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I love the idea of asking them to be space detectives and giving them a challenge where they have to find a particular object. This makes learning fun and inclusive. It is also a fun way of assessing the children to see if they have gained in their knowledge.
I would create an observing plan for the autumn that helps pupils track which planets are visible in the evening sky using a simple weekly routine. First, I would introduce the difference between planets and stars, explaining that planets move against the background of the stars and can be identified with tools such as Stellarium or WorldWide Telescope.
Next, I would choose a fixed observing time each week, just after sunset, and a safe viewing location with a clear western and southern horizon. Pupils could record the date, time, weather conditions, and any planets they spot, then mark their positions on a sky map or class chart.
I would make the task collaborative by assigning small groups to observe, sketch, and compare results, so children can notice changes across the season. To deepen learning, I would ask them to predict which planets might appear, test their ideas, and discuss why some are easier to see than others.
The lesson would end with a class display or digital presentation showing the autumn pattern of visible planets and the evidence gathered over time. Some of this may be assigned as homework.I really like the idea of integration and linking the lessons to ancient civilisations and their use of sundials.
I would engage students in this activity by beginning with a simple question: “Where does the Sun appear in the morning, at lunchtime, and in the evening?” This would tap into their prior ideas and encourage curiosity before any recording begins. The class could work in small groups to observe the Sun from the same fixed point on the school grounds, helping them notice that its position changes across the day and across the seasons.
To support accurate observation, I would provide individual recording sheets with space to draw the Sun’s position, note the time, and describe any shadows. Linking the task to the curriculum objective of observing, describing and recording the position of the Sun would make the learning purposeful and science-based.
I would also connect the activity to the Curious Minds ESERO inquiry approach by moving from engagement to investigation, prediction, and reflection. This would help students compare morning, midday, and evening observations, identify patterns, and discuss why sunrise and sunset positions appear to change over time.
A simple class activity would be tracking the Sun for a week and then using the evidence to create a shared timeline or display in our classroom. We might repeat this at a different time of the year to examine seasonal effect.In Module 1, I learned that inquiry-based learning helps children become active investigators rather than passive listeners. The Curious Minds/ESERO Framework for Inquiry gives a clear structure through engage, investigate, next steps, and reflect, which would suit junior classes very well.
One activity I would use in my classroom is the “What does gravity do?” investigation. I would begin with a simple prompt, such as dropping different objects and asking the children what they notice and what they predict will happen. The children could then test their ideas by dropping the objects safely and recording their observations. This would help them use scientific language, compare results, and begin to understand that gravity is a pull. I like this activity because it is hands-on, age-appropriate, and easy to link with maths, oral language, and discussion. It would also encourage curiosity, teamwork, and reflection, while helping me assess the children’s understanding in a practical way.
In my classroom, I would use the Rockets activity to create an exciting Space Week experience for junior infants. I would begin by showing pictures or videos of rockets and asking the children what they notice about how rockets move. Then I would let them design and make simple paper or balloon rockets using materials that are safe and easy to handle. This would give them a chance to predict, test, and observe what makes a rocket travel further or faster.
I would use this experience to link science with maths, language, and art. The children could compare rocket lengths, count down before launching, and talk about what happened first, next, and last. I would also invite them to describe their rockets using simple words about colour, shape, and movement. This would support communication, teamwork, and curiosity. I think this activity would be very engaging because it builds on the children’s natural interest in space and lets them learn through doing. It would also help me plan future Space Week activities that are meaningful, active, and enjoyable
In my junior infants classroom, I would use the Where Do You Live? activity as a simple, hands-on way to explore weather and clothing. I would begin with a class discussion about the weather outside and ask the children what they are wearing and why. Then I would show pictures of different weather conditions and let the children sort clothes for sunny, rainy, cold, and windy days.
This activity would work well because it is practical and meaningful for young children. They can talk about their own experiences, make choices, and learn new vocabulary through play. I would also bring in real clothes for the children to touch, compare, and match to the right weather. After that, the children could draw themselves dressed for different types of weather. This would help me see their understanding and support science skills such as observing, sorting, and communicating.
I like this activity because it connects with the children’s everyday lives and encourages active learning. It also gives me useful evidence for school self-evaluation and helps me reflect on how well the children are developing science skills.
In my junior infants classroom, I would use the Space and Aliens activity to make learning fun and simple. I would show the children pictures of an alien and ask them to talk about what it looks like, what it might eat, and where it might live.
Then, I would let the children draw or make their own alien. They could choose colours, shape, and body parts, which would help them with speaking, listening, and fine motor skills. I would also ask simple questions like, “Is your alien happy?” or “Can your alien fly?” to encourage imagination and language. This activity would link well with art, oral language, and science because children are learning through play and discussion. It would also help them notice that living things need certain things to survive, in a way that is suitable for young children.
I would use this activity because it is creative, engaging, and easy for junior infants to understand.Activity set: The Planets
The activity I would use most confidently in my classroom is The Planet Song. It is a simple and engaging way to introduce children to the planets while also building vocabulary, sequencing, and oral language skills.
I would begin by singing the song with the class and using visuals of the planets so that the children can match each name to the correct planet. After this, I would ask the children to order the planets and discuss any patterns they notice, such as the difference between the inner and outer planets. This activity would support active learning because children are listening, moving, repeating, and responding in a fun and memorable way. I would also link it to literacy by encouraging pupils to create their own caption or fact card for one planet. The song could be revisited over several lessons to reinforce learning and build confidence. It would be especially effective in junior classes because it makes space learning concrete, interactive, and enjoyable.This is a great lesson for the younger children. They are active and engaged the whole time. The use of water is always a big hit with the children
Using the book Alien’s love underpants as a stimulus for the topic is a great idea. I agree that infants love this topic.
I like the suggestion of having the class predict which planet is hot and cold. This would lead to a great oral language lesson.