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I think Space week is a great idea and this is how I would plan it in an infant classroom. I would vary the activities each day and have a different topic each day but this would be the structure
Introduction Begin with a picture book or song about space. Show images of planets and invite children to share what they notice and wonder.
Activity stations-
Maths: Count stars, match numbered rockets, and order planets by size.
Literacy: Build space words with magnetic letters and draw a planet, adding a sentence.
Art: Create a rocket using shapes, foil and paint.
Role-play: Transform the play area into a space station with helmets, controls and mission cards.
Movement break- Pretend to launch, float, land and walk like astronauts.I would buddy up with an older class with infant class to read space themed stories and have fun facts/quizzes about space for the week to stimulate interest.
The children would absolutely love this. Especially with the food colouring. Will also definitely be trying this in October.
There are some fantastic online tools and resources available to help children gain a greater understanding of space. Here are some of the ones that I have used in the classroom.
Nasa kids club. – This is designed for younger children there are lots of puzzles and rocket activities. It is a great site to use with the interactive whiteboard. Nasa Space place-This website has lots of space games, explanations, crafts and videos. There is a lovely printable activity section.
Google Earth -You can look at the school, zoom out to Ireland and then view Earth from space. Ask children to identify land, sea, colours and shapes.
Stellarium- Displays the sky, stars, planets and constellations. Set the location and show children what is visible that evening.
ESA Kids The European Space Agency is a fantastic child-friendly website that has lots of articles, pictures, videos, quizzes and activities about planets, rockets, and astronauts
National Geographic- This website contains colourful photographs, short videos and accessible information about planets, stars, space exploration and the solar system. All of these websites have certain sections which are appropriate for the younger classes but it is worth planning what is suitable first as a lot of the content would be for older classes.Hi Jessica, agree completely children are fascinated by animals from colder climates and it links in so well with Winter.
This is how I would teach Stars to an infant group over the course of a week. First of all I would begin with a discussion about day and night and ask the children to talk about what they see in the sky. The story How to Catch a Star by Oliver Jeffers would be a good story for the topic and we would discuss how you can only see stars at night because the sun Is much brighter. We might do the experiment on day and night here using torches and the globe. In the next lesson we would look at pictures of stars and constellations and learn about stars being balls of hot gas that are very far away. We may design our own constellations here on black paper and using glitter. We would use the song Twinkle Twinkle little star to finalise each lesson and link in with the music curriculum. We would create a class word wall on all the words we know to do with space and stars and create a class mural showing the moon and stars. I think children love the topic of Space and it is a lovely topic that lends itself to hands on playful learning with the younger ages.
There are so many interesting, fun and imaginative books on space for children that can be used as a stimulus for a lesson!
Hi Eleanor – I’m also a teacher in a Deis Band 1 school and I agree completely that active , hands on learning gives all children the ability to participate. I think that’s a great idea to explore the outdoors on a sunny day and having fun with shadows.
I would choose the activity set The Moon as I think it is particularly engaging for Senior Infants and encourages children to become curious about the world around them. Young children are naturally fascinated by the Moon, making it an ideal topic for inquiry-based learning.
I would begin by asking the children what they already know about the Moon and encouraging them to ask their own questions, such as “Why does the Moon change shape?” or “Can we see the Moon during the day?” We would record their ideas before observing the Moon over several weeks. Children could draw what they see in a simple Moon diary and compare their observations over time. This would help them recognise patterns while developing their observation and prediction skills.
To extend the learning, we would read stories about the Moon, create Moon artwork using different materials and use biscuits or playdough to model the different Moon phases. Digital resources, photographs and short videos would further support children’s understanding in an engaging way.
This activity integrates well across the curriculum by developing scientific inquiry, oral language, art and early mathematical skills through sequencing and recognising patterns. It also supports our school’s Digital Learning Plan by encouraging the purposeful use of technology to observe, record and discuss learning. Most importantly, it promotes curiosity and allows children to investigate scientific ideas through hands-on exploration, making learning memorable and enjoyable.<p class=”isSelectedEnd”>I would choose the activity set “The Moon” as I think it is particularly engaging for Senior Infants and encourages children to become curious about the world around them. Young children are naturally fascinated by the Moon, making it an ideal topic for inquiry-based learning.</p>
<p class=”isSelectedEnd”>I would begin by asking the children what they already know about the Moon and encouraging them to ask their own questions, such as “Why does the Moon change shape?” or “Can we see the Moon during the day?” We would record their ideas before observing the Moon over several weeks. Children could draw what they see in a simple Moon diary and compare their observations over time. This would help them recognise patterns while developing their observation and prediction skills.</p>
<p class=”isSelectedEnd”>To extend the learning, we would read stories about the Moon, create Moon artwork using different materials and use biscuits or playdough to model the different Moon phases. Digital resources, photographs and short videos would further support children’s understanding in an engaging way.</p>
This activity integrates well across the curriculum by developing scientific inquiry, oral language, art and early mathematical skills through sequencing and recognising patterns. It also supports our school’s Digital Learning Plan by encouraging the purposeful use of technology to observe, record and discuss learning. Most importantly, it promotes curiosity and allows children to investigate scientific ideas through hands-on exploration, making learning memorable and enjoyable.I really enjoyed reading your idea. Investigating which objects sink or float is such a simple but engaging inquiry-based activity for young children. It encourages them to make predictions, test their ideas and discuss their findings, helping to develop both scientific thinking and oral language skills. I also like how easy it is to use everyday classroom objects, making the activity accessible and fun for all learners.
Hi! My name is Rachel, and I am a primary school teacher in Galway.
One of my favourite space facts is that a day on Venus is longer than a year on Venus. It was actually a child who told me this in a class one day and then we researched it. I think this is a fascinating fact and one that young children always find surprising.One inquiry-based activity I would use in my Senior Infant classroom is a ” Moon Investigation” I would begin by showing the children photographs of the Moon and asking open-ended questions such as, “Why do you think the Moon changes shape?” and “What do you notice about the Moon?” Rather than immediately providing answers, I would encourage the children to make predictions, draw what they observe and discuss their ideas with a partner. We could then observe the Moon over several weeks, recording its appearance in a simple Moon diary using drawings and photographs. This would help children develop observation, communication and prediction skills while encouraging curiosity about the world around them.
The activity would integrate naturally across the curriculum. In SESE, children would learn about the natural world; in English, they would develop oral language through discussion and questioning; in Visual Arts, they could create Moon pictures using different materials; and in Mathematics, they could sequence the Moon’s changing shapes. Using digital photographs, short videos and the interactive whiteboard would also support our school’s Digital Learning Plan by giving children opportunities to use technology to observe, record and share their learning.
I like that inquiry-based learning places children at the centre of the lesson, allowing them to investigate, ask questions and discover answers together, making science meaningful and enjoyable from an early age.
Frances I think that’s great that your school engages so well with the special allocated days like the WOW/SOW etc. Our school is very proactive with the Greens School Programme also- planting in the school garden is a regular occurrence. There is also a big emphasis in the school on encouraging families to travel to and from school in “green” way and and scooter workshops are offered to children and parents to encourage this.
Galway is fortunate to have a rich natural environment, from its coastline and Galway Bay to rivers, woodlands, boglands, and nearby natural attractions such as Lough Corrib and Connemara. Sustainability is evident through community recycling initiatives, Green-Schools programmes, beach and river clean-ups, biodiversity projects, cycling and walking initiatives, and efforts to protect marine ecosystems and local wildlife. These actions demonstrate that sustainability is a shared responsibility and that even small changes can have a positive impact on the environment.
In my local area, sustainability is increasingly visible in everyday life. Community gardens have sprung up in unused plots, encouraging locals to grow seasonal produce and share surplus. Galway City Council continue to invest in cycle lanes and improved public transport, reducing reliance on cars. Schools participate in recycling initiatives, and local markets prioritise plastic-free packaging. These efforts, while modest, foster a sense of shared responsibility for our environment.
I also agree with this- for years I have read The Salmon of Knowledge to different classes , levels and ages but I never realised or took the opportunity to expand to nutrition and brain development. I think it’s a great stimulus to get children thinking more critically about this topic.
Reflecting on the module on the Nutrition of Seafood has reinforced the important role seafood can play in maintaining a healthy and balanced diet. I gained a greater appreciation of how seafood is an excellent source of high-quality protein, omega-3 fatty acids, vitamins such as D and B12, and essential minerals including iodine and selenium. These nutrients support brain development, heart health, and overall wellbeing, making seafood an important part of healthy eating.
I can see many opportunities to apply this knowledge in my own classroom. The topic links naturally with the SESE curriculum, SPHE, and Math’s. For example, pupils could investigate the nutritional value of different types of seafood by comparing food labels and creating simple charts or graphs to display their findings. They could also learn about the journey of seafood from Irish waters to our plates, linking the topic with Geography by identifying key fishing and aquaculture areas such as Galway Bay.
Overall, this module has shown me that learning about the nutrition of seafood extends beyond healthy eating. It provides meaningful opportunities to integrate Science, Geography, SPHE, and Maths while promoting sustainability, healthy living, and an appreciation of Ireland’s rich marine resources.
