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I really like this activity. I think the Rocket Mouse investigation is a great way to introduce pushes and pulls in a fun, hands-on way. I also like how the children are making predictions, testing their ideas and then trying again to see if they can improve their results. The Maths follow-up is a lovely addition too, as it helps link the investigation with recording and comparing results. I can imagine this being an activity that the children would really enjoy and remember.
I really like the idea of adding to the class mind map throughout the week. It’s a nice way for the children to see how much they’ve learned. I also think the dress-up day and show and tell would be a lovely way to finish Space Week, as it gives everyone a chance to share something they enjoyed learning. It sounds like a fun week with lots of different activities to keep the children interested.
Space Week Class Plan
Over the duration of this course, I have realised that Space is much more than a Science topic. It can be used to teach Science, Maths, English, Visual Arts, Geography, Drama, Music and even PE in a way that is exciting and meaningful for children. Throughout each module I have picked up lots of practical ideas that I could see myself using in school, so rather than choosing one activity from this final module, I decided to create a class plan for Space Week. The course encourages me to plan future engagement with Space Week and use it as an opportunity to promote STEM across the curriculum.
I would plan a week where the children gradually build their knowledge of Space through stories, investigations, creative activities and lots of opportunities to ask questions and explore their own ideas.
Monday – Introducing Space
To begin the week, I would read How to Catch a Star by Oliver Jeffers. Stories are a lovely way to introduce a new topic and I think this book would immediately capture the children’s imagination.
Activities:
-Read How to Catch a Star.
-Create a class KWL chart (What we Know, Want to Know and Learned).
-Discuss what the children already know about Space.
-Create a large class mind map.
-Watch a short ESA or BBC Bitesize Space video.
-Explore a globe and identify Earth.
-Children complete a My Favourite Thing About Space drawing.I would encourage children to ask as many questions as possible. These questions could be displayed in the classroom and revisited throughout the week.
Tuesday – The Sun, Earth and Moon
The second day would focus on helping children understand how the Earth, Sun and Moon work together.
Activities:
-Revise Monday’s learning.
-Use a torch, globe and ball to demonstrate day and night.
-Investigate shadows outside.
-Measure shadows at different times.
-Discuss why shadows change.
-Use Stellarium on the Interactive Whiteboard to look at today’s night sky.
-Identify simple constellations such as The Plough.Maths links:
-Measure shadow lengths.
-Compare longest and shortest.Children could record their observations using drawings or photographs on iPads.
Wednesday – Stars and Constellations
By Wednesday the children would already have a good understanding of Space, so I would introduce constellations.
Activities:
-Read a short book about stars.
-Look at photographs of famous constellations.
-Discuss how people long ago imagined pictures in the stars.
-Create constellation pictures using star stickers on black card.
-Give every child the same star template.
-Children create their own constellation.
-Name their constellation.
-Write or tell a short story explaining how it got into the night sky.
-End the day with a classroom “planetarium” using torches and glow stars.This would link Science with English, Art and Oral Language.
Thursday – Rocket Investigation Day
This would probably be the children’s favourite day because everything would be hands-on.
The module includes several different rocket investigations, including paper rockets, balloon rockets and Rocket Mouse, all designed to encourage children to predict, investigate and reflect on their findings.
Activities:
-Watch a short real rocket launch.
-Discuss what makes rockets move.
-Explore different types of rockets.
-Design and decorate paper rockets.
-Predict which rocket will travel furthest.
-Decide how to make the investigation a fair test.
-Launch rockets outside.
-Measure distances travelled.
-Record results in simple tables.
-Compare results.
-Discuss why some rockets travelled further.
-Improve rocket designs and test again.Maths links:
-Measuring
-Recording data
-Comparing resultsScience skills:
-Predicting
-Fair testing
-Observing
-Recording
-EvaluatingFriday – Space Week Celebration
The final day would celebrate everything the children had learned throughout the week.
Activities:
-Dress up as astronauts, scientists or aliens.
-Invite another class to visit.
-Display rockets, artwork and constellation projects.
-Complete a Space Quiz.
-Create alien crafts.
-Build a simple spacecraft using recycled materials.
-Space-themed PE obstacle course.
-Listen to Space music while completing colouring activities.
-Award “Junior Space Scientist” certificates.Children could also present:
-their favourite investigation,
-their favourite fact,
-one thing they learned during the week.Parents could be invited to view the classroom displays after school.
Reflection
As a SET teacher, I would make sure every child could participate throughout the week. I would use visual supports, practical materials, partner work and lots of discussion so that children could demonstrate their learning in different ways. Some children could record their ideas through drawings, photographs or voice recordings instead of writing. I would also use iPads to photograph investigations and create a digital Space Week slideshow to share with families.
Looking back over the five modules, I can see how much my confidence in teaching Space has grown. At the beginning of the course, I would probably have focused on teaching facts about planets. Now I would encourage children to ask questions, make predictions, investigate and explain their thinking. I also have a much better understanding of how Space can be used to link so many different curriculum areas while developing important STEM skills. I would love to make Space Week an annual event in our school because I think it is a brilliant way to promote curiosity, creativity and teamwork while making learning fun and memorable.
I like how you’ve focused on developing the children’s science skills rather than just completing an activity. Using tablets to record investigations and share their learning is a great idea and something I could see working well in school. I also like your suggestion of gathering pupil voice as part of the SSE process, as it’s important to hear what activities children enjoy and what sparks their interest in STEM.
I really like how you’ve linked the lesson to the children’s everyday experiences before introducing how animals adapt to different weather. I think comparing children’s coats with animals’ fur and feathers is a great way to help them understand the concept. The Arctic art activity is a lovely way to finish the lesson too, as it gives the children a chance to be creative while reinforcing what they have learned. It sounds like a really engaging lesson with lots of hands-on learning.
Online Resources and Tools (Stellarium)
I would use Stellarium as the online resource. I had heard of it before, but I never really thought about how useful it could be in a primary classroom. After exploring it as part of this module, I can see how it would make a Space topic much more interesting and interactive for children. Instead of just looking at pictures in a book, the children can explore the night sky as it would actually look from where they live. The module recommends using online resources such as Stellarium to support children’s learning about space alongside practical activities.
I would use Stellarium as part of a Space theme with First Class. Before using the programme, I would read a story such as How to Catch a Star by Oliver Jeffers to get the children interested in the topic. We would chat about whether they have ever looked at the stars at night, if they have spotted the Moon or recognised any patterns in the sky. I would encourage lots of questions because I think children learn best when they are curious and are given the chance to wonder.
We would then use Stellarium together on the interactive whiteboard. I would show the children how the sky changes from day to night and explain that we can use the programme to see what stars and constellations are visible from Ireland. I think they would be fascinated to see that the night sky changes depending on the time of year. We could look for well-known constellations such as the Plough and compare what we see on the screen with photographs or constellation cards.
To make the lesson more hands-on, I would ask the children to choose their favourite constellation and recreate it using star stickers on black card. They could then make up a short story about their constellation or give it a new name. This would link Science with Art, Oral Language and English, while still keeping the focus on observing and exploring.
As a SET teacher, I like that Stellarium is so visual and easy for all children to access. Some children might enjoy pointing out stars on the screen, while others could draw what they see or talk about it instead of writing. It would also be a great resource to revisit throughout the year, allowing children to compare how the night sky changes with the seasons.
Looking beyond my own classroom, I think resources like Stellarium could support a more STEM-focused School Self-Evaluation. It would be nice to see more classes using digital resources alongside practical investigations rather than relying only on textbooks. Staff could share ideas and resources, and classes could take part in a whole-school Space Week where children explore the night sky, create models, complete investigations and display their work around the school. We could also gather examples of pupils’ work, photographs and teacher reflections as evidence of STEM learning, which the module highlights as part of the SSE process.
Overall, this module reminded me that technology doesn’t replace hands-on learning—it enhances it. I think Stellarium is a simple but really effective tool that can help bring Space to life for children and encourage them to ask questions, explore and develop a genuine interest in science
I really like the idea of the children acting out their drawings before revealing them. I think that would be great fun and would keep everyone engaged. The alien drawing activity is also a nice way to let the children be creative while thinking about why their alien would need certain features. Starting with what makes Earth special is a lovely introduction and helps the children make connections before moving on to life in space. It sounds like a lesson that would create lots of discussion and excitement.
I really like how you’ve linked the children’s knowledge of different habitats on Earth before introducing the idea of aliens. It gives the activity a real science focus while still allowing lots of creativity. I also like that the children have to explain why they chose certain features for their alien, as it encourages them to think a little deeper rather than just making something colourful. It sounds like a fun activity that the children would really enjoy.
1st Class Space Unit: Stars and Constellations
Lesson Introduction pose a question to students – How did people find pictures in the stars?
Lesson 1 – Looking Up at the Night Sky
Learning Intention – To explore what we already know about stars.
To understand that stars appear in patterns called constellations.Engage – Read “How to Catch a Star” by Oliver Jeffers.
Stop throughout the story and ask:
-What do you think a star is?
-Can we really catch one?
-Have you ever looked at the stars?
-What do they look like?Video: SciShow Kids – What Are Stars? (2–3 minutes) or StoryBots – Outer Space Song
Activity: Children draw what they think the night sky looks like.
Lesson Finisher : Create a class mind map: What do we know about stars?
Lesson 2 – What is a Constellation?
Learning Intention – Children discover that people joined stars together to make pictures.
Engage Show pictures of:
-The Plough
-Orion
-CassiopeiaAsk: What do these remind you of?
Explain that long ago people imagined pictures in the stars and gave them names.
Video: National Geographic Kids Constellations for Kids
Practical Activity: Using black card and star stickers… Children recreate
The Plough. Then turn off the lights and shine torches over them.Discuss:
-Can everyone see the same picture?
-Why do you think people made up stories about stars?Lesson 3 – Create Your Own Constellation activity.
Inquiry Question: Can different people see different pictures using the same stars?
Give every child exactly the same page of random stars.
Before joining them ask:
-What picture do you think you can see?The children:
-join stars
-create a picture
-name it
-invent a short story explaining how it got into the sky.
-they present to the class.The key learning:
Everyone used the same stars but created different constellations.Lesson 4 – Star Lanterns – Children make star lanterns.
When finished…
-Darken the classroom.
-Switch on battery tea lights.
-Play relaxing space music.
-Children walk around observing everyone’s lanterns.Lesson 5 – Our Own Planetarium
Turn the classroom into a mini planetarium.
Resources:
-torches
-glow stars
-blankets
-projector
-relaxing musicChildren lie on the floor looking upwards. Project stars onto the ceiling.
Ask:
-I wonder…
-Why do stars twinkle?
-Are there stars during the day?
-Why can’t we see them?
-What would it be like to visit one?Children then complete – If I could visit the stars… drawing and writing activity.
Assessment: Observe children:
-using words like star, constellation and night sky, asking questions
sharing ideas
-explaining their constellationCurriculum Links
-Science: Space, observing, questioning
-English: Storytelling, oral language, writing
-Visual Arts: Drawing, collage, lanterns
-Drama: Acting out constellation stories
-Music: Space songs
-Geography: Earth and space
-SPHE: Listening and sharing ideasAs a SET teacher, I like that each lesson is practical and gives children different ways to learn. Some children can demonstrate their understanding through drawing, discussion or creating, rather than relying on writing. The mix of stories, videos, art, drama and hands-on activities means all children can take part at their own level. It also builds curiosity naturally, with each lesson leading into the next instead of treating stars as a one-off topic. I think it would be a really enjoyable unit that children would remember long after it had finished.
I like this idea, especially taking the children outside to measure their own shadows. I think that’s something they would really enjoy and remember. It’s a great way to let them see for themselves how shadows change during the day, and I like how you’ve encouraged plenty of discussion and prediction throughout the lesson.
I really like the idea of taking the lesson outside to create the solar system with chalk. I think the children would really enjoy becoming the planets and it would make it much easier for them to understand how the planets move around the Sun. The art activity beforehand is also a lovely way to reinforce their learning, and I like how you’ve linked the lesson across so many areas of the curriculum. It sounds like a really engaging and memorable way to teach the topic.
Activity: Spherical Earth Activity
I would choose the Spherical Earth activity because I think it would really help young children understand that the Earth is round in a fun and practical way. I know that many children think of the Earth as being flat because that’s how they usually see the ground around them. This activity gives them the chance to explore this idea for themselves instead of just being told that the Earth is a sphere. The module suggests using a globe, role play with a penguin and polar bear, and creating an Earth mosaic to help children think differently about “up” and “down.”
I would begin by showing the children a globe and introducing a toy penguin and a toy polar bear. I would ask them why they think the animals don’t fall off the Earth and encourage them to share their own ideas. I think this would create lots of interesting discussion because children often have very imaginative answers.
Next, each child would decorate an Earth mosaic template by drawing a landscape above the line and what might be underneath the ground below the line. Once everyone had finished, we would place all the pieces together on the floor to make one large circular Earth. I think this would be a lovely visual way for the children to see that people and animals can live all around the Earth and that there isn’t really an “up” or “down” in space.
As a SET teacher, I like that this activity is very hands-on and can easily be adapted. Children who find writing difficult can still fully participate through drawing, talking and working with their classmates. I would use plenty of visual supports, a globe and simple questioning to help everyone understand the concept. The role play would also make the lesson more engaging for children who learn best through active participation.
I also like how this activity links with other areas of the curriculum. It develops Oral Language through discussion, Visual Arts through creating the Earth mosaics, SPHE by talking about people living in different parts of the world, and Geography by introducing the idea of our planet. Overall, I think this is a really enjoyable activity that encourages children to ask questions, think differently and develop a better understanding of the world around them in a way that is meaningful and memorable.
Hi Fionnuala. I like the ide of your activity activity because it encourages the children to make predictions and test their own ideas in a fun, hands-on way. Using different materials for the rockets is a great way to introduce fair testing and scientific investigation. It also sounds like an activity that would really capture the children’s interest while developing teamwork and problem-solving skills.
Hi Marie I really like this idea. It gives the children a real problem to solve and encourages them to test their own ideas rather than just being told which material is best. I also like how you’ve linked it with Maths and Oral Language, as it makes the activity very cross-curricular. Allowing the children to improve their bridge after the first test is a great way to develop their thinking and problem-solving skills.