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I agree that the Dancing Raisins experiment is a great example of inquiry-based STEM learning as it encourages young children to ask questions, make predictions, and explore scientific concepts through hands-on investigation.
To introduce the activity, I would begin by showing the children images and videos of real rockets launching into space and discuss what they notice. We would explore questions such as “How do rockets move?” and “What helps a rocket travel upwards?” to encourage curiosity and activate prior knowledge.
The children would then design and create their own rockets using simple materials. They would consider the shape, size, and materials used and discuss how these features might affect how their rocket moves. Our enquiry question would be: “What design features help a rocket travel further?”
Working in groups, pupils would make predictions before testing their rockets. They would launch their designs, record the results, and compare how different designs performed. We would discuss whether the investigation was fair and what changes could improve their rockets.
This activity supports STEM learning by encouraging pupils to use creativity, problem-solving, teamwork, and scientific thinking. It also provides opportunities for Maths through measuring distances and recording results, while allowing children to learn through experimenting and improving their designs.I think this is a lovely example of purposeful game-based learning, as it encourages young children to explore, observe, and talk about the world around them in a fun and engaging way. A great cross-curricular link would be to Visual Arts, where pupils could draw or paint their home, school, or favourite place in their local area and share it with the class.
I chose the Weather: Animals in the Cold demo world because it introduces pupils to how animals survive in cold environments through an engaging and interactive Minecraft experience. Pupils explore different Arctic habitats and discover how animals have adapted to extreme weather conditions, such as freezing temperatures, snow, and ice.
The lesson plan encourages pupils to identify the physical and behavioural adaptations that help animals survive in cold climates. The learning objectives focus on understanding the relationship between living things and their environments, recognising how weather influences habitats, and developing observation and inquiry skills. The accompanying resources include a teacher guide, lesson plan, discussion prompts, and extension activities to deepen pupils’ understanding.
This lesson links well with the Irish Primary Science Curriculum, particularly the Living Things strand and the Environmental Awareness and Care strand, as pupils investigate habitats, adaptation, and the importance of protecting different ecosystems. It also provides opportunities to integrate Geography by exploring polar regions and different climate zones.
I would use this world with my class but would adapt the pacing by pausing regularly to discuss the animals’ adaptations and encourage pupils to make predictions and ask questions. As a follow-up activity, I would have pupils research another animal that lives in a cold habitat and create a fact file or poster explaining how it survives. This would reinforce the learning while encouraging inquiry, collaboration, and creativity.I really like how you have combined literacy, creativity, and science in this activity, as designing aliens encourages children to use their imagination while thinking about adaptations and how living things survive in different environments.
I would use the Stars activity set in my classroom as an inquiry-based science lesson to encourage pupils to explore and ask questions about the night sky. I would begin by asking pupils what they already know about stars and what questions they have about them. This would help activate their prior knowledge and encourage curiosity.
Pupils could investigate questions such as “Are all stars the same?” and “Why do some stars appear brighter than others?” They could use images of different stars, videos, and digital tools to compare stars and learn about their size, colour, and distance from Earth. As a follow-up activity, pupils could create their own constellation by designing a star pattern and writing a short story or explanation about it.
This activity would support the development of scientific skills such as questioning, observing, researching, and communicating findings. It would also allow pupils to use their imagination while developing a deeper understanding of the universe. I think the topic of stars would be highly engaging for children as it encourages them to explore something they can see but may not fully understand.I really like how you have used questioning, practical activities, and art to help children explore the concept that there is no “top” or “bottom” of the Earth, making an abstract idea more meaningful and accessible.
Activity Set: The Sun and Shadows – What makes shadows?
I would use this activity in my classroom as an inquiry-based science lesson where pupils investigate how and why shadows are formed. I would begin by asking pupils questions such as “What is a shadow?” and “Why do shadows change size and position?” to find out their existing ideas and encourage curiosity.
Pupils could work in groups to explore shadows using torches and different objects, making predictions about what they think will happen. They could then investigate how changing the position of the light source affects the shadow. As an outdoor activity, pupils could observe their own shadows at different times of the day and record their findings using photographs.
This activity would allow pupils to develop important scientific skills such as observing, predicting, investigating, recording, and explaining. I would encourage pupils to share their findings and reflect on how the Sun’s position in the sky affects the shadows we see. Taking photos on ipads, would help create a record of their investigations and support discussion. I think this activity would be engaging for pupils as it connects a scientific concept to something they experience every day.Hi Doireann, that’s a great fact! I think teaching science to senior infants can bring a lot of wonder and excitement to the classroom. Hopefully we all can pick up some ideas and resources from this course!
One inquiry-based activity I would use in my classroom is investigating the question, “Why does the Moon appear to change shape?” Pupils would observe and record the Moon over several weeks, identify patterns, make predictions, and then use a lamp and balls to model the Sun, Earth, and Moon to test their ideas.
This activity encourages pupils to ask questions, investigate, and draw conclusions based on evidence rather than simply being given the answer.
Hi Denis! I love how hands-on and engaging your approach is! Starting with nature walks is such a great way to spark curiosity and help pupils connect with their local environment. Giving children the chance to take on different roles based on their interests is a fantastic idea. It really supports collaboration and keeps everyone involved. Using digital tools alongside their own observations will definitely deepen their understanding. Sharing the project at assemblies or through displays is a lovely way to celebrate their work and show its real-world value. This sounds like a really meaningful and inspiring project.
I’ve decided to explore the question: What impact might climate change have on tourism in Ireland? After browsing some of the projects on the Climate Detectives website, I was inspired to look into this topic. It’s a question that allows for investigation from a few different perspectives and gives pupils a chance to build and apply a wide range of STEM skills. I used the research question planner to help shape my focus, and I feel it really helped me stay on track.
To start the project, I would lead a class discussion on tourism in Ireland today—what attracts people here? (such as our landscapes, traditions, and historical sites). Then we’d look at a different country, like Spain, and ask why tourists go there (sunshine, beaches, warm weather). Comparing the two would help pupils begin to understand how climate might influence tourism trends, both now and in the future.
To make it more personal and meaningful, children would be encouraged to talk to their parents or grandparents about what tourism in Ireland was like in the past and how it has changed. We’d also draft an email together to send to Tourism Ireland asking for visitor statistics from the last decade. Once we’ve gathered the data, we could analyse it as a class and display the results using graphs or charts to help visualise any trends.Hi Denis. I really like how you’ve described the EO Browser. It sounds like such a powerful yet accessible tool for both teachers and students. Using it to compare images over time is a great way to help pupils understand real-world environmental changes, and I agree that linking it to places they know would make it even more engaging. It’s also great to see how well it fits into different subject areas and supports digital learning. I love the idea of using it for research projects. What a brilliant way to bring STEM learning to life!
Nose Up High in the Sky is a brilliant resource for introducing children to weather observation and recording. I especially like the lesson on weather proverbs. It’s a fun and simple way to show how people used to predict the weather by observing nature. It helps children understand that, even without modern tools, people in the past were very clever and used what they had to figure out what the weather might do. It’s also a lovely opportunity for children to talk to older family members and learn from their experiences, helping to build a connection between generations. I think it’s great that kids can try out making their own weather predictions using traditional sayings. It really makes the learning hands-on and enjoyable. The resource is really easy to use and works well with all age groups, from Junior Infants right up to sixth class.