperation, and confidence as they share observations and discuss their findings. Introducing simple scientific vocabulary in a hands-on context makes learning more meaningful and memorable. This investigation supports curiosity and problem-solving while allowing children to discover that science is about exploring, questioning, and learning from evidence through active participation.
The inquiry-based lesson I would use with my Senior Infants would be based on an activity from ESERO on hot and cold. The learning objective would be to know that the Sun gives heat. The starter would be displaying an image of the sun and asking the children what the Sun looks like. When can you see the Sun, and when can’t you see it? We would discuss why the Sun is so important for everyone in the world. We would discuss how the Sun gives off heat? When do they notice that?The children would investigate whether it is warmer in the sun than in the shade.I would show the two identical bowls. I would put an ice cube in each bowl.
The Activity/ Investigation: I would explain that we are going to put one bowl in the Sun and the other in the shade.I would ask the children which ice cube they think will melt more quickly. I would take the children’s name cards and stick them on the sheet of paper in the column matching their prediction.I would encourage the children to watch the ice cubes in both bowls. What can they see?Which ice cube is melting more quickly? I would encourage the children to colour in that ice cube on the worksheet. Then I would take the children outside. We would find a shady area and a sunny area. I would ask the children to take turns standing in each area. Can they feel the difference in temperature?After returning to the classroom, we would discuss the children’s predictions.Which ice cube melted more quickly? Why was that? Can they explain this using their experiment from outside? I would encourage a couple of children to say what they have learned. I would ask if any children have ever experienced their ice-cream melting in the Sun? We would come to the conclusion that the Sun gives off heat as well as light. It is the heat of the Sun that makes the ice cube in the sunny spot melt faster than the ice cube in the shade.I would explain that it would be very very cold on Earth if there wasn’t any Sun. So cold, that no-one would be able to live there.
This lesson links across the curriculum by developing oral language through discussion and prediction, mathematics through comparing temperatures and sequencing warmest to coolest, visual arts by drawing and labelling observations, and SPHE through discussing sun safety, such as wearing hats and sunscreen. The inquiry process promotes questioning, observing, investigating and communicating findings.