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I particularly liked how you used the enquiry question about force, as it encourages the children to think scientifically and make predictions before testing. The link to other flying objects like paper aeroplanes is also a great way to extend their learning and make connections.
Using the ESERO Inquiry Framework, I would plan a junior infants activity set based on rockets to support hands-on, playful STEM learning. In the wondering and exploring stage, I would begin with a picture book such as “Roaring Rockets” and a short video clip of a rocket launch to capture interest and provide strong visual support. I would ask simple questions like: What is a rocket? Where does it go? How does it move? This encourages curiosity, talk, and questioning.
In the investigating and designing stage, children would work in small groups to design and make their own rockets using simple materials such as paper, cardboard, and plastic bottles. They would explore what might help their rocket fly further, such as shape or size, developing early problem-solving skills.
During sharing and interpreting, children would test their rockets and talk about what happened, using simple language and teacher prompts.
Finally, in reflecting, children could draw their rocket and say one thing they learned.
Hi Marcia, I liked how you encouraged the children to design their own coats and justify their choices, as it really supports problem solving and helps them think about materials in a practical way.
Hands-on Activities: Where Do You Live For Junior Infants
Objectives:
Pupils will identify different types of homes and recognise where they live. They will develop science skills such as observing, questioning, working scientifically, and designing and making.Activities:
I would begin with a discussion using pictures of different homes (houses, apartments, farms etc.). Pupils would be asked: Where do you live? What does your home look like? This encourages observation and questioning.Next, pupils would take part in a sorting activity, grouping different homes by type or location. This supports working scientifically through classifying and comparing.
For a hands-on task, pupils will design and make a simple model of their home using blocks, recycled materials, or playdough. This develops creativity and designing and making.
Pupils will then be invited to share their models with the class, explaining features of their home, supporting oral language.
To assess understanding, pupils will draw their home and label key parts where possible.
Lesson Plan: Stars For Junior Infants
Starter Question:
Why do stars twinkle in the sky?Learning Intention:
Pupils will explore what stars look like, understand that they shine in the night sky, and be introduced to simple constellations.Lesson Activities:
I would begin by showing images or a short clip of twinkling stars and ask pupils what they notice. We would discuss how stars shine and appear to twinkle, explaining simply that they are far away and give off light.Next, I would introduce the idea of constellations by showing simple patterns of stars (e.g. shapes or animals). Pupils would use dot-to-dot star templates or stickers to create their own constellations on black paper, encouraging pattern recognition and creativity.
For a sensory activity, pupils could make a “twinkling stars” bottle using water and glitter. We could also darken the room and use torches to create “stars” on the walls.
Rationale and Curriculum Links:
This lesson links to the Primary Science Curriculum (Environmental Awareness and Care) through observation and exploration. It supports STEM learning and integrates with Art and Maths through patterns. Reflectively, it offers an inclusive, hands-on approach that supports curiosity and active engagement.Hi Alison, I particularly liked the paired activity using alien adjectives. It’s a fun and creative way to develop both imagination and oral language. It also encourages collaboration and helps children understand descriptive language in an engaging way.
One aspect I particularly liked Emily was your use of music, especially The Planet Song, to introduce the planets. This is such a great way to support communication and engagement, particularly for pupils with additional needs, as it allows them to participate through actions, repetition, and rhythm. It also makes the learning fun and memorable. Your use of visuals, sensory play, and structured supports really reflects best practice in creating an accessible and supportive learning environment.
Activity Set: The Moon
Class Level: Junior InfantsTo introduce this Set, I would use a supportive, playful, and highly visual approach to ensure all pupils can engage. I would start by exploring what the Moon looks like, helping pupils understand that the Moon is a sphere and that it does not always look the same. Using simple visuals, I would introduce basic phases such as the new Moon and full Moon.
To develop imagination, I would introduce “The Man on the Moon,” explaining that these figures are based on fantasy. Pupils could place transparent outlines of people or animals from different cultures onto a Moon image, or draw what they see themselves. Storytelling from different cultures about the Moon would further support inclusion and language development.
Additional activities could include using playdough to create Moon shapes, sequencing simple Moon phase cards, or a sensory activity with sand and craters. Pupils could also move to music, representing different Moon phases through body shapes, helping develop rhythm, listening, and teamwork.
Overall, I would scaffold learning carefully, promoting curiosity, creativity, collaboration, and confidence in all learners.
Inquiry-Based Lesson Plan (Junior Infants – STEM/Science)
Topic: The Moon and the Night Sky
Learning Intention: Pupils will explore what we see in the night sky and recognise the Moon and stars.
The lesson begins by showing pictures of the night sky. Ask: What do you notice? What can you see in the sky at night? Pupils share ideas and make predictions.
Pupils are given black paper and star stickers (or chalk) to create their own night sky. The teacher shows a picture of the Moon and asks: Does the Moon always look the same? Pupils discuss their ideas.
Using a torch and a ball, the teacher briefly demonstrates how the Moon can look different. Ask: What do you notice?
Pupils share their observations and compare them with their ideas. The teacher introduces simple words like “Moon” and “stars.”
To assess learning, pupils draw the night sky and say one thing they learned.
Hi Sinead, this is a really engaging and well-structured lesson. I like how it encourages your pupils to explore and discover the concept themselves rather than being told the answer. I particularly liked the hands-on activity using the torch and ball, as it makes the learning very visual and helps pupils clearly understand how the Moon’s phases occur. It’s a great way to promote curiosity and active learning.