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This looks like a lovely way to introduce the topic of space to the children. I think they would be really captivated by the story of the Mousetronaut.
I would use the rocket activity in my junior classroom because it is a fun and engaging way to introduce children to the concept of forces and motion. I would begin by asking the children what they know about rockets and why they travel into space. This discussion would encourage curiosity and activate their prior knowledge. The children would then make simple paper rockets and use straws to launch them. Before launching, they would predict which rocket would travel the furthest and explain why. After testing their rockets, they would compare the results and discuss how different designs affected the distance travelled. This activity develops important scientific skills such as observing, predicting, investigating, and communicating. It also encourages teamwork and problem-solving as children improve their rocket designs. I would link the lesson with mathematics by measuring distances and with literacy through a space-themed story. Overall, this activity supports inquiry-based learning and makes science enjoyable, meaningful, and accessible for young learners.
The ESERO Teaching Space in Junior Classes summer course has provided me with many practical ideas for teaching science through fun, hands-on, inquiry-based activities. I particularly liked how the activities encouraged children to ask questions, make predictions, investigate, and discuss their findings. These skills are central to developing scientific thinking in the junior classroom.
I plan to use these activities during our Science lessons and integrate them with Mathematics, Geography, and English. Pupils will have opportunities to work collaboratively, explore scientific concepts, and record their observations through drawings, photographs, and digital tools such as Seesaw. These digital records will allow children to reflect on their learning while also providing evidence of progress.
To further support a STEM-focused School Self-Evaluation (SSE), I would like to collaborate with colleagues to develop a shared bank of STEM activities and promote inquiry-based learning across the school. Regular reflection on pupils’ engagement, science skills, and learning outcomes will help us evaluate our progress and identify areas for improvement. Overall, this course has increased my confidence in teaching STEM and has inspired me to create engaging learning experiences that foster curiosity, creativity and problem-solving skills. It would also be nice that staff who are confident teaching in certain areas could maybe showcase lessons to staff.
That’s a really lovely idea. It would be so visible for the children to see the changes that occur in each season. A lovely inclusive way to encourage discussion. As most urban schools have children of many nationalities it would be lovely to show how the seasons affect countries different around the world.
I also love using a book about space as a stimulus for the children. It is very inclusive and a story can reach most children in the class. The use of visual will help non verbal children. Getting them to pick out aspects of the story they enjoyed and link it STEM. There would be many areas in which it could be integrated.
I would use the Space and Aliens activity in a junior primary classroom because it captures children’s imagination while introducing simple space concepts. I would begin by reading a story about an alien visiting Earth and ask pupils what they think an alien would notice about our planet. This would encourage discussion, questioning, and the development of oral language skills.
The activity could be integrated across the curriculum. In Visual Arts, pupils could design and make their own aliens using recycled materials. In English, they could describe their alien using simple words and sentences. Through role play, children could pretend to be astronauts or friendly aliens, promoting creativity, communication, and teamwork.
To record learning, I would take photographs of the pupils’ artwork and role-play activities and create a simple digital slideshow with captions. This activity encourages curiosity, creativity, and early scientific thinking while making learning about space enjoyable, interactive, and appropriate for junior primary pupils.
Clodagh I also love to use a KWL chart . Groupwork is also very effective and the use of fact cards and images will generate discussion amongst them which in turn will lead to critical thinking. Sharing their findings with other children will fulfill their roles as investigators.
I would use the Shadows activity with a junior primary class because it is a fun, hands-on way to introduce children to the Sun and how it affects our everyday lives. Young children learn best through play and exploration, so I would begin by asking them to look at their shadows in the playground and talk about what they notice. I would encourage them to predict whether their shadows will stay the same or change during the day. We would trace each child’s shadow with chalk in the morning and return later to compare the size and direction of the shadows. This would help pupils develop observation skills while introducing simple scientific concepts in an age-appropriate way.
The activity could also be linked to other curriculum areas. In Mathematics, pupils could compare which shadows are longer or shorter using simple language such as long, short, bigger, and smaller. In English, they could draw pictures of their observations and dictate or write simple sentences about what they discovered. I would also use the activity to discuss sun safety by talking about wearing hats, using sunscreen, and playing in the shade on sunny days.
To create a digital record of the activity, I would take photographs of the pupils’ shadows at different times of the day and use them to create a simple digital slideshow or class display. This would allow pupils to revisit their learning, share their findings with their families, and reflect on how their predictions compared with the results. Overall, this activity encourages curiosity, active participation, and early scientific thinking while making learning enjoyable and meaningful for junior primary pupils.
One inquiry-based activity I would use to teach the solar system to younger pupils is a “Which Planet Could We Live On?” investigation. Instead of giving children all the information, I would encourage them to ask questions and explore books, pictures, and simple fact cards about each planet. Working in small groups, they would compare the planets’ size, temperature, atmosphere, and distance from the Sun before deciding which planet would be the best place for humans to live. They would then explain and justify their choice to the class. This activity encourages curiosity, critical thinking, and teamwork while helping children develop scientific knowledge through exploration. My role would be to guide the learning by asking open-ended questions and providing resources rather than giving answers. I believe this approach makes learning more engaging because pupils are actively involved in discovering information for themselves. It also helps develop communication, problem-solving, and decision-making skills while creating a positive and enjoyable learning experience that supports long-term understanding of the solar system.
Hi My name is Colette. I will be in SET working with children from Rang 1. My favourite space fact is the sun is 400 times larger than the moon and 400 times as far away making both objects appear the same size in our sky.
The summer course encouraged me to reflect on the positive sustainability initiatives in my local area of Maynooth. The town promotes environmentally friendly practices through its walking and cycling routes, recycling facilities, biodiversity projects and community clean-up events. These initiatives demonstrate how individuals and communities can work together to protect the environment. Seeing these examples has made me realise the importance of helping children understand that sustainability begins with small, everyday actions.
In my classroom, I would use the local environment as a starting point for learning. Pupils could explore biodiversity in the school grounds, carry out litter surveys, investigate recycling practices and discuss ways to reduce waste. I would also encourage project-based learning where pupils design posters, create action plans or develop simple STEM solutions to improve sustainability in the school. Linking learning to the local community makes it more meaningful and helps pupils see the impact of their actions. We are also very lucky to have Maynooth University and could check in with them for some schools education programme on this. This module has reinforced my commitment to fostering environmentally responsible, curious and active learners who understand the importance of protecting our natural resources for future generations.
It is so important that children are aware of the importance of recycling. A trip to the recycling centre would emphasise how important the choices we make can have a positive effect on the environment. Starting in school and home making conscious decisions to cut down on plastics etc . Community gardens are becoming more popular and it would be great to see some classes linking in with the Tidy Towns etc.
I also agree with the use of visuals. It brings it more to life for the children. Getting the children to investigate the food pyramid may help them to look more at choices they make each day.
It is so important we teach children about healthy eating through real-life and relevant contexts. I learned that seafood is an excellent source of protein, omega-3 fatty acids, vitamins and minerals, all of which support healthy growth and brain development. This has encouraged me to think about how I can make nutrition lessons more engaging and meaningful for my pupils.
In my classroom, I would integrate this learning across several curriculum areas. In SPHE, pupils could explore the benefits of healthy food choices, while in Science they could investigate the nutritional value of different foods and discuss why our bodies need a balanced diet. I also see opportunities to link this topic with Geography by exploring Ireland’s marine environment and where seafood comes from. The use of IT would be important in the senior classes as they could create their own powerpoints etc to teach to other classes about the importance of healthy eating. This module has reinforced the value of using inquiry-based, cross-curricular learning to develop pupils’ understanding of nutrition, sustainability and healthy lifestyles in an engaging and practical way.
The ARC online lessons and resources have helped me appreciate the value of inquiry-based and hands-on learning in STEM education. They encouraged me to reflect on how I can create more opportunities for students to explore, investigate, and solve real-world problems rather than simply learning facts. I plan to use more collaborative activities and digital tools to develop students’ creativity, critical thinking, and problem-solving skills. This approach aligns with the STEM Education Policy Statement, which emphasises preparing students with the skills and confidence needed for the future. I also recognise the importance of contributing to STEM education beyond my own classroom. Through the School Self-Evaluation (SSE) process, I can work with colleagues to review current practice, identify areas for improvement, and share successful strategies. Reflecting on these resources has reinforced my commitment to creating engaging STEM learning experiences and supporting a whole-school culture of continuous improvement and innovation.