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I really like the creativity of this lesson. The alien theme would be so engaging for younger children, and I think the hands-on experiments would make the science lesson both memorable and fun.
I would choose the Balloon Rockets activity from the Rockets activity set. I think this activity would work particularly well in my classroom because it is practical, engaging and gives children the opportunity to learn through exploration and investigation. It also encourages children to make predictions, test their ideas and discuss what they notice, which fits well with an inquiry-based approach to learning.
I would begin by showing the children a short video of a rocket launch before introducing the balloon rocket. We would discuss how rockets move and ask questions such as, “What do you think will make the rocket travel further?” and “What will happen if we use a bigger balloon?” The children would make simple predictions using visuals or discussion before carrying out the investigation.
Working in small groups, the children would take turns launching the balloon rockets and observing what happened. We could investigate different variables, such as the size of the balloon or the length of the string, while keeping the other parts of the investigation the same. Afterwards, we would compare our results and discuss whether our predictions were correct and why we thought the rockets behaved the way they did.
I like that this activity is easy to adapt and gives every child an opportunity to participate. It develops observation, communication and problem-solving skills while introducing simple ideas about forces and motion in a fun and meaningful way. I also like that it naturally links with maths through measuring distances and comparing results, making it a practical cross-curricular STEM activity that children would really enjoy.
I really like your approach to this activity. Comparing animals from different habitats would encourage lots of discussion, and using videos alongside hands-on activities would help bring the learning to life.
I would choose the ‘Investigating Children’s Coats‘ activity from the Weather activity set. I think this would work really well in my classroom because it uses real-life objects that children are familiar with and encourages them to investigate through hands-on learning. Rather than simply talking about different types of weather and clothing, the children would have the opportunity to explore and compare different coats for themselves.
I would begin by showing a selection of coats and asking questions such as, “Which coat do you think would keep you the warmest?” and “Which coat would be best for a rainy day?” The children would be encouraged to make predictions before feeling and comparing the different materials. Together we would investigate features such as hoods, zips, waterproof fabrics and lining, discussing why these features are useful in different weather conditions. We could also carry out a simple waterproof investigation by placing a few drops of water on different materials to see which ones absorb or repel the water.
I like that this activity encourages children to observe closely, compare materials, make predictions and discuss their findings. It also links naturally with everyday life, helping children understand why we choose different clothing for different weather. The activity is practical, engaging and easy to adapt so that all children can participate. It develops scientific inquiry skills while also promoting communication, problem-solving and curiosity through meaningful, real-world learning.
I also really like this theme of life in space. It’s such an engaging topic for children and I like how your activity builds on their prior knowledge through discussion, sorting and teamwork.
I would choose the ‘Special Life’ activity from the Space and Aliens activity set. I think it would work well in my classroom because it begins with something familiar before introducing a new and exciting idea. Rather than focusing straight away on aliens, I would first encourage the children to think about what all living things need to survive, such as food, water, air and shelter. This would give them a strong foundation before exploring whether life could exist somewhere else in space.
I would begin the lesson by sorting pictures of living and non-living things and encouraging the children to discuss what makes something alive. We would then ask questions such as, “Could something live on another planet?” and “What might it need to survive?” Children would be encouraged to share their own ideas and predictions before designing an alien that was suited to its environment. For example, an alien living on a cold planet might have thick fur, while one living on a dark planet might have large eyes.
I like that this activity encourages curiosity, imagination and discussion while still developing scientific thinking. It is practical, visual and easy to adapt so that every child can participate in a way that suits their level.
I really like your idea of using the StoryBots videos to spark interest before moving into inquiry – my class love those videos too. The group research and presentations would also encourage collaboration, communication and active engagement with learning.
I would choose the ‘What Does the Moon Look Like?’ activity from the Moon activity set. I like that it encourages children to observe, ask questions and share their own ideas before being given explanations. This helps to develop curiosity and allows children to become active participants in their own learning.
I would begin by showing the class photographs of the Moon and asking questions such as, “What do you notice?” and “Does the Moon always look the same?” Children would be encouraged to make predictions and communicate their ideas through discussion, visuals or drawings. Over the following weeks, we would observe the Moon whenever possible, both at school and at home with the support of families. Children could bring in drawings or photographs of the Moon, and we would compare these observations in class to identify patterns.
To help develop understanding, I would use a torch and a foam ball to demonstrate how sunlight reflects off the Moon. I think this hands-on approach would make the concept much more meaningful for my pupils. The activity is visual, practical and easy to adapt, allowing all children to engage at their own level while developing observation, communication and scientific inquiry skills.
Inquiry-Based Activity: What Makes a Rocket Travel the Furthest?
One inquiry-based activity I would use in my classroom is an investigation into what makes a rocket travel the furthest. I would ensure the lesson is highly visual, practical and accessible, with plenty of opportunities for hands-on learning.
Materials: Balloon rockets (balloons, string, straws and tape), visual prediction cards (e.g., “far” and “near”), measuring tape or floor markers, visual timetable, and a simple recording sheet with symbols or pictures.
Investigation: I would begin by showing the children the balloon rocket and asking, “What do you think will make the rocket go further?” We would discuss their ideas and make simple predictions using pictures, symbols, speech etc. Together, we would test one variable at a time, for example comparing a fully inflated balloon with a half-inflated balloon. This allows children to focus on one change and observe its effect. Each child would have the opportunity to launch the rocket, watch how far it travelled and compare the results.
Reflection: At the end of the lesson, we would compare our predictions with the results. Pupils could sequence pictures, choose the rocket that travelled the furthest or place a symbol on a simple chart to show what they discovered. .
This inquiry-based activity encourages pupils to ask questions, make predictions, test their ideas and reflect on the evidence they have gathered. By using concrete materials, visual supports and differentiated methods of communication, every child can actively participate while developing early scientific inquiry skills in an engaging and meaningful way.
My name is Emily, and I’m a primary school teacher in Dublin. I currently teach in an autism support class and am looking forward to exploring ways to bring space education into my classroom.
One of my favourite space facts is that a day on Venus is longer than a year on Venus! I think this is a brilliant fact because it surprises children and encourages them to think differently about how planets move.
