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I really enjoyed this lesson and thought it was a fantastic way to introduce the concept of forces through a fun, space-themed activity. I like how it combines storytelling, prediction, investigation, and play, allowing children to learn through hands-on exploration. The paper rocket activity is highly engaging and encourages pupils to observe, test, and compare their results like young scientists. In my Junior Autism Class, I would adapt the lesson by providing pre-made rocket templates where needed, using visual supports and simple choice boards for predictions, and allowing pupils to launch the rockets individually with adult support.
Activity Set: Alien Chemistry – Dancing Raisins
Class Level: Junior Autism Class (Junior & Senior Infants)I would use this activity to introduce simple scientific investigation through an exciting “alien experiment.” I would tell the pupils that we have received mysterious “space raisins” from another planet and ask, “What do you think will happen when we put them into the special alien liquid?” Pupils would make simple predictions by pointing to visual choice cards showing “up,” “down,” or “both.”
Working in small groups, pupils would place raisins into clear cups containing sparkling water and observe what happens. They would watch as the raisins appear to dance, float, and sink. I would encourage pupils to use speech, gestures or pictures to describe what they notice, using simple questions such as, “Is it moving?”, “Is it up or down?”, and “What happened next?” Pupils could record their observations by matching picture cards or sequencing photographs of the experiment.
To extend the activity, pupils could compare what happens when raisins are placed in still water, encouraging them to notice the difference. We would also explore bubbles by blowing bubbles, watching lava lamps, or using sensory bottles filled with glitter and water to reinforce the idea that bubbles can make objects move. Throughout the lesson, I would use visuals, structured routines, modelling, and repetition to support participation for all pupils, including those who are pre-verbal.
This activity encourages curiosity, observation, prediction, and early scientific thinking while providing a highly motivating, sensory STEM experience. The hands-on nature of the experiment makes science accessible and enjoyable, allowing every pupil to investigate, communicate, and discover at their own level.
Hi Stephanie! I really enjoyed this lesson as it combines science, literacy, art, and sensory exploration in a meaningful and engaging way. The use of Lost and Found provides an excellent context for discussing weather, habitats, and how animals adapt to survive in cold environments, while the practical investigation using Vaseline helps children develop their scientific thinking through hands-on learning. I also like the creative Arctic owl activity, which reinforces pupils’ understanding of animal adaptations. My own lesson is similar in that it uses sensory exploration and inquiry-based STEM activities to help children learn about animals in cold climates.
Activity Set: Animals in the Cold
Class Level: Junior Autism Class (Junior & Senior Infants)I would use this activity set to help pupils explore different types of weather and learn about animals that live in cold environments through sensory, visual, and hands-on experiences. We would begin by looking at photographs of snowy habitats and animals such as polar bears, penguins, seals, and Arctic foxes. Using simple language, visual supports, and AAC where appropriate, I would encourage pupils to identify the weather and describe what they can see.
Pupils would then take part in a range of hands-on STEM activities. They could sort animals into “cold” and “hot” habitat pictures, explore an Arctic sensory tray containing ice, snow, cotton wool, and toy animals, and investigate how blubber keeps animals warm by wearing a plastic glove lined with vegetable shortening before placing their hand into icy water. We would compare how each hand feels, encouraging pupils to observe and communicate what they notice using speech, gestures, pictures.
To extend learning, pupils could build a simple shelter for a toy penguin using blocks or recycled materials and test whether it keeps the toy away from the “wind” created by a small fan. Throughout the lesson, I would use visual timetables, structured routines, repetition, and modelling to ensure every pupil can participate successfully.
This activity promotes observation, prediction, problem-solving, communication, and curiosity while developing an early understanding of weather, habitats, and animal adaptations. As a further step towards a STEM-focused School Self-Evaluation (SSE), I would embed more inquiry-based, sensory STEM activities across the curriculum and provide regular opportunities for pupils to investigate, explore, and communicate their discoveries in meaningful, accessible ways.
Hi Amy! I really enjoyed this lesson because it captures children’s natural curiosity about aliens while encouraging them to think about what is meaningful in their own lives. I like how the focus shifts from imaginary life in space to discussing personal interests and experiences, helping to develop communication, creativity, and empathy. The paired activity also encourages listening and turn-taking as pupils learn about what is special to someone else.
In my Junior Autism Class, I would adapt the lesson by using visual supports and photographs to help pupils communicate their ideas. Some pupils could choose a favourite toy, animal, or activity rather than drawing it, making the activity more accessible for those who are pre-verbal or have emerging fine motor skills. I also like the opportunity for pupils to design their own alien, as it encourages imagination without there being a right or wrong answer. Overall, this is an engaging, inclusive activity that can be adapted to meet the diverse needs of all learners.
Activity Set: Stars
Class Level: Junior Autism Class (Junior & Senior Infants)I would use this activity set to introduce stars through sensory, visual, and hands-on learning experiences that are accessible to all pupils. We would begin by dimming the classroom lights and looking at photographs of stars and the night sky using the interactive whiteboard. I would ask simple questions such as, “What can you see?” and “Have you ever seen stars at night?” allowing pupils to respond using speech, gestures, AAC, or visual choice cards.
We would then sing a simple star-themed song, such as Twinkle, Twinkle, Little Star, using actions to encourage participation and engagement. Pupils would explore glow-in-the-dark stars, torches, and sensory materials before creating their own star pictures using paint, glitter, or collage materials. We could also make simple constellations by joining star stickers with lines or using large peg boards and string.
Throughout the lesson, I would use visual timetables, clear routines, repetition, and modelling to support understanding. The activities would encourage communication, turn-taking, observation, and fine motor development while fostering curiosity about the night sky. By providing a range of sensory and visual supports, every pupil, including those who are pre-verbal, would have meaningful opportunities to participate and enjoy learning about stars.
I think this is a very engaging and inclusive activity set for Junior Infants. I like how it combines science, storytelling, art, music, and sensory play to cater for different learning styles and abilities. The use of visual supports and hands-on activities makes the concept of the Moon accessible to young children, while exploring stories from different cultures encourages inclusion and broadens pupils’ understanding of how people view the Moon in different ways. I particularly like the sensory crater activity and the movement to music, as these would be especially engaging for children in my Special Class for Autism. I would also incorporate AAC, PECS, and visual choice boards to ensure that all pupils, including those who are pre-verbal, can actively participate and communicate their ideas throughout the lesson.
In my Junior Autism Class, I would use The Planets activity set to introduce the planets through music, visuals, movement, and sensory exploration. We would begin by listening to The Planet Song, encouraging pupils to join in with actions, repeated words, or gestures to help them become familiar with the names of the planets. I would then introduce large picture cards, toy planets, or a simple visual of the Solar System, encouraging pupils to point, match, or identify planets using speech, PECS, AAC, or gestures. Pupils could also explore a space-themed sensory tray, sort planets by size or colour, or place the planets in order with support. Throughout the lesson, I would use visual timetables, clear routines, simple language, and repetition to ensure every pupil can participate successfully. This activity supports communication, attention, early scientific thinking, and social interaction while fostering curiosity and excitement about space through engaging, hands-on, and accessible learning experiences suited to the individual needs of my pupils.
Inquiry-Based STEM Lesson: Exploring the Moon’s Surface
Class: Junior Autism Class (Junior & Senior Infants)
Time: 30 minutesLearning Outcome: Explore what happens when different-sized objects make craters in “the Moon.”
Materials: Tray of flour with cocoa powder on top, small balls, toy astronauts, visual choice cards.
Inquiry Question: What happens when different objects land on the Moon?
Introduction (5 minutes): Show the “Moon” tray and the objects. Encourage pupils to look, touch, and choose which object they think will make the biggest crater using visuals or gestures.
Investigation (15 minutes): Pupils take turns dropping the objects into the tray from the same height. Observe the craters using simple language and visual supports.
Discussion (5 minutes): Ask, “Which crater is big? Which is small?” Compare the marks left in the “Moon.”
Conclusion (5 minutes): Pupils indicate their favourite object using pointing or speech. Explain that the Moon has many craters made by rocks from space hitting its surface.
I think this is a simple, engaging, and age-appropriate inquiry-based lesson that encourages children to make predictions, investigate, and discuss their findings. I like that the lesson begins by encouraging pupils to share their own ideas before testing them, helping to develop curiosity and scientific thinking. Recording predictions and comparing them with the results is a great way to reinforce learning. One idea I would add is to allow children to work in small groups so that everyone has an opportunity to investigate the objects themselves. As a teacher in a Special Class for children with Autism, I also appreciate how easily this lesson could be adapted using visual supports, clear routines, and hands-on learning to ensure all pupils can participate successfully.
Hello everyone! My name is Emily, and I am a primary school teacher working in a Special Class for children with Autism in a mainstream primary school. From September, I will be teaching the junior-aged pupils, so I am looking forward to learning new ideas and practical activities that I can use to make STEM and space education engaging, accessible, and enjoyable for my pupils. A space fact I find interesting is that a day on Venus is longer than a year on Venus!