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Space and Aliens
I would begin by asking the children what they already know about space and whether they think aliens could exist. This discussion would encourage them to share ideas, ask questions, and listen to the opinions of others.
Next, I would read a story about space to introduce new vocabulary and stimulate imagination. The children could then work in small groups to design and create their own alien using recycled materials, playdough, or art supplies. Each group would describe their alien’s appearance, habitat, and special abilities, supporting oral language development and confidence in speaking.
To extend the learning, I would incorporate a simple STEM challenge by asking the children to build a spaceship that could safely transport their alien using blocks or construction materials. This activity would encourage problem-solving, collaboration, and creativity.
This is a great lesson. I love hands on learning, makes the lessons more interesting and accessible to the children
Activity Set: The Planets
I chose this as it encourages students to learn through exploration and investigation rather than simply memorising facts. I would begin by asking students what they already know about the planets and what questions they have. Working in small groups, they could research a chosen planet and create a poster to share their findings with the class.
This activity supports inquiry-based learning by allowing students to ask questions, gather information, and use evidence to explain their ideas. It also develops important skills such as teamwork, communication, and critical thinking. I would encourage students to compare the planets and discuss why each one is unique, helping them make connections across the topic.
To extend the activity, students could create a scale model of the solar system or use digital tools to explore the planets in more detail. I believe this approach would make learning about space engaging, meaningful, and memorable while encouraging curiosity about science and the world beyond Earth.
One inquiry-based activity I would use in my classroom is a Mystery Planet Investigation. Students would work in small groups to identify a mystery planet using clues about its atmosphere, size, temperature, and distance from the Sun. They would research the planets, discuss their ideas, and use evidence to justify their answers.
I like this activity because it encourages curiosity, teamwork, and critical thinking. Instead of simply memorising facts, students actively explore information and solve a problem together. It also helps them develop research and communication skills while making science more engaging. I would finish the lesson with a class discussion where students reflect on how they reached their conclusions and how scientists use evidence to make discoveries about space.My name is Hannah and I have Rang a hAon.
My favourite space fact is that the sunset on mars appears blue!
3. Prepare a school project to collect Piseógs/Traditions/Stories of the Night.
I would develop a school project focused on collecting stories of the night from families. This project would blend oral history, creative writing, and environmental learning to reconnect children with the rich storytelling traditions of Ireland.
Learners would begin by interviewing older family members or neighbours, collecting tales about the night e.g. beliefs about the full moon, banshees, star patterns used for navigation, or warnings not to whistle after dark. These oral accounts would written down, and shared through illustrated storybooks, audio recordings, or classroom exhibitions.
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.”
I would begin by guiding students in a biodiversity survey of our school grounds. Using simple tools like ID charts, tally sheets, and nature journals, they would record species observed during different times of the day and evening, noting patterns in insect activity and bird calls.
To explore the effects of artificial light, we would conduct a comparison: one survey during daylight hours and another in the early evening near lit and unlit areas. This opens a discussion on how light affects moths, bats, owls, and other nocturnal species. Students would research how these creatures depend on darkness for navigation and feeding.
Light Pollution in Our Local Area
Light pollution is becoming increasingly noticeable from Streetlights, security lighting, and illuminated signage which makes it difficult to see stars—especially for children who may never have experienced a truly dark sky.
To engage my learners with this issue, I plan to launch a class investigation into light pollution using the Globe at Night project. Students will measure local sky brightness with their eyes and smartphone tools, compare results with global data, and present findings to our school community. We’ll also explore the cultural and scientific importance of dark skies through art, storytelling, and science. By turning a local environmental issue into a real-world science inquiry, students become active participants in data collection and solution-seeking—learning that they can have a voice in protecting our skies.
Morning Moon Observations
Observing the Moon provides a powerful, hands-on way to connect children with real-time space science. The best phase of the Moon to observe in the morning from school is the Last Quarter. During this phase, the Moon rises around midnight and is high in the sky at sunrise—perfect for morning classroom observation.
the following dates are ideal for morning Moon observation:
Sept 14th, Oct 13th, Nov 12thI would engage my class by introducing a “Moon Journal,” where children draw the Moon’s shape and position in the sky on each observation day. We would also use Stellarium to predict what the Moon will look like before going outside.
students will reflect on how and why the Moon appears to change, connecting their observations to classroom models of the Moon’s orbit around Earth.
3. Plan how your students could “observe and record the positions of the sun when rising and setting and at different times of the day”
Having read Liston’s Unravelling STEM I now see STEM as a framework for helping students ask questions, make sense of the world, and collaborate meaningfully across disciplines.
One way I plan to embrace this approach is by having students observe and record the position of the sun when rising and setting, and at different times of the day. This activity combines science (astronomy, Earth’s rotation), math (measuring angles, tracking time), and technology (using tablets or apps for recording data).
We’ll begin with guided observations: students will go outside at three set times (morning, midday, late afternoon) to record the sun’s position using shadows, compasses, and informal sketches. Over a week or more, students will plot patterns, predict future positions, and connect their findings to why the sun “moves” across the sky.
This leads naturally to understanding Earth’s rotation and supports discussions around timekeeping, shadows, and even how ancient civilizations used the sun for navigation and calendars. Students will culminate their inquiry by designing a simple sundial and proposing ideal locations around our school for installation, blending STEM with environmental awareness and design thinking.