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Activity Set: The Moon
I would choose The Moon, as I think the Moon provides a very accessible and engaging introduction to astronomy for primary pupils. Module 2 highlights that the Moon is particularly suitable for young children because it can be observed easily with the naked eye, changes appearance throughout the month and can be seen from both urban and rural environments.
I would begin by asking pupils what they already know about the Moon and create a class word bank. We would then observe the Moon over a number of weeks, with pupils drawing or recording what they see. This would allow them to notice changes in its appearance and develop their observation and recording skills. I would also use the “What Does the Moon Look Like?” activity, encouraging pupils to compare their observations and discuss the different phases.
To extend the learning, I would explore the “Multicultural Moon” activity and introduce stories and myths about the Moon from different cultures. This would create valuable links with English, Art and SPHE while encouraging pupils to appreciate different traditions. Overall, I feel this activity would develop curiosity, scientific questioning and observation skills while making astronomy meaningful and enjoyable for young learners.
Hi Ciara, I really like the practical and inquiry-based approach you have taken to exploring the Sun and shadows. Having pupils trace their shadows at different times throughout the day would make the changes in length and direction much more meaningful and memorable than simply explaining the concept. I also like the use of photographs as digital evidence, as pupils can revisit and analyse their observations together. The links with STEM, outdoor learning and critical thinking make this a very engaging activity, while the emphasis on sun safety is particularly important.
Reflective Piece: Space Week Class Plan
For Space Week, I would plan a whole-class programme that gives pupils opportunities to engage, wonder, investigate and apply their learning through practical STEM activities. Module 5 highlights Space Week as an opportunity to develop science and mathematics skills in a cross-curricular way, which I would like to incorporate across the week.
I would begin by showing the children a video of a rocket launch and discussing what they notice and wonder about rockets. We would then explore different types of rockets before designing and making our own paper or foam rockets. The children could make predictions about how far their rockets will travel before conducting a launch and recording their results. I would also include a Balloon Rocket or Rocket Mouse investigation, focusing on movement, force and fair testing.
To extend the learning, pupils could investigate how rockets are launched and make connections to other objects that fly through the air, such as sports equipment. I would document the week through photographs, pupil work and reflection sheets. I feel this would create an exciting, hands-on Space Week experience while developing pupils’ curiosity, creativity, teamwork and scientific thinking.
Hi Ciara, I really like how you have structured the activities around the Curious Minds/ESERO inquiry framework, as this gives the pupils a clear progression from curiosity to investigation and reflection. The focus on fair testing is particularly valuable, as pupils are not simply building rockets but are developing important scientific skills through predicting, testing and analysing results. I also like your link to STEM SSE, as photographs and pupil reflection logs provide meaningful evidence of learning and progress. The opportunity for pupils to modify and improve their designs also encourages creativity, problem-solving and collaboration, making this a very engaging STEM experience.
I would like to use the Science Skills and School Self-Evaluation (SSE) aspect of this module to develop a stronger STEM focus within my school. I particularly liked the idea that SSE can be used not only to identify areas for improvement, but also to recognise and celebrate what is already working well.
As a first step, I would gather evidence from pupils, teachers and parents, as well as reviewing pupils’ science work and reflecting on our current teaching practices. I would focus particularly on how often pupils have opportunities to develop skills such as questioning, predicting, observing, investigating, measuring, analysing and communicating.
Following this, I would analyse the evidence to identify strengths and areas for development. One possible target could be to increase opportunities for practical, inquiry-based investigations across all classes. We could then develop a STEM improvement plan with clear actions, responsibilities and timescales, and monitor its impact through pupil feedback, teacher reflection, photographs and examples of work. I feel this approach would help make STEM a more consistent and visible part of learning across the whole school.
Hi Brid, I really like how this idea makes Space Week a whole-school experience rather than something confined to individual classrooms. The Space Passport would be a great motivator for children and give them a tangible record of their learning throughout the day. I also agree that the Rocket Mouse experiment would encourage curiosity and scientific thinking through hands-on investigation. Overall, it sounds like a fun and memorable learning experience.
Activity Set: Stars
I would choose Stars, particularly the Make the Plough and Draw Your Own Constellation activities, as I think they would provide an engaging, hands-on learning experience for my multi-grade setting. Module 3 highlights the importance of observing, measuring and developing mathematical and scientific skills through practical activities.
I would begin by asking the children what they already know about stars and constellations and record their ideas on a class mind map. I would then introduce different constellations and encourage the children to look closely at the patterns and discuss what shapes they can see. The children could work in pairs to recreate the Plough using string and other materials before designing their own constellation and creating a story to explain it.
I particularly like the opportunity for cross-curricular learning, as the activity could link with Maths through spatial awareness and measuring, Science through observation, English through storytelling, and Art through creating their constellations. The module also highlights the opportunity to explore myths and stories about constellations from different cultures. Overall, I feel this activity would encourage curiosity, creativity and collaboration while making space science accessible and enjoyable for young learners.
<p class=”isSelectedEnd”>Hi Muireann, I really enjoyed reading your activity, particularly how you have created a strong sense of curiosity and wonder around constellations. Beginning with How to Catch a Star is a lovely way to engage the children and activate their prior knowledge. I also think the torch and constellation templates would make the investigation very visual and hands-on.</p>
<p class=”isSelectedEnd”>I especially like the idea of children creating and naming their own constellations. This allows them to use their imagination while developing their communication and creative skills. Exploring how different cultures have interpreted the same stars is also a valuable cross-curricular link and encourages children to appreciate different perspectives.</p>
The home-school element is another great idea. Photographing constellations at home would extend the learning beyond the classroom and encourage children to continue exploring the night sky with their families. Overall, I think this would be a fun, creative and memorable space-learning experience for the children.Inquiry-Based Activity: “Why Does the Moon Change Shape?”
Class Level: SI – 2ndEngage:
To spark curiosity, I would darken the classroom and display four photographs of the Moon showing different phases (full moon, half moon, crescent moon and new moon). I would ask the pupils, “Is the Moon changing shape? Where do you think the rest of the Moon goes?” Pupils would then complete a Think-Pair-Share activity, discussing their ideas with a partner before sharing them with the class. I would record all responses on a large chart, encouraging children to ask their own questions about the Moon.Investigate:
Working in small groups, pupils would use a torch (representing the Sun), a white foam ball on a stick (representing the Moon) and one pupil standing in the centre (representing the Earth). They would rotate the Moon around the Earth while observing how the illuminated part appears to change. Before beginning, each group would predict what they think will happen. During the investigation, they would observe carefully, discuss what they notice and draw the different Moon phases on a recording sheet. The teacher would circulate, prompting children with questions such as, “Can you still see the whole Moon?” and “Why do you think it looks different?”Take the Next Steps:
Pupils would compare their findings with photographs of the Moon and create a simple “Moon Phase Calendar” to take home. They would be encouraged to observe the Moon each evening with their families for one week and record what they see using pictures rather than words. This would help pupils make meaningful connections between classroom learning and the real world while developing their observation skills.Reflection:
Children would sit together for a class discussion and revisit the questions recorded at the beginning of the lesson. They would complete the sentence stems: “I used to think… Now I think…”, “I discovered…”, and “I still wonder…”. This reflection would encourage pupils to recognise how their thinking has changed and identify new questions for future investigations.Hi Jackie,
I like your example of an inquiry-based activity of ‘what happens when we let go of something’. I think it is a very accessible activity to do that would stimulate a lot of discussion in the classroom and leads for ample opportunities to differentiate and extend the learning based on individual learner needs. This activity could be completed with limited time and resources also but effectively teaches the concept of gravity that I feel would be grasped quickly by all pupils.
