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After completing this course, I would love to organise a Space Week for my Second Class to build on the children’s curiosity and enthusiasm for STEM. Throughout the week, we would take part in a range of practical, inquiry-based activities that integrate Science, Maths, Art, Literacy and Digital Learning. We could begin by exploring the Solar System and learning about the planets through videos and interactive resources. Pupils could then design and build rockets using recycled materials before testing which designs travel the furthest. Another activity would involve creating their own constellations and writing short stories about them, encouraging both creativity and scientific thinking.
Throughout the week, I would encourage pupils to ask questions, make predictions, investigate and reflect on their learning. The children could also keep a simple Space Journal where they record observations, draw diagrams and write about the activities they enjoyed most. To finish the week, we could invite parents to a Space Exhibition where pupils display their work and explain their investigations.
I believe a Space Week would create an exciting and engaging learning environment while developing pupils’ curiosity, teamwork and problem-solving skills. It would also provide valuable evidence for STEM initiatives and support our school’s continued participation in Curious Minds activities.For my Second Class, I would choose the Investigating Children’s Coats activity. I would begin by discussing different types of weather and asking the children why we wear particular coats in winter or during rain. Pupils would examine a selection of coat materials and describe their texture, thickness and appearance. They would then predict which material would be best at keeping someone warm and dry.
Working in groups, the children could test the materials by placing small amounts of water on each one and observing whether the water is absorbed or remains on the surface. We could also compare how well different materials retain warmth by wrapping containers of warm water and measuring changes in temperature. This would develop scientific skills including questioning, predicting, observing, measuring, recording and communicating.
I feel this activity would be very suitable for Second Class because it connects Science with the children’s everyday experiences. It also provides links with Maths through measuring and recording results, and with Literacy through discussion and report writing. I would use photographs, pupil worksheets and feedback as evidence of learning. These records could support a STEM-focused School Self-Evaluation by showing pupils’ engagement, application of science skills and areas requiring further development.For my Second Class, I would choose the Constellations activity from the Universe in a Box resources. I think this is an engaging way to introduce children to the night sky while developing their scientific thinking and creativity. I would begin by showing images of well-known constellations, such as The Plough, and asking the pupils if they can spot any patterns or shapes. We would discuss how people long ago used constellations to tell stories and navigate.
Working in pairs, the children would create their own constellations using star templates or stickers. They would connect the stars, give their constellation a name and create a short story to explain how it came to be. This activity encourages pupils to observe patterns, use spatial language and communicate their ideas while integrating Science, Art and Literacy.
I feel this activity would be highly engaging because it allows children to investigate, question and create rather than simply learning facts. By sharing their constellations with the class and reflecting on what they have learned, pupils would develop curiosity, confidence and a greater appreciation of space and STEM learning.
For my Second Class, I would use the ‘Spherical Earth’ activity as an inquiry-based lesson to help pupils develop a better understanding of our planet while encouraging curiosity and scientific thinking. I would begin by showing the children a globe and asking questions such as, “What shape is the Earth?”, “Why don’t people on the other side fall off?” and “How do day and night happen?” This would allow the children to share their own ideas and misconceptions before beginning the investigation. Working in small groups, pupils would use a globe, toy figures and a torch to explore how the Earth is spherical and how sunlight reaches different parts of the world. I would encourage them to make predictions, observe what happens and discuss their findings with their classmates. The lesson would also provide opportunities to link with Geography by locating countries, SPHE by discussing how children live in different parts of the world, and Literacy through recording observations and explaining new learning.
I feel this activity would be highly engaging because it is practical, collaborative and allows children to discover concepts for themselves rather than simply being told the answers. It develops important scientific skills such as questioning, predicting, observing, investigating and communicating, while also promoting critical thinking and teamwork. To conclude the lesson, pupils would reflect on what they learned and compare their findings with their original ideas. I believe this inquiry-based approach would help children develop a deeper understanding of the Earth while fostering a positive attitude towards Science and STEM learning.
My name is Seán and I will be teaching 2nd class next year.
My fun space fact is that Olympus Mons on Mars is the largest volcano in the Solar System; it’s nearly three times taller than Mount Everest.
I would use an inquiry-based lesson on “What Makes Shadows?” with my Second Class. To begin, I would bring the class outside on a sunny day and ask them to observe their shadows. I would encourage pupils to discuss what they notice and ask questions such as ‘Why do we have shadows?’ and ‘Why do they change size?’ Working in pairs, the children would predict what might happen to their shadows at different times of the day before testing their ideas using torches and a variety of objects back in the classroom. They would record their observations through drawings and simple written explanations before sharing their findings with the class. I would finish the lesson by encouraging pupils to reflect on what they discovered and how their predictions compared to the results. This activity develops scientific skills such as observing, predicting, investigating and communicating while also promoting collaboration, problem-solving and curiosity in a fun and meaningful way.