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This is a really engaging and hands-on idea for infant classes. I like how you’ve linked simple materials to a clear scientific concept like air pressure in a child-friendly way. The use of prediction and questioning throughout the lesson is great for developing early inquiry skills. The practical element will really help pupils understand how and why the “rocket mouse” moves.
To introduce the lesson, I would read The Way Back Home and talk with the children about space travel and how rockets manage to move through the air. We would discuss what helps things travel far or fast and link this to real-life examples like balloons or paper planes.
The children would then make simple foam rockets in groups, thinking about shape, stability and design. We would set up a clear enquiry question: What happens to the distance a rocket travels when we change the force used to launch it?
Before testing, pupils would make predictions and share ideas with their group about what they expect to happen.
We would then carry out a fair test by launching the rockets using the same equipment but changing the force each time. The children would measure and record how far each rocket travels.
Finally, we would discuss the results, reflect on what made a fair test, and link learning to other flying objects such as paper aeroplanes or darts.
This is a really strong and practical ESERO lesson idea. I like how you’ve linked weather and clothing to hands-on sorting and investigation, which makes it very accessible for younger pupils. The focus on predicting, testing and recording is great for developing early scientific skills, and the use of SSE evidence such as pupil voice and photographs is a really effective way to reflect on learning and improve practice.
One activity set I would use in my 2nd class is hands-on classroom themed activities, specifically a simple investigation such as which materials are waterproof. I would begin by showing a range of everyday materials (paper, foil, fabric, plastic, sponge) and asking the children to predict which ones will let water through. The children would record their predictions in pairs.
We would then test each material by pouring a small amount of water over it and observing what happens. Pupils would compare results with their predictions and discuss why some materials are waterproof and others are not. I would encourage use of simple science language such as predict, test, observe and results.
To link this to STEM-focused School Self-Evaluation, I would document the activity using photos or short pupil recordings on the iPads. This evidence could be shared with colleagues to show how inquiry-based learning is being developed across the school.
This approach supports active learning, collaboration and assessment for learning. It also helps pupils develop curiosity and scientific thinking while engaging with the Irish Primary Science Curriculum in a practical and enjoyable way.
I like how you’ve combined creativity with scientific understanding of constellations. The use of star stickers and storytelling makes it very accessible for younger classes, and linking it to patterns, shape and positional language is a great way to integrate maths. Sharing and comparing constellations at the end is also a strong way to build discussion and collaborative learning.
I would use the Space and Aliens activity with my 2nd class to encourage curiosity and imagination while developing scientific thinking. I would begin by asking the children what they already know about space and whether they think there could be life on other planets. This would lead to a discussion about what living things need to survive, such as air, water, food and shelter.
The children would then work in small groups to design their own alien and the planet it lives on. They would think about how their alien is suited to its environment, for example, if it lives on a hot, cold or windy planet. Each group would explain why they chose these features, encouraging them to justify their ideas using simple scientific language.
To finish the lesson, the children could present their aliens to the class and compare the different habitats they created. This activity links well with the Irish Primary Science Curriculum as it develops questioning, predicting, observing and communicating skills. With this lesson you could integrate Art and oral language, making learning enjoyable and accessible for all pupils in a mixed-ability 2nd class.
I really like how you’ve made the lesson so suitable for Junior Infants. Starting with a song is a great way to capture their attention, and the hands on moon making activity gives every child a chance to explore their own ideas. Displaying and discussing the finished moons is also a lovely way to encourage language and observation skills.
I would use the Sun and Shadows activity with my 2nd class as a practical, inquiry-based lesson. We would begin by discussing what a shadow is and asking the children what they think makes a shadow change. Before going outside, they would make predictions about where their shadow will be and whether it will change during the day.
Outside, the children would work in pairs to trace each other’s shadows with chalk in the school yard. We would repeat this later in the day and compare the outlines. The children would observe that the shadow changes in size and direction as the Sun moves across the sky. Back in the classroom, we would discuss our observations and record the results through drawings and simple sentences.
This activity links well with the Irish Primary Science Curriculum as it encourages children to ask questions, make predictions, observe carefully and communicate their findings. It is a fun, hands-on activity that suits a mixed ability 2nd class and helps children develop scientific skills through exploration and discussion.
One inquiry-based activity I would use with my 2nd class is an investigation on which materials float and sink. I would begin by showing the children a selection of everyday objects and asking them to predict whether each object will float or sink. They would record their predictions before testing the objects in small groups using a container of water.
After the investigation, the children would compare their predictions with the results and discuss why some objects floated while others sank. I would encourage them to use simple scientific language such as predict, observe, test and results. We would finish by sorting the objects into two groups and talking about the properties of the materials.
Hi My name is Nicole and I will be teaching 2nd class next academic year. My fun space fact is you wouldn’t be able to walk on Jupiter, Saturn, Uranus or Neptune because they have no solid surface!
That is a fab idea. Getting the children to share their work is lovely and another great learning experience
Really nice range of connections here between music, art and stories linked to the night sky. I like how you’ve included both familiar children’s songs like Twinkle Twinkle Little Star and Mr Moon, as well as more artistic links like Van Gogh’s Starry Night. It’s a great reminder of how the night sky can be used across different areas of the curriculum, especially in early years and primary settings.
I would introduce “Design Your Own Dark Sky Place” by first exploring what a dark sky is and why it is important for seeing stars and protecting wildlife. We would look at simple examples of bright city nights versus dark rural skies and discuss what is different.
In groups, pupils would then design their own dark sky space (e.g. a park or school area) using drawings or simple maps. They would think about where lights should and should not be used, how to reduce unnecessary lighting, and how to protect nature and nocturnal animals while still keeping people safe. To deepen the cross curricular links, I would encourage them to include ideas from history or local heritage, such as thinking about how people in the past viewed the night sky. Each group would present their design and explain their choices, and we would finish by discussing how we could apply some of these ideas in our own school environment.
I really like how you’ve linked nocturnal animals to real local investigation using Biodiversity Ireland and ESERO resources. It makes the learning very relevant for pupils. The focus on bats is a great idea, especially with bat boxes and exploring their habitats around the school. I also think the idea of looking at school lighting and making simple changes is really powerful for connecting science to real action. Finishing with a leaflet or video for the local community is a nice way to extend the learning beyond the classroom and raise awareness in a meaningful way.
In Dublin 8, I’d start by getting the children out and looking at what’s actually around them trees, birds, insects, even plants growing in cracks in walls or pavements. A simple “biodiversity walk” around the school or nearby area would help them see that even a city has lots of living things.
Back in class, we’d talk about what we found and group it into different habitats. Then I’d link it to light pollution by talking about how bright streetlights and building lights at night can affect animals like bats, moths and birds. For example, insects can get confused and go towards lights, and some animals might not sleep or behave normally because it’s too bright.
To make it more hands-on, I’d use picture sorting activities (helpful vs harmful lighting) and maybe a simple role play where children act out insects being attracted to light. This would help them understand that even in an urban area like Dublin 8, light can have a big impact on local biodiversity.