[kate O Callaghan]

Activity Set: The Sun and Shadows

Activity: Bear’s Shadow

I would use the Bear’s Shadow activity as part of an inquiry-based STEM lesson with my Infant class. It provides an engaging way for children to investigate light and shadows through play and exploration.

To introduce the lesson, I would read Moonbear’s Shadow during story time. Before turning each page, I would encourage the children to make predictions about what might happen next and ask them to observe how Bear’s shadow changes throughout the story. This discussion would help to build children’s vocabulary while introducing the concepts of light and shadow in an age-appropriate way.

Following the story, the children would work in small groups using the bear figure, tree, torch and challenge cards. They would experiment by changing the position of the light source and observing how the shadow changes in size, direction and shape. Throughout the activity, I would encourage the children to think critically by asking questions such as, “Why do you think the shadow changed?” or “What happens if you move the torch closer?” Rather than providing answers, I would support children in discovering the solutions for themselves.

This activity fits well within the Aistear themes of Exploring and Thinking and Well-being, as it encourages active participation, cooperation and investigation. It also supports the Primary Science Curriculum by developing important process skills including observing, predicting, questioning and investigating. The challenge cards are particularly useful because they allow activities to be adapted to meet the needs of different learners while providing extension opportunities for children who are ready for more complex investigations.

To conclude the lesson, I would bring the children outdoors to investigate their own shadows. They could work with a partner to trace their shadows using chalk before comparing them later in the day to see how they have changed. This practical experience would help children connect their classroom learning to the real world while reinforcing the scientific concepts explored during the lesson. I feel this is an excellent activity because it promotes curiosity, develops scientific inquiry skills and encourages rich oral language through meaningful, hands-on learning.

[kate O Callaghan]

Me too, this is a great idea that the children would love!

[kate O Callaghan]

I really enjoyed reading your reflection. I think you have planned a fantastic range of activities that would really capture the children’s interest during Space Week. I particularly liked your idea of creating moon craters and using role play to explore how astronauts live, as these activities encourage curiosity, imagination and scientific thinking. Linking the theme through Aistear, STEM, literacy and the arts creates meaningful learning experiences for Junior Infants. Your emphasis on hands-on exploration and giving children the opportunity to share what they have learned at the end of the week is a lovely way to celebrate their learning and build confidence.

[kate O Callaghan]

Space Week STEM Lesson Plan: Build and Launch a Rocket
Class Level: Junior/Senior Infants
Curriculum Area: STEM (Science, Technology, Engineering & Mathematics)
Duration: 45–60 minutes
Learning Intentions
• Explore how rockets travel into space.
• Make predictions and test ideas.
• Design and build a simple rocket.
• Develop curiosity through inquiry-based play.
• Work cooperatively with others.
Resources
• Rocket pictures or video
• Paper rocket template
• Coloured paper, crayons, scissors, glue
• Paper straws and drinking straws
• Measuring tape
Lesson
Introduction: Discuss rockets and read a space-themed story. Ask, ‘How can we make our rocket travel further?’
• Decorate a paper rocket.
• Attach rocket to a paper straw sleeve.
• Predict how far it will travel.
• Launch by blowing through the straw.
• Measure and compare distances.
• Discuss how to improve the design and test again.
Assessment
Observe children’s predictions, participation, cooperation, STEM vocabulary and ability to investigate.
Plenary
Reflect on learning and finish with a countdown: 10, 9, 8… Blast Off!

[kate O Callaghan]

<p class=”PDq2pG_selectionAnchorContainer” data-start=”51″ data-end=”220″><strong data-start=”51″ data-end=”61″>Theme: Space Week<br data-start=”72″ data-end=”75″ /><strong data-start=”75″ data-end=”91″>Class Level: Junior/Senior Infants<br data-start=”113″ data-end=”116″ /><strong data-start=”116″ data-end=”136″>Curriculum Area: STEM (Science, Technology, Engineering & Mathematics)<br data-start=”190″ data-end=”193″ /><strong data-start=”193″ data-end=”206″>Duration: 45–60 minutes</p>

<h2 data-section-id=”bex0sm” data-start=”227″ data-end=”249″>Learning Intentions</h2>
<p data-start=”250″ data-end=”264″>Children will:</p>

<ul data-start=”266″ data-end=”457″>
<li data-section-id=”1spbp88″ data-start=”266″ data-end=”306″>Explore how rockets travel into space.
<li data-section-id=”yfiolh” data-start=”307″ data-end=”341″>Make predictions and test ideas.
<li data-section-id=”1o26ede” data-start=”342″ data-end=”377″>Design and build a simple rocket.
<li data-section-id=”c2lzaf” data-start=”378″ data-end=”423″>Develop curiosity through inquiry and play.
<li data-section-id=”bg2z70″ data-start=”424″ data-end=”457″>Work cooperatively with others.

<h2 data-section-id=”10irhbc” data-start=”464″ data-end=”484″>Learning Outcomes</h2>
<p data-start=”485″ data-end=”538″>By the end of the lesson, children should be able to:</p>

<ul data-start=”540″ data-end=”723″>
<li data-section-id=”1s45nsg” data-start=”540″ data-end=”579″>Talk about what a rocket is used for.
<li data-section-id=”1vihtnk” data-start=”580″ data-end=”620″>Design and make a simple paper rocket.
<li data-section-id=”vvi9iz” data-start=”621″ data-end=”665″>Predict which rocket will travel furthest.
<li data-section-id=”rr47jr” data-start=”666″ data-end=”723″>Observe and discuss the results of their investigation.

<h2 data-section-id=”jbjw” data-start=”730″ data-end=”742″>Resources</h2>
<ul data-start=”744″ data-end=”962″>
<li data-section-id=”mb91ai” data-start=”744″ data-end=”790″>Pictures or short video of rockets launching
<li data-section-id=”1rpj5ge” data-start=”791″ data-end=”815″>Card or coloured paper
<li data-section-id=”1o5xqcc” data-start=”816″ data-end=”833″>Rocket template
<li data-section-id=”1me657x” data-start=”834″ data-end=”851″>Crayons/markers
<li data-section-id=”15ibpfj” data-start=”852″ data-end=”862″>Scissors
<li data-section-id=”1wu8ham” data-start=”863″ data-end=”877″>Glue or tape
<li data-section-id=”113rebc” data-start=”878″ data-end=”913″>Paper straws (or drinking straws)
<li data-section-id=”ujmv6e” data-start=”914″ data-end=”946″>Measuring tape or metre sticks
<li data-section-id=”1rfrjpd” data-start=”947″ data-end=”962″>Floor markers

<h2 data-section-id=”1pxls2g” data-start=”969″ data-end=”997″>Introduction (10 minutes)</h2>
<p data-start=”999″ data-end=”1031″>Gather the children in a circle.</p>
<p data-start=”1033″ data-end=”1076″>Show photographs of rockets and astronauts.</p>
<p data-start=”1078″ data-end=”1082″>Ask:</p>

<ul data-start=”1084″ data-end=”1224″>
<li data-section-id=”19auu1p” data-start=”1084″ data-end=”1118″>What do you think a rocket does?
<li data-section-id=”1b03gr2″ data-start=”1119″ data-end=”1141″>Where do rockets go?
<li data-section-id=”16cgp3o” data-start=”1142″ data-end=”1179″>What might astronauts see in space?
<li data-section-id=”1i9zg0f” data-start=”1180″ data-end=”1224″>Have you ever seen a rocket on television?

<p data-start=”1226″ data-end=”1325″>Read a short story such as <strong data-start=”1253″ data-end=”1271″>Whatever Next! by Jill Murphy or <strong data-start=”1290″ data-end=”1309″>Roaring Rockets by Tony Mitton.</p>

<h2 data-section-id=”77wbey” data-start=”1332″ data-end=”1351″>Inquiry Question</h2>
<p data-start=”1353″ data-end=”1399″><strong data-start=”1353″ data-end=”1399″>How can we make our rocket travel further?</p>
<p data-start=”1401″ data-end=”1454″>Allow children to share their ideas before beginning.</p>

<h2 data-section-id=”1iavcwo” data-start=”1461″ data-end=”1490″>Main Activity (25 minutes)</h2>
<h3 data-section-id=”amdc04″ data-start=”1492″ data-end=”1511″>Step 1 – Design</h3>
<p data-start=”1513″ data-end=”1554″>Children decorate their own paper rocket.</p>
<p data-start=”1556″ data-end=”1587″>Encourage creativity by adding:</p>

<ul data-start=”1589″ data-end=”1634″>
<li data-section-id=”33yq2f” data-start=”1589″ data-end=”1598″>Windows
<li data-section-id=”1y1flso” data-start=”1599″ data-end=”1607″>Flames
<li data-section-id=”178hrqn” data-start=”1608″ data-end=”1615″>Stars
<li data-section-id=”w96zw9″ data-start=”1616″ data-end=”1625″>Planets
<li data-section-id=”1w7ul78″ data-start=”1626″ data-end=”1634″>Aliens

<h3 data-section-id=”jc1qbn” data-start=”1641″ data-end=”1659″>Step 2 – Build</h3>
<p data-start=”1661″ data-end=”1741″>Attach the rocket to a paper straw sleeve so it can slide over a drinking straw.</p>

<h3 data-section-id=”ynq2q1″ data-start=”1748″ data-end=”1768″>Step 3 – Predict</h3>
<p data-start=”1770″ data-end=”1774″>Ask:</p>

<p data-start=”1778″ data-end=”1826″>Which rocket do you think will fly the furthest?</p>

<p data-start=”1828″ data-end=”1879″>Children place a thumbs up beside their prediction.</p>

<h3 data-section-id=”tbtr0v” data-start=”1886″ data-end=”1906″>Step 4 – Launch!</h3>
<p data-start=”1908″ data-end=”1964″>Children blow through the straw to launch their rockets.</p>
<p data-start=”1966″ data-end=”2002″>Measure how far each rocket travels.</p>
<p data-start=”2004″ data-end=”2050″>Record the distances using simple comparisons:</p>

<ul data-start=”2052″ data-end=”2075″>
<li data-section-id=”1j3ywvk” data-start=”2052″ data-end=”2058″>Near
<li data-section-id=”1o4iql” data-start=”2059″ data-end=”2064″>Far
<li data-section-id=”137ygfr” data-start=”2065″ data-end=”2075″>Furthest

<h2 data-section-id=”z2oa3u” data-start=”2082″ data-end=”2100″>STEM Discussion</h2>
<p data-start=”2102″ data-end=”2115″>Ask children:</p>

<ul data-start=”2117″ data-end=”2253″>
<li data-section-id=”m9z6tl” data-start=”2117″ data-end=”2155″>Why did some rockets travel further?
<li data-section-id=”atcy2g” data-start=”2156″ data-end=”2179″>What could we change?
<li data-section-id=”1au6h0o” data-start=”2180″ data-end=”2215″>Would a bigger rocket fly better?
<li data-section-id=”16s1zr1″ data-start=”2216″ data-end=”2253″>What happened when you blew harder?

<p data-start=”2255″ data-end=”2300″>Encourage children to test their ideas again.</p>

<h2 data-section-id=”1wjlcdv” data-start=”2307″ data-end=”2332″>Cross-Curricular Links</h2>
<h3 data-section-id=”g25bua” data-start=”2334″ data-end=”2349″>Mathematics</h3>
<ul data-start=”2350″ data-end=”2413″>
<li data-section-id=”18g5bbq” data-start=”2350″ data-end=”2370″>Measuring distance
<li data-section-id=”1hn5xs5″ data-start=”2371″ data-end=”2390″>Comparing lengths
<li data-section-id=”1qacs6z” data-start=”2391″ data-end=”2402″>More/Less
<li data-section-id=”1e4le3q” data-start=”2403″ data-end=”2413″>Ordering

<h3 data-section-id=”148284k” data-start=”2415″ data-end=”2432″>Oral Language</h3>
<ul data-start=”2433″ data-end=”2490″>
<li data-section-id=”ncf2ol” data-start=”2433″ data-end=”2442″>Predict
<li data-section-id=”1spq47m” data-start=”2443″ data-end=”2452″>Observe
<li data-section-id=”1pa2w9h” data-start=”2453″ data-end=”2461″>Launch
<li data-section-id=”6sr8b0″ data-start=”2462″ data-end=”2470″>Rocket
<li data-section-id=”178eoek” data-start=”2471″ data-end=”2478″>Space
<li data-section-id=”brrebh” data-start=”2479″ data-end=”2490″>Astronaut

<h3 data-section-id=”8o34ue” data-start=”2492″ data-end=”2507″>Visual Arts</h3>
<ul data-start=”2508″ data-end=”2548″>
<li data-section-id=”1mhtgrx” data-start=”2508″ data-end=”2527″>Designing rockets
<li data-section-id=”1vqcwv7″ data-start=”2528″ data-end=”2548″>Colour and pattern

<h3 data-section-id=”1by3ckf” data-start=”2550″ data-end=”2561″>Aistear</h3>
<ul data-start=”2562″ data-end=”2650″>
<li data-section-id=”1yq5sbv” data-start=”2562″ data-end=”2584″>Space Role Play Area
<li data-section-id=”1ymzs6w” data-start=”2585″ data-end=”2605″>Astronaut costumes
<li data-section-id=”1ekhc1i” data-start=”2606″ data-end=”2621″>Space station
<li data-section-id=”1wpiob1″ data-start=”2622″ data-end=”2634″>Moon rocks
<li data-section-id=”o2i1i8″ data-start=”2635″ data-end=”2650″>Alien puppets

<h2 data-section-id=”1904rkj” data-start=”2657″ data-end=”2670″>Assessment</h2>
<p data-start=”2672″ data-end=”2702″>Observe children’s ability to:</p>
<p data-start=”2704″ data-end=”2722″>✔ Make predictions</p>
<p data-start=”2724″ data-end=”2751″>✔ Participate in discussion</p>
<p data-start=”2753″ data-end=”2780″>✔ Design and build a rocket</p>
<p data-start=”2782″ data-end=”2813″>✔ Test and improve their design</p>
<p data-start=”2815″ data-end=”2836″>✔ Use STEM vocabulary</p>

<h2 data-section-id=”w4gg50″ data-start=”2843″ data-end=”2861″>Differentiation</h2>
<h3 data-section-id=”wtb5pl” data-start=”2863″ data-end=”2874″>Support</h3>
<ul data-start=”2875″ data-end=”2945″>
<li data-section-id=”1sgzi5z” data-start=”2875″ data-end=”2892″>Pre-cut rockets
<li data-section-id=”1s08kc7″ data-start=”2893″ data-end=”2914″>Visual instructions
<li data-section-id=”kl15ie” data-start=”2915″ data-end=”2933″>Adult assistance
<li data-section-id=”11z2kkj” data-start=”2934″ data-end=”2945″>Pair work

<h3 data-section-id=”an1rjz” data-start=”2947″ data-end=”2960″>Extension</h3>
<p data-start=”2961″ data-end=”2995″>Challenge children to investigate:</p>

<ul data-start=”2997″ data-end=”3099″>
<li data-section-id=”1299aaj” data-start=”2997″ data-end=”3022″>Which straw works best?
<li data-section-id=”1cti6dn” data-start=”3023″ data-end=”3058″>Does a longer rocket fly further?
<li data-section-id=”v8a5i8″ data-start=”3059″ data-end=”3099″>Does blowing harder make a difference?

<h2 data-section-id=”ycrsdt” data-start=”3106″ data-end=”3128″>Plenary (5 minutes)</h2>
<p data-start=”3130″ data-end=”3146″>Gather together.</p>
<p data-start=”3148″ data-end=”3152″>Ask:</p>

<ul data-start=”3154″ data-end=”3260″>
<li data-section-id=”1ea5qxv” data-start=”3154″ data-end=”3184″>What did you discover today?
<li data-section-id=”127lalv” data-start=”3185″ data-end=”3206″>What surprised you?
<li data-section-id=”5mofp0″ data-start=”3207″ data-end=”3260″>If you built another rocket, what would you change?

<p data-start=”3262″ data-end=”3295″>Finish by counting down together:</p>
<p data-start=”3297″ data-end=”3336″><strong data-start=”3297″ data-end=”3336″>10…9…8…7…6…5…4…3…2…1… BLAST OFF! </p>

[kate O Callaghan]

I can relate to this too and its great to gain an awareness of this and gain more confidence in this area.

[kate O Callaghan]

Science Skills and SSE

As our school continues to implement the redeveloped Primary Curriculum Framework, a key priority will be strengthening our approach to STEM through the School Self-Evaluation (SSE) process. Although we already have comprehensive Whole School Curriculum Plans in place, we recognise the need to review and update our STEM provision to ensure a consistent, high-quality learning experience for all pupils. Our aim is to provide children with the scientific inquiry, mathematical thinking and problem-solving skills they will need in an increasingly technological and innovative world.

The first stage of the SSE process will involve gathering evidence from the entire school community. Staff will collaborate during professional learning meetings to reflect on current practice, identify strengths and discuss areas for development within STEM education. Pupil voice will also play an important role. Older children may complete questionnaires or participate in focus groups, while younger pupils can share their ideas through discussions, drawings or other creative activities. Parents and guardians will be invited to contribute their views through an online survey.

Once the information has been collected, an SSE team will analyse the findings alongside the Looking at Our School (LAOS) framework and the aims of the redeveloped curriculum. This evidence will help identify a small number of achievable priorities that will have the greatest impact on teaching and learning. These agreed targets will then be shared with the wider school community so that everyone understands the focus and intended outcomes.

Throughout the implementation phase, progress will be monitored regularly using a range of evidence, including classroom observations, examples of children’s work, photographs and teacher reflections stored in a shared digital folder. STEM will remain a standing item on staff meeting agendas to encourage ongoing collaboration and reflection. The In-School Leadership (ISL) team will oversee the review process, ensuring that the agreed actions are evaluated regularly and refined where necessary to support continuous improvement in STEM teaching and learning.

[kate O Callaghan]

this is a great lesson and I agree , kids love this book

[kate O Callaghan]

I would choose the Space and Aliens activity set because it is an exciting theme that naturally sparks curiosity and imagination in infant children. Young children are fascinated by space, planets, and aliens, making it an ideal context for inquiry-based STEM learning. I would begin the lesson by reading a story about space and encouraging the children to share what they already know and what they would like to find out. This would help to develop questioning skills and encourage children to become active participants in their own learning.

The children could then work in small groups to design and build an alien using recycled materials such as cardboard tubes, bottle tops, paper, and fabric. During the activity, I would encourage them to think about where their alien lives, how it moves, and what it needs to survive. This provides opportunities for creativity while also introducing simple scientific concepts about living things and different environments. Children could also investigate how rockets move by creating simple balloon rockets or paper rockets and testing how far they travel.
I believe this activity would support many areas of the Primary Curriculum Framework. It encourages communication as children share ideas and explain their thinking, while also developing collaboration through group work. It promotes creativity, problem-solving, and critical thinking as children design, build, and test their ideas. The hands-on nature of the activity ensures that learning is meaningful, enjoyable, and accessible for all children. As a teacher, my role would be to facilitate the learning by asking open-ended questions, providing appropriate resources, and encouraging children to investigate rather than giving them the answers. This activity would create a playful and engaging learning environment where children develop STEM skills through exploration, imagination, and discovery. It also demonstrates how play can be used as a powerful vehicle for learning in the infant classroom while fostering curiosity and a lifelong interest in science.

• This reply was modified 2 months, 2 weeks ago by kate O Callaghan.

[kate O Callaghan]

One inquiry-based STEM activity I would use in an infant classroom is a “Float or Sink” investigation. This activity encourages children to ask questions, make predictions, test their ideas and discuss their findings. I would provide a range of everyday objects, such as a spoon, leaf, cork, toy car and stone, along with a tub of water. Before testing each object, I would encourage the children to predict whether it will float or sink and explain their thinking. After testing, the children would compare their predictions with the results and discuss why they think each object behaved the way it did.

I believe this activity is an excellent example of inquiry-based learning because the children are actively involved in investigating and discovering answers for themselves rather than simply being given information. It promotes curiosity and encourages children to ask questions, observe carefully and think critically about what they see. The activity also provides opportunities for collaboration as children share ideas, listen to one another and work together to solve problems.

From a STEM perspective, the activity develops scientific skills such as observing, predicting, experimenting and communicating findings. It also supports mathematical language through comparing objects by size and weight, while developing vocabulary such as float, sink, heavy and light. The use of everyday materials helps children make meaningful connections between classroom learning and the world around them.

Reflecting on this activity, I believe it would be highly engaging for infant children because it is hands-on, playful and encourages exploration. It aligns well with the Primary Curriculum Framework by promoting active learning, creativity, communication and problem-solving. As a teacher, my role would be to guide children’s thinking through open-ended questions, encourage discussion and provide opportunities for further investigation rather than directing the learning. This experience would help children develop confidence as young scientists while fostering a lifelong curiosity about how the world works.

[kate O Callaghan]

Wow What an incredible thing to witness and experience

[Author]

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