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I would choose the Rocket Mouse activity because it is a fun, hands-on way to introduce pupils to the concepts of forces, air pressure and motion. I would use this activity with a junior primary class, following the Curious Minds/ESERO inquiry framework to encourage children to ask questions, investigate and reflect on their learning.
To begin, I would show the class pictures and a short video of rockets launching and ask questions such as, “What makes a rocket move?” and “How could we make our own rocket?” This would encourage curiosity and allow pupils to make predictions.
The children would then build their own Rocket Mouse using simple materials such as a milk carton, paper mouse and a straw. Before launching, they would predict which rocket would travel the furthest and explain why. We would carry out fair testing by changing only one variable at a time, such as the amount of force used, while keeping everything else the same. Pupils would observe, measure and record their results using simple charts and drawings.
To extend the activity, pupils would work in pairs to improve their rocket design and explain how their changes affected the outcome. We would finish with a class discussion where children reflect on what they discovered about pushes, forces and air pressure. This activity supports scientific inquiry, teamwork, communication and problem-solving while making STEM learning enjoyable and meaningful.
Hi Ciara, I really liked the activities you used in this lesson. The Balloon Rockets and Rocket Mouse investigations sound like great hands-on activities that encourage pupils to predict, test and reflect on their learning. I also like how you incorporated fair testing and connected the learning to real-life examples, making the science more meaningful and engaging for children.
Hi Ciara, I really enjoyed reading your post. I like how you used the Curious Minds/ESERO framework to structure the lesson and linked science with literacy through The Way Back Home. The Balloon Rockets and Rocket Mouse investigations sound like great hands-on activities that encourage pupils to predict, test and reflect on their learning. I also like how you incorporated fair testing and connected the learning to real-life examples, making the science more meaningful and engaging for children.
I chose to focus on the Online Resources and Tools activity because I think digital resources can make science more engaging and accessible for children. In my classroom, I would use interactive websites and videos to introduce a science topic before moving on to practical, hands-on investigations. For example, when teaching about the life cycle of plants, I would use a short educational video followed by an interactive activity where pupils can label the parts of a plant. This would help to build their understanding before they carry out their own planting investigation.
I also think online quizzes and games are a great way to reinforce learning and assess pupils’ understanding in a fun and motivating way. Digital tools can support different learning styles and encourage collaboration when children work together to solve problems.
Reflecting on this activity has reminded me of the importance of balancing technology with practical investigations. Digital resources should enhance learning rather than replace hands-on experiences. Going forward, I would continue to explore new STEM resources and evaluate their impact on pupil engagement and learning outcomes while encouraging curiosity, questioning and scientific thinking.
Hi Monica, I like how you combined practical science activities with digital resources to make learning engaging and meaningful. The balloon rocket investigation is a great hands-on way for children to explore scientific concepts while developing inquiry skills.
Activity Set: Space and Aliens
I would use the Space and Aliens activity set with my class as it provides an exciting and imaginative way to introduce STEM learning through play and inquiry. To begin, I would tell the children that an alien has visited our classroom overnight and left behind a mystery box with strange objects inside. This would encourage the children to ask questions, make predictions and share their ideas, helping to develop curiosity and communication skills.
The children would then work together to investigate the objects and discuss what they think the alien might look like, where it came from and what it might need to survive. As a follow-up activity, the children would design and build a home or spaceship for the alien using recycled materials. This would introduce the Engineering Design Process while encouraging creativity, teamwork and problem-solving.
I would integrate the lesson across several curriculum areas. In English, the children could draw and write simple sentences about their alien. In Visual Arts, they could create colourful alien models. In Mathematics, they could sort and count “space rocks” or compare the sizes of different planets. During SPHE, we could discuss how everyone is unique and why it is important to be kind and welcoming to others, even if they are different from us.
To conclude the lesson, the class would reflect on what they discovered, what surprised them and what they would like to find out next. I believe this activity would create a fun, engaging learning environment while developing children’s inquiry skills, creativity and confidence.
Hi Michelle, I liked how you linked the ESERO activity with SPHE, as it gives the children a chance to think about what makes them unique while also exploring the idea of life beyond Earth. Your Martian scenario is a brilliant way to spark curiosity and imagination, and I think designing a trap using the Engineering Design Process would really encourage teamwork, creativity and problem-solving.
I chose Activity Set: The Sun and Shadows.
I would use this activity in my classroom as a fun, hands-on, inquiry-based learning experience. I would begin by asking the children what they already know about the Sun and whether they have ever noticed their shadow changing during the day. We would encourage the children to share their ideas and predictions, helping to develop their curiosity and scientific thinking.
To explore the concept, we would go outside on a sunny day and observe our shadows. The children would work with a partner to trace each other’s shadows using chalk. Later in the day, we would return to the same spot and trace the shadows again. The children would compare the two outlines and discuss what they notice. This would encourage them to ask questions and make predictions about why the shadows have changed.
Back in the classroom, we would investigate shadows using torches and different objects. The children would experiment with moving the torch closer to and further away from the objects to see how the size and shape of the shadows change. They could also sort objects into those that make clear shadows and those that do not. To reinforce the learning, the children would create shadow drawings or make simple shadow puppets and perform a short puppet show for the class.
To extend the learning, I would encourage the children to look for shadows at home and talk with their families about when they are longest or shortest during the day. They could draw a picture of an interesting shadow they found and share it with the class.
This activity supports the Curious Minds Framework by promoting observation, questioning, predicting, investigating and communicating. It also integrates Science, Oral Language, Art, Physical Education and SPHE, allowing children to learn through active exploration and play while developing an understanding of how the Sun creates shadows in an engaging and age-appropriate way.
Hi Monica,
I really enjoyed reading your post. I like how you begin by finding out what the children already know about the Moon, as this is a great way to build on their prior knowledge and encourage curiosity. Your idea of using biscuits or playdough to create the different phases of the Moon is very engaging and gives the children a hands-on way to explore a scientific concept.
One inquiry-based activity I would use in the Junior classes is exploring what objects float and sink.
I would begin the lesson by showing the children a toy astronaut who has landed near a pond and needs help finding out which objects will float across the water. I would ask the children to predict whether different objects, such as a leaf, a stone, a plastic spoon, a cork and a small toy, will float or sink.
They would then work in small groups to test each object in a tray of water. Throughout the activity, I would encourage the children to observe carefully, talk about what they notice and compare their predictions with the results. We would use simple language to describe what happened and discuss why some objects floated while others sank.
At the end of the lesson, the class would come together to share their findings and reflect on what they had learned. This activity helps develop curiosity, observation, communication and problem-solving skills while making science enjoyable and meaningful for young children
Hi, my name is Joe and I am currently in SET. I’m looking forward to picking up new ideas for making STEM and science lessons more engaging and hands on. One of my favourite space facts is that a day on Venus is actually longer than a year on Venus because it rotates so slowly.
Hi Ciara, I really enjoyed reading your activity. The “space spill” scenario is a great way to get children thinking and investigating. I like how it encourages teamwork, prediction and discussion while making science fun and relevant.
I agree that rural schools like yours are in a great position to explore dark sky topics meaningfully, since the night sky is still such a visible and powerful part of the local environment. I especially like how you’re linking it with SESE, Art, and even involving families through a night-time walk that sounds like a memorable, hands-on way to bring the learning to life.
1.Describe how you could implement a version of “Design Your own Dark Sky place” in your school/classroom?
I would start with a lesson on light pollution and what it is, its effects on ecosystems and human health, and how it obscures our view of the night sky. Students could then research Dark Sky Places around the world, exploring the steps taken to reduce artificial light and preserve natural darkness.
Next, in small groups, students could design their own Dark Sky Place, whether that be a park, community, or even a fictional town. They would consider lighting guidelines, energy efficient solutions, educational outreach, and how to engage the public in protecting the night sky. Art or digital design elements could be incorporated as they create maps or presentations.
Ultimately, this project would not only deepen scientific understanding but also foster environmental stewardship, problem solving, and creativity.