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If I were planning for Space Week in my classroom, I would spread the activities across the week instead of trying to cover everything in one lesson. I think this would give the children time to become familiar with each topic and build on what they had learned the previous day. I would use short, practical activities that encourage the children to ask questions rather than simply memorising facts about space.
To begin the week, I would ask the class to create a “Wonder Wall” where they could write or draw questions they have about space. I think this would be a good way to find out what already interests them and it would allow me to refer back to their questions throughout the week. We could then explore topics such as the planets, the Moon, stars and the Sun using hands-on investigations, simple experiments and stories. I would also include an art activity where the children design their own planet and explain what makes it unique. I think children enjoy having opportunities to be creative, and it would also show me how well they understand the ideas we have discussed.
If possible, I would finish the week by inviting another class or parents to visit a small “Space Gallery” where the children could display their work and talk about what they had learned. From my experience on placement, children often become much more enthusiastic when they know they will have the chance to share their work with others.
Overall, I think Space Week is a good opportunity to make science enjoyable and accessible. My aim would not be for the children to remember every fact about space, but for them to leave the week feeling curious and confident enough to keep asking questions about the world beyond Earth.
I really liked your lesson idea because it encourages children to think like scientists instead of simply being told the answers. The Mystery Box activity is a great example of purposeful, hands-on learning as the pupils are actively observing, making predictions and testing their ideas. I think this approach supports STEM education well because it develops important scientific skills such as questioning, investigating and evaluating, while also encouraging discussion between the children.
One curriculum link that came to mind is Oral Language. Throughout the activity, pupils are describing what they feel, explaining their predictions and listening to the ideas of others before deciding what they think is inside each box. This gives them plenty of opportunities to build vocabulary and communicate their thinking clearly. You could even finish the lesson by asking each group to explain which clues helped them make their final prediction and whether they would change anything about their investigation next time. I think that reflection would help children see that making mistakes and changing their minds are both important parts of scientific learning.
Minecraft Education Reflection – Demo World: Climate and Sustainability
The demo world I chose was Climate and Sustainability because it combines science with real-life issues that children are already beginning to hear about. The world encourages pupils to investigate environmental challenges and think about practical ways people can make more sustainable choices. Rather than simply reading about climate change, the children can explore different environments and see examples of how our actions can affect the world around us.
The lesson plan focuses on helping pupils understand sustainability, human impact on the environment and simple actions that can make a positive difference. The learning objectives encourage discussion, problem-solving and collaboration as pupils complete challenges within the world. The lesson also includes a teacher guide, discussion prompts and extension activities, making it easier to adapt for different ability levels.
I think this lesson links well with the SESE Geography curriculum, particularly the strand Environmental Awareness and Care. It also supports the Primary Curriculum Framework by encouraging children to become responsible and active citizens who think about the impact their choices have on others and on the environment.
If I used this lesson with my class, I would probably slow the pace slightly. Some children are very confident using Minecraft, while others may need extra time to learn the controls before they can focus on the learning task. I would pair more experienced pupils with those who are less familiar with the game so they could support each other. After the activity, I would have a class discussion about simple changes we could make in our own school, such as reducing waste or improving recycling. I think this follow-up would help children connect what they explored in the game with everyday life, making the lesson feel more relevant and worthwhile.
If I was teaching this topic, I would choose the Space and Aliens activity because I think it is a fun way to encourage children’s imagination while still helping them think scientifically. Space is something that naturally interests many children, and I think using the idea of aliens is a good starting point for getting them to ask questions and share their own ideas.
I would begin the lesson by asking the class whether they think life could exist somewhere else in space. I know there would probably be lots of different opinions, and I would reassure the children that there is no pressure to have the “right” answer. Instead, I would encourage them to explain why they think the way they do. After our discussion, I would ask the children to design their own alien and describe the type of planet it lives on. I would encourage them to think about things such as the planet’s temperature, gravity and environment before deciding what their alien would need to survive there.
I like this activity because every child can approach it differently. Some children might focus on drawing, while others might enjoy writing or talking about their ideas. During placement, I noticed that children often produce their best work when they are given some freedom instead of following one set example. I think this activity would give them that opportunity while still linking back to science.
To finish the lesson, I would ask the children to present their alien to a small group and explain why they made certain choices. I think listening to each other’s ideas would help the children realise that there can be many different ways of solving the same problem. If I were doing this lesson, I would display the finished aliens around the classroom as a reminder that science is not only about learning facts but also about asking questions, being creative and being willing to think about possibilities that we do not yet know the answers to.
I would use the ‘Sun and Shadows’ activity with a second-class group because I think children understand ideas better when they can actually see them happening. Instead of starting the lesson by explaining why shadows change, I would bring the class outside first and ask them what they notice. I think many children would have different ideas, and it would be interesting to hear their predictions before we tested them.
The activity I would use is tracing each child’s shadow with chalk at different times during the school day. I like that it doesn’t require expensive resources, but it still gives children the chance to investigate something they see every day without really thinking about it. After each observation, I would ask the children to compare the outlines and talk with a partner about what had changed. I imagine some children would be surprised that their shadow could become much shorter or longer depending on the time of day.
One thing I have noticed during placement is that children often remember lessons that involve moving around more than lessons where they stay at their tables. I think this activity would encourage even quieter children to join in because everyone has a shadow to investigate. If a child came up with an unexpected explanation, I wouldn’t correct them straight away. Instead, I would ask another question or encourage the class to test their idea together. I want children to feel comfortable sharing their thinking, even if it isn’t correct at first.
To finish the lesson, I would ask the children to draw or write one thing that surprised them and one question they still have. I think this would help me see what they understood while also showing them that it is okay to leave a lesson still wondering about something. For me, that is one of the most valuable parts of inquiry learning because it keeps children’s curiosity going beyond the classroom.
One inquiry-based activity I would like to use in my future classroom is a nature investigation. Instead of giving children facts about plants or insects, I would bring the class outside and encourage them to observe what they notice around the school grounds. I would ask open-ended questions such as, “Why do you think this plant is growing here?” or “What do you notice about the insects you can see?” The children could work in small groups to record their observations through drawings, photographs, or simple notes before sharing their ideas with the class.
I like this activity because there is no single correct answer, and every child has the opportunity to contribute something different. During my school placement, I noticed that children became much more engaged when they were allowed to explore and discover ideas for themselves rather than simply listening to instructions. This showed me that learning is often more meaningful when children are actively involved in the process.
As a teacher, my role would be to guide the discussion, encourage curiosity, and ask questions that help children think more deeply instead of immediately providing answers. I believe this type of inquiry supports confidence, communication, and problem-solving skills while helping children develop a genuine interest in the world around them. It also creates a classroom culture where asking questions is valued just as much as finding answers.One inquiry-based activity I would love to use in my classroom is a space investigation called “Could humans live on another planet?” I think this would really capture children’s interest because space is something that naturally sparks curiosity. Instead of starting by giving them facts, I would begin by showing a few pictures of different planets and asking, “If you had to live on one of these, which would you choose and why?” I think this would get lots of different opinions and encourage pupils to start asking their own questions.
From there, I would let pupils work in small groups to investigate one planet. They could find out about its temperature, atmosphere, gravity and whether it has water. Rather than telling them the answers, I would encourage them to decide what information is important and use evidence to support their ideas. At the end, each group could present their findings and explain whether they think humans could survive there.
I like this type of activity because it gives pupils ownership of their learning. They are not just memorising facts about the planets—they are using those facts to solve a real problem. I also think it would encourage discussion, teamwork and critical thinking, as pupils would probably disagree with each other and have to explain their reasoning.
If I was teaching this in my own classroom, I would act more as a guide than someone giving all the answers. I would move around the room asking questions such as, “What evidence makes you think that?” or “How could you check if that information is correct?” This would help pupils think more deeply instead of relying on me to tell them what to do next.
I also think this activity could link really well with other subjects. Pupils could write a persuasive piece explaining why their chosen planet would be the best place for a future space colony, create labelled diagrams in Visual Arts, or use Maths to compare temperatures and distances between planets. That makes the learning feel more meaningful because it is connected across the curriculum.
Overall, I think inquiry-based learning is a great way to teach a topic like space because there are so many questions without obvious answers. It encourages curiosity, creativity and problem-solving, while also helping pupils build confidence in finding information for themselves. I think the children would remember this type of lesson much more than a traditional teacher-led lesson because they would be actively involved in discovering the answers rather than simply listening to them.
