- This topic has 640 replies, 263 voices, and was last updated 5 months, 2 weeks ago by
.
-
Posts
-
-
*Please Note: Participants who use Word (Or equivalent) to write their assignments and then copy and paste these into the forum may find that additional extraneous formatting is brought across. To avoid this, either right click in the post window and choose ‘Paste as Plain Text’ or use the keyboard shortcut cmd+shift+v. Alternatively, you can first paste the content into Notepad (Or similar text editor) and then copy it from here to the topic window.
ASSIGNMENT
Choose one of the activities or activity sets outlined in this module:
- Science skills and School Self Evaluation
- Online resources and tools
- Hands-on classroom themed activities
How would you use the activity in your classroom? Or What further steps might you take towards a STEM focused SSE?
Post a reflective piece (150 words min) to the forum as a reply to this post. You may include digital records of the activities.
Also, please respond to one other participant’s post. -
Hands-on classroom activities
I believe hands-on, classroom-based activities are essential for making abstract concepts like “The Earth – Where do you live?” meaningful and engaging. To explore this topic, I would begin by helping the children understand their place in the world, starting with their classroom, school, town, and country. We could create a visual display using nesting circles or boxes—each representing a larger geographical area—to help them grasp the idea of location on a global scale. To make learning fun and interactive, I would incorporate a weather-themed dress-up activity. I’d set up a “weather station” in the classroom where we talk about different types of weather and how they affect our daily lives. The children would then sort and match various clothing items (real or cut-outs) to different weather scenarios—rainy, sunny, windy, or snowy days. As they dress dolls or mannequins, they would discuss their choices, using simple vocabulary like “hat for the sun” or “coat for the rain.” This activity encourages oral language development, critical thinking, and personal connection to the content. It also helps build an early awareness of the environment and how it influences what we do and wear every day.
-
-
-
-
-
-
-
-
-
Have you seen the Powers of Ten film? or one of the remakes… a powerful set of visuals on the size and scale of the Universe.
-
-
-
I do think there is a huge variety of online resources that can be used in the classroom however I do think it important that hands on resources and apparatus of one kind and another are used. Using hands-on themed activities is a great way to encourage STEM and bring learning to life. It needs to be engaging as well as fun STEM is about bring meaningful learning forward. I like the idea of building challenges especially for the boys. I am thinking about how I can incorporate this in first class. Thinking about resources I already have such as blocks and recycled materials I have collected can be used to create structures. Problem-solving skills as well as creativity are evident in these activities although simple they encourage the children to work together and collaborate. Teamwork is a key STEM skill that the children would use. Testing as well as observing what works would encourage the children to problem solve to find new alternatives and make changes. These changes would be based on what they observe and the overall process would support scientific inquiry in addition to critical thinking.
For School Self Evaluation (SSE), with a STEM focus the collection of child voice (through reflective activities) and observations as well as examples of their work would help to build an overall picture in addition to assessment. Adequate and ongoing feedback from staff would be key in moving forward and considering how STEM could be further integrated and developed across different subjects across the curriculum.
The effectiveness of practical resources and activities make learning active, fun, engaging and of course, relevant. This ensures children develop curiosity and become confident learners across all STEM subjects from infants up. It is a good foundation of understanding for future learning especially at secondary level and beyond.
-
Amanda,
was your school one of the lucky ones to receive the STEM grant? If so, you may have been able to supplement your STEM stock of materials.
If not – the Curious Minds activities are all designed to use everyday materials.
One teacher I worked with implemented what she called “the Friday box” – if she knew that certain recycled materials would be needed for the following week, she’d announce a need for them on the Monday, and if they were in the box on the Friday, then the next week’s lesson would happen as planned. She said it was great for getting paper towel rolls, cereal boxes, milk bottles etc that would usually hit the recycling bin.
-
-
-
-
-
-
-
-
This Friday box idea is brilliant! In my school the green committee collect the recycling bins from the classrooms and it could be a great way to promote the use of recyclable materials for the use of STEM/Art activities. Each teacher could request certain materials that they need and as a whole school you could collect them.
-
-
-
-
Hi Amanda,
The Friday box sounds like a great idea that would encourage the children to bring in the items needed. I spend a lot of time trying to gather materials needed for STEM.
Another good idea was when I needed lots of shoe boxes, I just asked at one of the shoe shops to collect their shoe boxes for me, and they did. I used them to create light boxes lined with tin foil for growing seedlings, and investigating if shiny objects can be seen in the dark.
The Friday box is something I would use to ensure involvement from the children and even to email parents to let them know that there are items we need for STEM.
-
-
-
-
-
-
The “Friday Box” is a fantastic idea when resources are limited and definitely something which I would love to incorporate into my own classroom in the coming year. I will definitely be using the curious minds activities this year with my incoming junior infant class, the lesson ideas are fantastic.
-
Frances,
I love this idea of the Friday Box. I used to do this and announce it on a Monday, but never thought about it by naming it by such a title on a Friday. Such a great way to get the kids involved in preparation. They actually love being involved in this. It’s such a great thing. I’m definitely putting a name on mine now. Thanks for the tip.
-
-
-
-
-
-
-
-
-
-
-
-
-
-
Hi Amanda,
I really like the idea of including the child’s own interpretations of space to assess their knowledge as a focus for SSE. A portfolio of reflections would be lovely to look back at in senior classes to see how much they have learnt and they would have fun looking at their misconceptions.
-
Absolutely agree! Balancing digital tools with hands-on resources is key to making STEM both meaningful and engaging. I love your idea of using recycled materials and blocks for building challenges—such a creative way to foster teamwork, problem-solving, and scientific thinking. Incorporating child voice and reflective activities for SSE is a great way to capture authentic learning. It’s inspiring to see how you’re planning to embed STEM across the curriculum in such a practical and inclusive way!
-
The way this video uses factors of ten to shift perspective is both educational and awe-inspiring—it literally changes how we perceive our place in the cosmos. The visuals make abstract ideas concrete, helping students grasp the vastness of space. It’s a powerful resource for science and maths lessons, sparking wonder and curiosity. Even as a brief 9‑minute film, it leaves a lasting impression and invites endless classroom discussions.
-
-
-
-
-
-
-
I love the idea of this weather station dress-up. I would ensure to also include some of my own clothes for them to use as it’s always a novelty for them to wear larger clothing! This might also spark further questions: would a really tight, just right, or really loose jacket keep you warmest on a cold, windy day?
-
-
-
Animals in the cold is a really good resource. I would introduce this lesson by speaking about different types of weather – sunny, rainy, hot, cold, snowing etc. I would explain to the children that in different parts of the world people experience different types of weather- some places are dry and warm, other places are cold and have lots of snow. I would then show them the north and south pole on a globe or map and explain to them that these places are very cold. The children would then brainstorm animals that live in these areas. Show the children images of these animals. How do these animals keep warm? When they have shared their brainstorms, explain that these animals have an extra layer of fat to keep them warm. Explain that penguins also have an thick layer of feathers and that bears have a thick coat of fur. Show the children a video of these animals e.g. How Do Animals Survive in the Arctic? 🐻❄️ – Animals for Kids – Educational Video
This activity allows questioning and prediction.
-
-
Hi Margaret,
I loved this activity pack also and think it would be wonderful for children to show them how animals have adapted to their environments.
Might be nice to also explore how we adapt to our environment too by exploring different clothing for different weather and why they are different.
Aileen
-
-
-
-
-
-
-
In my classroom, I would use hands-on themed activities to bring STEM learning to life by creating playful, inquiry based experiences that encourage problem solving. For example children could play a rescue teddy challenge. Children could use a variety of materials – string, blocks, tubes and tape to design and build a contraption to move teddy from one spot to another. I would support the children as they plan, test and modify their designs. We would talk through their thinking and make predictions.
To contribute to a STEM focussed SSE, I would collaborate with my colleagues to share ideas and discuss future integrations of subjects. Also relevant CPD could be shared with staff.
-
-
-
Module 4:
Why Hands-On Activities Matter for Learning About Earth
Hands-on activities allow young children to engage directly with materials, making abstract concepts concrete. For topics like Earth and its environments, tactile experiences help children connect with the physical world around them and sparks curiosity.
When children explore through touch and movement, they also develop fine motor skills and teamwork, especially when activities are done in small groups. Hands-on learning transforms lessons about the Earth from something they hear or see into something they experience. This approach is especially important for young learners as it makes science accessible, exciting, and meaningful.Hands-On Classroom Activities: The Earth Where We Live
I really like the ideas in the module, the hot/cold climate , animals in the cold and what clothes to wear are ideas I look forward to incorporating into my Science lessons. I also thought that the following lessons would work for hand on experiences with younger children:Activity 1: Build a Model of Our Earth
Provide the children with a large balloon to represent the Earth. Give them blue playdough or paint for oceans and green or brown for landmasses. Together, they create a simple globe by shaping and placing the continents on the balloon. This tactile activity helps children visualize the Earth’s surface, including land and water distribution. This can be done in pairs or groups.Activity 2: Explore Different Types of Land
Set up stations with materials representing various land types such as sand for deserts, soil with small plants for forests, pebbles for mountains, and water trays for lakes or rivers. Children rotate through stations, touching and comparing textures, learning about the different environments found on Earth.Developing Science Skills and Enhancing School Self-Evaluation with a STEM Focus
What further steps could we take to strengthen a STEM-centered approach in our School Self-Evaluation?
Our school already has well-established Whole School Curricular Plans, the introduction of the new curriculum framework which groups subjects under the umbrella of STEM has highlighted the need to revisit our SESE programme.
With STEM and SESE identified as key focus areas, our first step will be to gather input from the entire school community. Staff will provide feedback during a dedicated meeting working within their class levels to discuss strengths and areas for growth. We will engage students through a combination of focus groups and feedback forms with younger children given the option to express their views through creative means such as visual arts. Parents will be invited to share their perspectives via a Google Forms survey.
All feedback collected will be carefully reviewed by a committee guided by the Leadership and Management of Schools framework to identify priority areas. From this analysis we will agree on one or two practical focused actions to pursue. These plans will be shared with the school community to encourage transparency and collective involvement.
Implementation will be monitored through regular check-ins including documentation stored in a shared drive accessible to staff. STEM and SESE should also be an item on staff meeting agendas. -
Explore Different Types of Land
I really like this idea and setting up stations with materials representing various land types such as sand for deserts, soil with small plants for forests, pebbles for mountains, and water trays for lakes or rivers as you suggested. Such opportunity to cover other learning outcomes across Geography as well as Science.
-
-
Hi Deirdre, these are brilliant ideas that I would love to use in my classroom next year, especially the building the model of earth. My junior infants class last year loved exploring things using playdough so it definitely something I will continue to use next year. I feel getting that tactile experience of touching different materials to represent the different kinds of land will really engage the children too!
-
-
What a thoughtful and comprehensive approach to embedding STEM within your school’s SSE process. I really admire how you’ve highlighted the importance of hands-on learning, particularly for younger children—making abstract Earth science concepts more accessible through sensory exploration is such a powerful strategy. The Earth model balloon and land-type stations are both fantastic examples of how tactile learning can deepen understanding and support collaboration.
Your plan for whole-school involvement in revisiting the SESE programme is also very well-structured. Gathering feedback from staff, pupils, and parents ensures that all voices are heard and helps create a shared sense of purpose. I especially liked the idea of using creative expression for younger pupils to reflect on their learning—such a child-centred approach. Including STEM and SESE on staff meeting agendas and tracking progress through shared documentation will go a long way toward sustained, meaningful implementation. A really inspiring and practical plan—well done!
-
-
-
-
-
Hands on Classroom Activities.
I choose the hands on activity as they support active learning, enquiry, and cross-curricular integration, all of which are central to STEM teaching and learning.
Here’s how I would use each theme:
Theme: Where Do You Live?
Hands-On Activities:Create a class map: Each child marks their home on a large classroom map using coloured pins or post-it notes.
Build 3D models of homes using recycled materials – flats, houses, cottages, etc.
Compare homes around the world using images or videos and ask: “Why do homes look different in hot vs. cold places?”
STEM Link:
This introduces geographical awareness (Science and Geography), mapping skills (Maths), and simple engineering concepts through building structures (Technology/Engineering).Theme: Weather
Hands-On Activities:Daily weather chart: Children observe and record temperature, wind, and rainfall using simple instruments (thermometer, wind sock, rain gauge).
Make a rain gauge using plastic bottles.
Conduct an experiment on evaporation – place water in containers inside and outside the classroom and observe changes.
STEM Link:
These activities promote observation, prediction, and data recording – core STEM skills. Children learn to interpret information and see patterns over time.Theme: Animals in the Cold
Hands-On Activities:Blubber glove experiment: Place one hand in ice water and the other inside a plastic bag filled with fat/shortening to simulate how blubber keeps animals warm.
Penguin feather experiment: Drop water on cotton wool vs. plastic wrap to simulate waterproof feathers.
Design an Arctic animal using craft and label adaptations (fur, paws, colour, etc.).
STEM Link:
These experiments explore heat insulation and adaptation, and include making and testing hypotheses — key elements of scientific investigation.Theme: What Clothes to Wear / Investigating Children’s Coats
Hands-On Activities:Material testing: Compare materials (cotton, wool, plastic, nylon) for waterproofing, warmth, and flexibility.
Design a weather-proof coat for a teddy bear or paper doll using various fabrics.
Sorting and classifying coats by material, function, fasteners, etc.
Graphing results of class coat survey (e.g. how many students have zips vs. buttons).
STEM Link:
This integrates materials science (Science), data collection and interpretation (Maths), and design thinking (Engineering/Design & Make).Taking Further Steps Toward a STEM-Focused School Self-Evaluation (SSE)
To support STEM integration more formally across the school, I might consider the following:1. Link Activities to STEM SSE Domains
Map your lessons to SSE domains like:Learner Outcomes (e.g. problem-solving, collaborative learning)
Teaching & Learning (e.g. active methodologies, use of questioning)
Learner Experiences (e.g. engagement, relevance to real life)2. Gather Evidence
Use tools like:Pupil voice surveys – Ask what they enjoy about STEM activities.
Teacher reflections – Note what worked, where engagement was high, and how outcomes improved.
Samples of pupil work – Photos, journals, projects.3. Plan Collaborative STEM Weeks / Projects
Use themes like weather or materials to connect different classes or subjects across the school during a STEM week or cross-curricular project.4. Involve the School Community
Invite guest speakers (e.g. parents who work in STEM fields).
Include home investigations that involve families.5. Set a Simple STEM SSE Goal
E.g. “To increase opportunities for hands-on STEM learning in every classroom once per fortnight.”This could be supported by:
Shared planning time for STEM activities.
STEM resource box (materials and equipment).
Peer observation of STEM lessons. -
Brilliant ideas here Helen! I love the weather station one. Also inviting parents who work in STEM in to speak to the class would be an amazing experience for the children and a great way to inspire them to enter in to careers in STEM. I think the STEM SSE goal of having one hands on STEM learning opportunity once per fortnight is a great idea. I am going to mention this at our beginning of year planning day. I think this is an achievable goal and one which could be built on to further engagement with STEM.
-
This is such a comprehensive and well-thought-out plan! I really like how you’ve broken down each theme into clear, practical activities with strong STEM links—it makes it so easy to visualise how this would work in the classroom. The variety of topics, from mapping homes to blubber experiments, ensures engagement for different interests and learning styles. I also think your SSE steps are excellent—linking activities to SSE domains and gathering evidence through pupil voice and teacher reflections is a great way to ensure meaningful progression. Your ideas for involving the wider school community and setting simple, achievable STEM goals show a real commitment to embedding STEM across the school.
-
-
-
-
For the weather activity I would set up an outdoor weather station.
This can include a simple rain gauge using a plastic graduated bottle. An anemometer can be made simply using plastic cups or measuring cups attached in a circular arrangement to a stick. The stick can be placed in a hollow pipe in the ground which allows it to spin. An outdoor thermometer can be attached to the boundary fence. A wind sock can be made using a trouser leg sewn at one end and attached to a stick in the same way as the anemometer. Compass point would help the children learn the wind direction.The opening can be supported with circular wire.
A daily 5 minute visit would allow the children to analyse the variations in weather across the various seasons.
Children could be asked to predict the temperature as they gain proficiency.
The wind speed can be analysed using a timer and counting the number of rotations of the anemometer in a minute.
A different child could be picked to deliver the weather report each day.
Children could use simple pictograms to graph their results.
-
-
-
-
I Love the idea of a weather themed dress up station. A great idea you could maybe incorporate it into the Airport Theme in Aistear. Choose a card with a country on it and weather it is a hot or a cold place and dress up accordingly before you get on the plane and dont forget to pack the suitcase with appropriate clothes.
-
-
I really like Margaret’s idea about the weather station and I will definitely set it up in the future. I love that it can link with the theme of Éadaí as Gaeilge. I agree that it’s important to have a wide variety of clothes in different sizes so that all children can be included in the play. Many children love to dress up and get into character. It’s a great idea that will also help to promote oral language skills.
-
-
-
Hands on class room activities
In my Senior Infant classroom, I love using hands-on activities because they help children learn by doing. Last year for our play station in November we had the Weather them, we made a little weather station. Each day, one child was the “weather reporter.” They looked outside, told the class what they saw, like sun, clouds, or rain, and picked the matching weather picture. We also made a simple rain gauge using a plastic bottle. The children helped check it each day and we counted how much rain had fallen using cubes. They loved seeing the water rise.
To do more STEM activities, I would plan fun building days. For example, we could build a bridge using blocks or paper and test how many toy animals it can hold. We would talk about what works and what doesn’t. I’d take pictures of their work as I find my children hate when they have to dismantle their work. This would also help them tell the story of what they built. It’s fun and full of learning! I could also post it to our class “See Saw” so that the parents at home can see what their children have been doing in school.
-
Katie,
bridge building is great fun, very practical and uses the children’s design and make skills. I did this with a group of 7 and 8 year olds, and they had to support the weight of the mascot – a stuffed toy red panda. ‘Bamboo’ demolished a lot of bridges that day!
You can use the Curious Minds resource: Design a Bridge
-
-
-
In my classroom, I would integrate Hands-on Classroom Themed Activities to bring STEM concepts to life in an engaging, practical way. For instance, during a lesson on forces and motion, I would set up a simple ramp to explore how different objects roll down at varying speeds. This would allow students to make predictions, test their hypotheses, and observe the outcomes in a tangible way.
By embedding these hands-on activities into my lessons, I can strengthen my students’ scientific inquiry skills while also fostering critical thinking and problem-solving. I’d also encourage them to document their findings through drawings or simple charts, building their data collection skills.
To further support STEM-focused School Self-Evaluation (SSE), I would regularly assess the effectiveness of these hands-on activities by gathering student feedback and analyzing how well students grasp the scientific concepts. This could be done through quick reflections at the end of each activity, focusing on what they learned and how they can apply it.
These reflections would help tailor future lessons and ensure continuous improvement in the classroom’s STEM focus.
-
Aisling,
the Inquiry Framework that we looked at in detail in Module 1 can be used to structure child centred activities.
Using it, children will “make predictions” set up fair tests and carry out investigations to “test their hypotheses”, and as part of the investigation they will “observe the outcomes in a tangible way.” They will also record their findings, and share results with each other.
I’ve already gone on and on about ramps and pathways, and how they are a really powerful (and simple) way for children to explore forces in a playful, self guided way.
Here is a teacher reflection on her use of ramps and pathways.
-
-
Using my smed and smoo lesson, we could follow on by using Bill and Janet characters to dress for different weather. I will bring in the Bill and Janet teddies along with print outs of both characters for the children to choose from. I will print out pictures of different weather cards and bring in some doll clothes and printed clothes for the children to suit each weather card. The children will be given a weather card at random and have to choose the clothes suitable for the character for that weather. We will discuss what each character is wearing and why their outfit does or does not suitable the weather given. The children can then use their characters to show the weather forecast with a map on the interactive white board and the different weather icons. We will record these on the ipad. This can be linked to ESA Kids satellite images also.
-
I think this is a great lesson that is simple, hands-on and easy for children to grasp.
I love the idea of incorporating drama into the lesson as well as hand-on approach of them physically trying on clothes or putting clothes on dolls.
This lesson can be integrated into many subjects this way including drama, irish an aimsir and S.P.H.E.
-
-
-
STEM could be easily integrated into lessons about weather and clothes by using hands-on activities that explore observation, prediction, and classification in junior infants. The activities outlined below could be adapted to include elements of science (observing weather patterns), technology (using weather apps), engineering (designing solutions for staying dry in the rain), and math (counting weather symbols and creating bar charts).
Focusing on the activity set “Weather” as a theme and the science, the teacher could begin by inviting the children to go outside and observe the weather and then record the weather in the classroom on a weather chart (observing and recording). Also using the weather chart, the children could make predictions about what they think the weather might be like the next day based on today’s signs. Following on from this, the teacher could introduce weather symbols for example, sun, cloud, rain, lighting etc and the children then match these symbols to real life pictures. This could then be advanced to discuss different types of seasons and the weather which normally occurs in these seasons. Using pictures or videos the teacher could help to illustrate these changes. Teacher could incorporate a group-based activity where the children sort clothes according to each season.
Advancing this theme of the weather and focusing on the technology, the teacher could demonstrate how to explode different weather apps and to help the children to read and understand how to interpret the weather, when is it going to rain, what is the temperature for the afternoon, what is the wind speed and direction etc.
Furthering the theme of “weather” and focusing on the engineering, the teacher could invite the children to work in pairs and “build a small shelter” to protect them from the rain. This approach could help with their problem solving skills and reasoning. It would advance their understanding of materials and change and also their ability to work as a team. Materials such as cardboard, tape, fabric and plastic could be used in this activity.
Finally, focusing on incorporating the maths element of this theme, the teacher could use the weather chart to count how many sunny days, rainy days etc that they had in the week. They could create a bar chart of this and also to determine most and least favourite type of weather in the class.
-
Hi Margaret,
I really like how you connected the concept of place with everyday experiences like weather and clothing. The nesting circles idea is such a clear and visual way to help children understand where they live in the world. I also love the weather station and dress-up activity, it sounds like a fun and engaging way to develop language and thinking skills while making real-world connections. Thanks for sharing!
-
Margaret, I really enjoyed your ideas and although in our circle time session we already do the dressing for the weather visuals on their devices and our boards but it is something that I think will definitely be expanded even further for both linkage and as was already stated reflecting their own experiences and opening some of my children with ASD up to changing their clothes based on weather as they can be rigged in their clothes. Many thanks
-
-
-
-
-
In my classroom, I would use hands-on classroom themed activities to foster curiosity and real-world connections to STEM concepts. One example is a “Bridge Building Challenge,” where students use simple materials like straws, paper, and tape to design and construct a bridge that can hold a certain weight. This task allows them to explore engineering principles, such as tension, compression, and balance, while working collaboratively to solve a problem.
Hands-on activities like this encourage inquiry, resilience, and creativity. They also help students develop key science and engineering practices such as planning investigations, testing prototypes, and communicating results. During and after the activity, I guide students to reflect on what worked, what didn’t, and how they could improve their design—a core part of the STEM learning cycle.
To integrate this into our School Self Evaluation (SSE), I would propose tracking student engagement, collaboration, and critical thinking through observational checklists and student self-assessment tools. These indicators could provide meaningful data on the impact of hands-on STEM approaches on teaching and learning. Over time, this could help us refine our STEM goals and share effective practices across the school.
-
Eimear,
I once used build a bridge with a group of 7-10 year old girls. We started with Amazing Triangles (new version) or this older version Maths Extension.
Each small group explored how the triangle shape was more stable by making a cube vs a pyramid.
Then I set the challenge to design a bridge that would hold our mascot – a stuffed toy red panda.
The panda destroyed every bridge!! The girls didn’t connect the ideas of the strength of the triangle to the structure of the bridge – and the newspaper we used just wasn’t strong enough as a sheet.
I learnt to allow more time and to be more active in my questioning of their design process.
-
-
Title: Where do we live and weather
The objective of this lesson is to Introduce Junior and Senior infants to where we live and different weather types through engaging activities and discussions.
Activity 1:
Where Do We Live?
To introduce the lesson I would Show a world map, discuss different homes, and encourage children to share something they like about where they live.
Activity 2: Different Types of Weather: I would Show the children pictures of weather conditions, discuss their characteristics, and use props to demonstrate their effects.
Activity 3: Weather Art: Provide art supplies for children to create drawings or paintings representing their favorite type of weather.
Activity 4: Weather Discussion and Reflection: Engage children in a conversation about weather, asking questions and encouraging them to share their thoughts and experiences.
Extension Activities: Create a weather chart, sing weather-related songs, observe current weather, or engage in simple experiments.
Adapt activities to suit children’s needs and abilities. Encourage curiosity and have fun exploring our home and weather.
I would encorporate various books into the lesson such as
“Cloudy with a Chance of Meatballs” by Judi Barrett
“The Wind Blew” by Pat Hutchins
<p style=”text-align: left;”>“Little Cloud” by Eric Carle</p> -
This is a fantastic, engaging lesson plan! The combination of visual aids, creative expression, and open discussions makes learning about where we live and different weather types both fun and meaningful for young learners. Incorporating books like Little Cloud and The Wind Blew is a lovely touch that enhances the experience. Well done!
-
I chose Online Resources and Tools because they can bring space exploration to life for junior infants in ways that are both engaging and accessible. During our “Space” theme, I would begin by showing children an age-appropriate NASA Kids Club game on the interactive whiteboard, where they can explore planets and listen to fun facts read aloud. We could also use Star Walk Kids or similar astronomy apps to “look” at the stars and planets in real time, even during the day.
These tools would be paired with hands-on activities—such as making paper rockets or creating a moon surface with sand and pebbles—to connect digital learning with tactile play. After exploring online, the children could draw their favourite planet or star, and we would upload photos of their work to a shared class Seesaw journal.
-
This sounds like such a great lesson! I love how you start small—like the classroom—and then zoom out to the whole world with the nesting circles. It really helps kids understand where they fit in.
The weather dress-up idea is super fun and hands-on. Kids will enjoy picking out clothes for different weather while practicing new words. Maybe you could throw in a quick game where they guess what to wear for a certain weather picture—that would get everyone joining in.
Overall, your plan is simple, interactive, and really connects kids to their environment. I bet they’d have a blast and learn loads!
-
In my classroom, I would make use of the online tool Stellarium-web.org to bring the night sky into the learning space in a way that feels both real and interactive. Children are often fascinated by stars and planets, but many have limited opportunities to see the night sky clearly due to light pollution. With Stellarium, I can project a live view of the sky from our location, allowing students to identify constellations, track the Moon’s phases, and even simulate different times and places to see how the sky changes. This promotes observation and prediction skills, linking directly with science curriculum goals.
To deepen engagement, I would combine Stellarium with resources from ESA Kids and Marvin and Milo cartoons. ESA Kids provides child-friendly explanations and visuals, while Marvin and Milo introduce scientific thinking through fun, small-scale experiments. These resources encourage questioning, hypothesising, and making connections between what we see in the sky and what we test in the classroom.
Reflecting on this, I see the value in using digital resources not just as add-ons, but as integral tools to enhance STEM learning. They bridge gaps between theory and experience, and they allow children to explore big ideas—like the universe and space exploration—within an age-appropriate framework. As a further step towards a STEM-focused SSE, I would gather evidence of how these tools impact student motivation, curiosity, and understanding, and then share findings with colleagues to integrate them more broadly across the school.
-
-
Margaret, I love your idea of the nesting boxes or circles to help represent to young children their place in the world. My experience has been that a lot of young children know names of places – America, Cork, Ireland, Dublin, Spain – but they have no idea how each of these places relate to each other. The nesting boxes or hoops would be a wonderful 3D representation, much better than the flat visual of places on a map.
-
-
This activity would be aimed at first/second class children to show how animals can live in exceptionally cold conditions. The lesson would begin with a discussion about how animals like penguins and polar bears stay warm. Children would share their ideas and create a mind map on the board. I would introduce a hands on blubber experiment. Each child would place one hand into a plastic bag filled with vegetable oil or shortening to represent the blubber and then place this into a bowl of very cold water. The other hand goes into the water without covering. Children will quickly notice the difference in the ‘blubber hand’ and the other hand. I would then explain that animals from a cold climate have a thick layer of fat or fur to keep heat in. We would then discuss what we found interesting or surprising as a class. The children would finish the lesson by drawing a picture of their favourite cold climate animal.
-
-
-
-
-
This course has significantly expanded my understanding of the wide range of online resources available to us as teachers, particularly when teaching topics such as Space and other areas of Science. In today’s digital age, children are becoming increasingly proficient and confident in using technology, and I believe we should harness this ability to enhance their learning. For example, iPad time can be effectively used to research planets, stars, and other Space topics. Child-friendly websites like Kiddle offer a safe platform for students to independently explore these topics. In my own teaching practice, I have traditionally relied heavily on PowerPoint as a teaching tool. However, I now realise the importance of incorporating a broader variety of digital resources. As part of our School Self-Evaluation (SSE), I would advocate for greater integration of these online tools in the classroom, empowering students with more autonomy and encouraging them to take ownership of their learning.
-
-
-
-
Hi Emma- having reflected on my own practice- I also feel that I am overly reliant on powerpoint and youtube clips to enhance the learning in my room. This module has opened my eyes to the amount of varied recourses that are available. I really like the Marvin nd Milo Cartoons, the ESA websites and the Stellarium software.
-
I agree Leana and Emma that many of the resources that I use may be digital however they are not hands-on and interactive for the kids. Using an app like Stellarium would be a fun interactive way to involve the children and promotes the use of IT in the classroom. I used this app with my own children at home and the enthusiasm and excitement was fantastic to watch, I even was learning!!!!!
-
-
-
-
I completely agree with he wide variety of resources that the course has opened my eyes to. I find like many of us I just google and after the first few hits I sometimes make do and work around what I’m really trying to find – now I have a better resource bank particularly from this module that I can’t wait to tip into.
-
-
-
-
In my classroom, I would use hands-on themed activities to bring STEM learning to life in an engaging and meaningful way. For example, I might set up a simple building challenge where children use blocks, recycled materials, or natural objects to create structures. This activity encourages problem-solving, creativity, and teamwork — key STEM skills.
I would encourage children to test their creations, observe what works or doesn’t, and make changes based on their observations. This process supports scientific inquiry and critical thinking.
To support a STEM-focused School Self Evaluation (SSE), I would collect observations, children’s reflections, and examples of their work to assess how well the activities develop their skills. I would also seek feedback from colleagues and consider how to integrate STEM learning across the curriculum.
Hands-on activities are effective because they make learning active and relevant, helping children develop curiosity and confidence in STEM subjects from an early age.
-
I think it is an interesting time coming up with the changes across the primary curriculum and Geography/History moving away from Science. I think the linkage that teachers can continue to make will keep the Earth and Space strand of Geography connected to the new Science curriculum, but the timetabling might be a bit more fluid. Certainly Geography skills and Science skills share many similarities.
-
Adding actual photos of local buildings to the building blocks was a game changer for us. The local shop, the petrol station, the pub, the school. When they built with all the plain blocks they made sure they placed them geographicly ‘My nanny lives beside the school so that’s her house but I live at the petrol station so this is my house.
-
-
-
This course has opened my eyes to the vast array of online resources and tools available to teachers. I was delighted to see there is such a wealth of Irish resources also which makes it far more accessible for all teachers and pupils. There were two online resources mentioned which specifically appealed to me. I will be teaching junior infants in September and so I am always searching for attention grabbing lesson prompts or starters. The cartoon series developed by the Institute of Physics entitled ‘Do Try This at Home’ would be a fantastic online resource for use in the junior classes. I appreciate the approach taken to make physics exciting and accessible for children. The step by step instructions, demonstration videos and fun experiments are amazing tools for use in the classroom. I find this particularly helpful for topics we may not feel as confident teaching. The Astronomy Picture of the Day also appealed to me as I can just imagine the language rich discussions these images would inspire. I can see myself using these pictures as a welcoming activity each morning-what a lovely way to start the day and open our minds to the world of astronomy.
-
Louise – glad you find Marvin and Milo so appealing – I do too!
are there particular ones that you think would work?
As far as confidence goes – I recommend for all inquiry activities with children that you, as teacher, generate a slightly bewildered expression -and say something like “last time we tried this as a class it was sunny/windy/a Tuesday (or whatever), so I don’t know if it will be the same this time … we’ll have to try it and find out what happens…” This takes the onus off you having to get the “right” set up – the science happens when the children try to explain what they see.
Of course, with Marvin and Milo, there is a nice explanation, so perhaps chop that bit off for the children.. and see if they can come up with working models that are similar.
-
-
I completely agree with you, this course has really highlighted just how many high-quality, engaging online resources are available to support science teaching. Like you, I was particularly excited to discover so many Irish-based materials that are accessible, curriculum-aligned, and easy to use with younger children. I used the ‘Do Try This at Home’ series with my class last year and the children and parents loved it. It’s such a clever way to bring physics to life, especially for teachers who might feel less confident with those topics and it also encourages that home school link. The step-by-step approach and fun, hands-on experiments are perfect for grabbing children’s attention and encouraging them to think like scientists. The Astronomy Picture of the Day stood out to me as well. It offers such a powerful visual hook to spark wonder and conversation. I love your idea of using it as a morning starter (I’ll be adopting that idea for my classroom from September). It’s such a gentle, thought-provoking way to build vocabulary and encourage observation.
-
-
That’s a great idea to use the pictures as a picture of the day. I’m actually thinking in my own setting I could use it first thing in the morning, and have it on the whiteboard as children come in- we run some initiatives to encourage pupils to arrive tk school on time, and I think the pictures would inspire great conversation and be something they would be excited to see each morning.
I also checked out the Stellarium app with the kids at home and they thought it was fantastic. They’re senior end of school, so they are resources that could be useful right the way through school.
-
-
The lesson I have chosen to reflect on is ‘Animals in the Cold’ from the online resources on the ESERO website. I felt this lesson was age appropriate for the senior infants level.
I would use this activity to help the children to explore climate, weather, and animal changes in an engaging, hands-on way. I would start by discussing the types of weather that the children already know — sun, rain, and snow — and where these occur most often. I’d read the book; ‘The Snowman’ by Raymond Briggs. I would then encourage them to think about any films or other stories set at the North or South Pole to make the lesson relatable.
Next, using photographs of polar bears and penguins, I would guide the children in discussing how these animals stay warm. Prompting them with questions like, “What do you wear when you’re cold?” helps them connect animal adaptations to their own experiences. We’d explore how blubber, fur, and feathers act like built-in coats.
To reinforce this, we could also compare how ice melts on a bare hand versus a hand wrapped in a glove. We might also do a simple experiment, like placing vaseline on the palm of one of my hands and not on the other. We would then drip water on them, noticing the difference. This would show how the layer of grease on a penguins skin is suitable for repelling water.
For further steps toward a STEM-focused SSE (School Self-Evaluation), I would document students’ observations, questions, and predictions, and introduce simple charts to track ideas. This would build on scientific inquiry, encouraging skills in questioning, comparing, and explaining — essential foundations for a STEM-rich environment.
-
-
Laura,
thanks for sharing additional resource/books that can be used to extend the ideas of the Animals in the Cold. As you rightly point out, it was written for used with very young children, and the demonstrations that are part of it can be used as a prompt for deeper inquiry.
The scenarios can make the starting point of the child’s own inquiry – does it make a difference if Vaseline is thick or thin? does it make a difference if an ice cube is left on the window sill or held in a gloved hand? Does a big ice cube melt faster than a little ice cube?…. each one of these could be investigated by the children.
-
-
-
-
This is a wonderful and thoughtful reflection on the lesson ‘Animals in the Cold’. You’ve clearly tailored it to the developmental level of senior infants, making science both accessible and engaging. The integration of storytelling through The Snowman and references to familiar media is a great way to spark curiosity and make abstract concepts more relatable. Your use of hands-on experiments, such as the ice and Vaseline activity, is excellent for helping children grasp scientific ideas in a tangible way. The inclusion of student voice through observation and questioning, along with the introduction of simple charting, adds real depth to the lesson. Overall, it’s a creative, well-rounded, and STEM-rich approach to early science learning.
-
-
Online Resources and Tools:
Online resources are a fantastic way to make learning about space exciting and relevant for infants. Through this Module I have become aware of a number of new websites and resources. I enjoyed exploring the Curious Minds and ESERO websites. These sites offer brilliant classroom resources- I have saved some of these experiments to update my yearly science plan for the coming year. I have found that I have fallen into the trap of only doing the experiments outlined in the SESE programme we use in the school and I now realise that there are more exciting activities out there.
The ESA websites are also brilliant- they have up-to-date information on real space missions, astronauts, and the planets. My favourite resource by far is the Stellarium software.
I look forward to incorporating these resources into my teaching in the coming year. My only regret is that Space is only a theme for 1 month of the school year.
-
In my class I would use the hands on activity of animals and the weather.
To introduce the lesson I would start by asking about todays weather and encouraging the children to discuss the weather, different types of weather and how we may feel when it rains etc. Leading on to how we would dress in different weather and if the weather effects animals? Do cows wear coats in the rain?!
I will sing a weather-related animal song. Five Little Ducks (rainy weather)
I will then set up an Animal & Weather Matching Game for the children to play
Show pictures of animals and weather types.
Ask: “Where does the polar bear live?” “Does the duck like the rain?”
Children take turns matching animals to the right weather.To extend the learning we could play a game outside acting like the animals Waddle like a penguin
Hop like a frog in the rain
Lie down like a cat in the sun -
-
I would use the activity Animals in the Cold in the junior classes through hands-on, inquiry-based learning. I would begin by discussing what animals need to survive and what happens in cold places like the Arctic or Antarctic. Using pictures and videos, we would explore how animals like penguins, polar bears, and seals stay warm. A key experiment involves children placing their hands in ice water, with and without a “blubber glove” (a plastic bag filled with shortening), to feel how fat insulates. This simple, memorable activity helps children understand insulation in a sensory, meaningful way. We could follow up with art activities (drawing animals in cold habitats), oral language development (describing animal features), and early writing (labeling or simple reports). The activity naturally links to science, SPHE (feelings and senses), and geography, and builds curiosity about the natural world while developing observation and reasoning skills.
-
-
I really like Sean’s idea of having the children place their hands in ice water, with and without a “blubber glove” to feel how fat insulates. I’m sure it must be difficult for a child to comprehend how some animals can withstand the very cold temperatures, but this sensory approach allows them to feel first hand the concept of how blubber keeps the animals warm.
-
-
-
Although we’re rarely in school at a time when stars are visible in the sky, Stellarium-web.org offers an excellent way to bring the night sky into the classroom for my pupils. It was great to see how this interactive tool simulates the sky in real time and allows children to view constellations, planets, and the movement of celestial bodies. It’s highly visual, simple to navigate, and encourages curiosity. It is also great that this tool can also be used at home as well as in school. I would use it as part of a broader inquiry-based learning unit on stars and constellations. For example, after introducing the topic with a story or song, I’d project Stellarium on the interactive whiteboard and guide the class through identifying constellations such as Orion or The Plough.
One of the biggest advantages of Stellarium is that it allows children to explore the sky even when it’s daytime or cloudy which is deal given our school hours and Ireland’s weather. It also bridges school and home learning beautifully. I would encourage families to access Stellarium-web.org at home (on a tablet or laptop) to stargaze with their children when the weather permits. This creates a strong link between classroom learning and real-world experiences.
To consolidate learning, children could draw constellations they’ve seen or write mini-reports using prompts like “Tonight I saw…” or “The stars looked like…”. They could even create their own constellation stories, blending science and storytelling. Stellarium supports multiple curriculum areas (SESE, literacy, digital literacy) and it is great for encouraging both independent exploration and collaborative discussion. It’s a tool I’ll definitely be using again and again.
-
Hi Veronica,
I also think that Stellarium is an excellent resource. What better way to make learning come alive than to literally be able to project the sky in the classroom. I love your idea to blend constellations and storytelling. There are many stories and legends about the constellations so getting the children to come up with their own is a great starting point for fuelling their creativity and imagination.
-
-
-
For module four I would like to focus on hands on classroom activities because they provide rich, practical opportunities for children to develop STEM skills in an active and engaging way. I would integrate a space-themed STEM week, where each day focuses on a different challenge or investigation.
For example, one activity could involve designing and testing paper rockets. Children would explore how shape and weight affect flight, encouraging prediction, testing, and reflection. Another day might involve building simple structures to withstand a “moonquake” using marshmallows and spaghetti, promoting teamwork and problem-solving. These activities naturally foster key science skills such as observing and evaluating.
Hands-on STEM activities make learning memorable, foster curiosity, and help children see themselves as capable problem-solvers. They also align well with School Self Evaluation (SSE) goals by promoting inquiry-based learning and cross-curricular integration. Going forward, I would collaborate with colleagues and gather pupil voices to inform future planning.-
Criona – would you have your space week at the same time as Ireland’s Space Week? namely 4-10 October? If so, please do register it as an event at spaceweek.ie.
I view “observing” as the essential science skill – a child has to notice something, then look for patterns about the behaviour or phenomena before they can carry out investigations. I find that the evaluation is a bit trickier for children, they have a tendency to say “it went well” or “nothing worked”. As they develop their skills, they can consider was their investigation capable of giving them the result they wanted – did they set up a fair test? Did they actually test the thing they wanted to find out?
I see this with rocket mouse and junior classes — when I ask for top tips I’ll say –
“will you tell the person who missed the class that they should use a big bottle or a little bottle?”
and children say “use a big bottle.Then I’ll ask – “did you try a big bottle AND a little bottle to know that there is a difference”… and often they’d only tried a big bottle because they thought it would be better, but didn’t actually compare.
-
-
-
-
-
One activity I’d love to try is Animals in the Cold. It’s the kind of topic that really sparks interest in young children — they’re always full of questions about animals like penguins and polar bears and how they live in such cold places. I’d start with a few photos, a slideshow or short videos from BBC Earth to get the discussion going.
As others in the forum have mentioned, I’d like to try the blubber glove experiment — it’s simple but really effective for helping children understand insulation in a fun, hands-on way. The Animals in the Cold resource on the ESERO website gives some good structure to the lesson. Another activity you could try is freezing small toy animals in blocks of ice and encouraging the children to figure out different ways to “rescue” them — using warm water, spoons, or salt. It’s a great way to get them problem-solving and thinking scientifically whilst having fun at the same time!
-
I agree the children love looking at animals in the arctic and antartic. BBC Earth is great to show short videos of the animals and it gives the children a great visual of what they look like in their habitat. The ESRO and ESA have great resources. I like your idea of freezing small animals and trying to ‘rescue’ them.
-
-
-
Dressing for Different Weather Adventures.
Introduce the topic to the children and explain brifelt each of the five stations.
1. Dress-up Relay Race: Divide the children into teams and set up stations representing different climates (e.g. Sunny, snowt, rainy, windy) At each station, place a basket of clothes suitable for the climate. The first player from each team runs to the station, puts on the appropriate clothing as quickly as possible, and returns to tag the next player. The team that completes the relay race first wins! Afterwards, discuss each climate and the specific clothing items used.
2. Weather Dress-Up Game: Create weather cards representing various conditions like sunny, rainy, snowy, windy, and cloudy. Spread the weather cards on the floor. Have the children take turns picking a card and dressing up in clothes suitable for the weather. Encourage them to explain why they close those clothes and how they protect against specific weather elements.
3 Match the Outfit: Prepare flashcards with images of different clothing items and weather conditions. Mix them up and lay them face-down on a table. Each child takes turns flipping over two cards. if the clothing items matches the weather condition, they keep the pair. The player with the most pairs at the end wins. Use this activity to discuss why certain clothes are suitable for specific weather conditions.
4. Weather Charades: Write different weather condition on slips of paper and place them in a hat or bowl. Each child takes a turn choosing a slip and acting out the weather condition without speaking. the other children try to guess the weather by acting out. Afterward, discuss appropriate clothing choices for each weather condition.
5. Create a Weather Wardrobe. Provide each child with a large piece of paper and art supplies. Ask them to draw a wardrobe with several doors or compartments. Label each door with a different weather condition. Then, have the children draw or cut out pictures of clothing items then would be suitable for each weather condition. They can stick or take the clothes behind the appropriate door.
-
Karen,
a variation of this that refers to the clothing worn in different climates found across the world is part of the SEIA classroom resources for 3rd/4th class. You may be able to adapt it.
All:
https://www.seai.ie/plan-your-energy-journey/schools/primary-school/resources-for-teachers
-
-
-
-
-
Weather-related activities
I am very thankful for the wide range of online resources that we have been introduced to. I am excited to explore the plethora of resources next year. I especially like the ESERO resources, particularly the ‘Animals in the Cold’ lesson. I found the animal facts interesting, with the colours of the animals helping them stay disguised in their environment. Children could be asked to extend this idea, thinking of other animals that blend into their environment, or imagining ways that they could blend into their environments. In addition to the suggested activities in the lesson, I would also create a Hedbandz-style game, with a number of animals being included. The children can use their new learning to help ask suitable questions e.g. does the animal have fur, does the animal have a greasy layer. Children can then be asked to think of ideas that humans could do to help stay warm/cool in certain climates.
A special mention for Marvin and Milo too – I know the kids would love this as there always exists that cat vs. dog rivalry and this would draw them into the investigations.
-
The Animals in the Cold from the online resources on the ESERO website would have been fantastic this year when I was in Senior Infants as there was a few activities in the Let’s Discover text that the school uses which could have been further supplemented by a resource like this. I was thinking that I could have used this activity to look at climate as well as weather. I like how they use the animal changes in an engaging as well as hands on way. As part of initial discussion, maybe during oral language time, I would introduce the different weather types that they would recall and already be familiar with such as sun, clouds, rain and hailstones/ice or snow. Linking with a winter theme I would use a winter snow themed story or film clip from the book The Snowman for instance or Winter Sleep. The Snowflake could also be used and illustrations could be used to stimulate discussion. Encouraging the children to think about the North Pole and linking this to Christmas themes and discussions around Lapland for instance. This would help to engage the children and make it more relevant to what they know already. Polar bear and penguin pictures could be used and allowing them to illustrate or make penguin shape pictures first. Further discussion around how animals stay warm would be had following some leading questions such as What do you wear when you’re cold? would further help the children connect their understanding of animal adaptation to their own experiences had. Looking at different materials clothes are made from and what is used inside coats for instance as insulation will help the children explore how blubber, fur, and feathers act as clothes for the animals. They could discuss how they might test these materials or find out what are the best as a line of inquiry later.
Documentation of learning for further steps toward a STEM-focused SSE (School Self-Evaluation), should be carried out by using observations, key questions as well as initial predictions at the start of the inquiry. The introduction if charts to track ideas. Children would have the opportunity to question compare and further explain all of which are essential in the foundation of a rich environment for STEM.
-
I really like the ideas in the activity set for what clothes to wear. I would do a lesson with the kids in my junior infant class based on dressing for the Weather. The lesson will help children understand how to choose appropriate clothes based on different types of weather. I would begin with a short chat about the weather. I’d ask children what it’s like today (sunny, rainy, cold?). Show a weather chart with pictures. Once we had an understanding I would show flashcards or real clothes (e.g., sunglasses, coat, scarf, rain boots). Discuss each item and when we wear it. Use a simple matching game where children match clothes to weather types (sun = t-shirt, rain = raincoat, snow = hat and scarf). I would then play a Weather Dress-Up game. The kids would pick a weather type and let a volunteer dress a teddy in the correct outfit. This lesson also lends itself to integration with Irish. You could do the exact same lesson for Eadai and An Aimsir.
-
-
-
I chose the “Animals in the Cold” activity from ESERO for my 2nd class. It’s a great way to help children understand how animals like polar bears and penguins stay warm in freezing places.
1)We would start by having a class discussion about these animals, chatting about what they look like, where they live, and how they survive in the cold.2)Then we would do a simple experiment using Vaseline on one hand, placing both hands in cold water and feeling the difference. The children would love it and it would help them to understand how blubber works like a warm coat.
3)To follow up, we could test different materials including cotton wool, bubble wrap and tinfoil. We would wrap these around cups of warm water to see which keeps the heat in best. We would check the temperature and see which one works best at keeping the water warm.
This activity supports STEM by encouraging the children to ask questions, predict, test and observe. It also ties in well with our science strand on Living Things and helps build early investigation skills in a fun and meaningful way.
-
I would choose a lesson about ‘Animals in the Cold’. I teach Infants and we always cover this topic in the Winter. I have always found that the children are so intrigued by animals from colder countries. I usually just focus on penguins but last year I had a child who had a huge interest polar bears so we looked at both animals from the Artic and Antarctic regions. It gave us a great opportunity to compare animals from both regions. Animals in the Cold is great topic to cover for Aistear. I have often put mini animals into ice cubes and have the children free the animals during play time. This has been something that was so simple to plan and gives the children great enjoyment when finding ways to free the animals. This has often lead to a conversation about how the ice would melt if the Artic Regions had warmer weather and how some of the animals would not survive the warmer weather.
-
I found the Stellarium website very interesting. It’s definitely something I will use. It is easy to access and there’s numerous ideas for lessons.
An introduction to the Sky – it’s nice for showing sky changes throughout the day and night, sunrise/sunset and constellations.
An observation of the Moon phases could be done over a month. As a class, we could draw or take screenshots of what it looks like each week.
I like the feature showing the constellation lines and artwork.
Explore planets-it’s interesting that the planets can be seen from different stars.
Using the projector /interactive whiteboard the class could take turns ‘driving’ Stellarium.
It’s an interesting resource to encourage curiosity enabling the children to ask questions and explore.
-
I have found teaching about the moon phases an activity that seems to capture the childrens interest really well. One activity I did recently when teaching about the moon phases was by using Oreos!! In small groups, children took apart the Oreos, and scrope out the inner layer of a few biscuits in such a way that each biscuit now looked like a phase of the moon! They then presented these in order on a paper plate! This activity was a hot in our classroom, and a bonus that they got to eat the biscuits later.
-
-
I plan to incorporate hands-on classroom themed activities to foster engagement, critical thinking and colloboration among my pupils. For example, setting up a STEM themed investigation area where children explore simple circuits, magnets, or water flow encourages them to make predictions, test ideas, and problem solve practically. These activities support scientific inquiry while developing fine motor skills and confidence. I would also link hands on investigations to our schools self-evaluation processes by collecting pupil voice through simple surveys or reflection journals, asking children what they enjoyed and what they learned. Their feedback would help me evaluate and improve our STEM provision, aligning it with School Self Evaluation (SSE) priorities around active and engaged learning. Further steps might include collaborating with colleagues to develop a bank of STEM resources or organising a STEM showcase day for parents, promoting wider community involvement. Ultimately, hands-on activities make science meaningful and memorable, supporting deeper understanding and curiosity about the world
-
Online resources and tools
Stellarium
I would use this website for virtual stargazing in the classroom. This allows children to experience the night sky while in school. I think it is brilliant that they can look at the view of the sky from anywhere in the world. Stellarium opens up many opportunities for criss curricular activities. One of which would be exploring myths and legends about the constellations. The constellation art feature is brilliant. Over the course of a few weeks, children could design their own constellation and story about it. They can use chalk, pegboards, geoboards, or lego to chart the constellations. It is great to have finemotor activities related to a theme. I wonder if beebots could be used to chart the star positions on a grid.
Milo and Marvin
These are lovely stories and could be used for imaginative play and role play. The children could create props and have their own space adventures based on the characters’ stories.
Esa and Esa kids
I would use these for story time with my class. I would also use it for arts and crafts activities. The children could design rockets, alien creatures, and spaceships using art materials. When we start a new theme ,we tell parents beforehand so that they can send in stuff from home that would be useful during the topic. Online games and puzzles are great to reinforce learning about space as a whole class activity or on smaller groups using ipads.
Astronomy picture of the day
I think this is lovely for oral language activities during morning meetings.
The curious minds and esero websites have brilliant classroom resources that I will incorporate into my plans next Yr.-
Using Stellarium to explore constellations and create their own is a lovely idea. I think it’s important for children to understand that the stars in constellations are not actually connected, and that the constellations are just arbitrary shapes we as humans have invented to help us navigate the night sky. Therefore, the constellations they create are equally as valid!
-
-
Module 4: Where we live?
I really liked the ESERO lesson 5 on where we live. It is very important for young children to recognise the different buildings that they live in and for them to develop a sense of belonging. To make this lesson more relevant to the children in my school I would use photographs of local buildings and houses. We would explore the differences and similarities of each building. Identify the different dwellings that each child lives in and key features – bungalow, two-story, stairs, upstairs, basement etc.
Read the story “In Every House on Every Street” by Jeff Hitchman.
There are lots of opportunities to explore different type of houses and rooms in our house. It is a very sweet story!!
The children could then draw/ create their own homes from clay.
To extend this lesson the children could talk about the different houses/buildings that they see on the way to school. I have done this before and made a map with pictures of the local shop, playschool, church etc. along the way and we discussed the different journeys to school. The children loved seeing their own houses and local landmarks and led to lots of discussions on our locality.
-
-
I am focusing on hands on learning activities around the topic “Animals in the Cold”
I would explore the various adaptations such as physical characteristics like thick fur and blubber and extra fur on paws etc. to behavioral changes such as migration to other climates and hibernation. I would mainly look at Siberian huskies, penguins, Arctic foxes/wolves, seals and polar bears. I would gather any previous knowledge and predictions from the children before beginning. We would explore how different materials insulate using the blubber glove to show how fat insulates against the cold, wool to represent animal fur, feathers to represent bird insulation, cotton (as a control as unlike natural insulators, cotton absorbs the water and does not trap heat effectively etc. I would place all inside individual Ziploc bags and place in a bowl of ice water. We would predict which materials insulate best and how they insulate. We would explore how these features can help animals to survive in the cold. I would ask the children to assess what they have discovered and how they have develop their learning. We would develop their exploration skills, using discovery, predicting and gathering information, testing observing and developing their natural curiosity.
-
Module 4: Online resources and tools
I have to admit I’ve been guilty of over relying on you tube for classroom content, but this module has opened my eyes to the wealth and variety of engaging child friendly resources available to us online. I’m excited to start using some of these interactive websites like Milo and Mervin, ESA kids and Stellarium in a more purposeful and creative way with my infant class. They offer such a rich, curriculum linked learning opportunities that I can’t wait to explore with the children in school and my own children at home.
I feel the kids will especially love Milo and Mervin as the characters feel like friends they can connect with, and the episodes are like space adventure.
The Esa website I liked the colourful game like layout I will use it to show the children pictures of real-life rockets, space stations and planets- It makes space feel real and reachable and the space facts are explained in a kid friendly way.
Stellarium web- the children will love this as it shows the real night sky as they’re looking at it through a telescope. Its interactive and exciting.
These 3 resources make science fun, visual and playful
I feel they empower children to ask questions and make discoveries.-
Hi Sandra, I completely relate to what you said, I too am guilty of defaulting to YouTube for classroom content and introducing ideas to the children about new topics. Like you this module really opened my eyes to how many interactive, child-friendly resources are out there that go beyond just video clips. I think my class will love Milo and Mervin too as they are so relatable for the children.
Have you access to iPads to try AR with them? There’s a brilliant app called Quiver that I’ve used before and they have Space Themed worksheets that the children can colour in and then use the iPad to make their colouring ‘come to life’. I think they’d love it!The ESA Kids website is also looks brilliant as it is so colourful and well laid out. It will make it easy to introduce real-life space science in a way that’s exciting but not overwhelming. They’ll be great resources for our classes come September and I’m excited to share them with my fellow infant teachers too!
-
-
-
My updated Space Mind Map
-
Activity Set: Weather
I plan to use the ‘Hot and Cold’ investigation in my Infant classroom as a simple, hands-on way to introduce early science skills through inquiry. I would begin by creating a KWL chart about ‘Weather’ with the children, encouraging talk and discussion about various types of weather and discuss the meaning of ‘hot’ and ‘cold’. I will then carry out the investigation with them. This activity explores how ice cubes melt differently in the sun and in the shade, allowing children to observe change, temperature, and the role of sunlight in our environment. It provides an age-appropriate introduction to fair testing, encouraging children to predict, observe, and share what they find out.
Using the DPSM/ESERO Framework we will:
Engage: Introduce the characters Milo and Marvin, who are curious about Earth and the sun. We’ll read their story and ask children: ‘What do you think will happen if we leave ice in the sun?’
Investigate: Children will test ice cubes in the sun and in shade, recording or drawing what happens.
Take the Next Step: We’ll discuss how heat affects objects and people. What clothes do we wear in warm/cold weather? How can we stay safe in the sun?
To support understanding, we will use the engaging video ‘What is the Sun?’ from SciShow Kids which clearly explains the sun’s heat and light using simple visuals and vocabulary suitable for young learners. This video will help consolidate the children’s understanding of why the ice melted and how the sun affects our world.
This activity ties into SESE, SPHE and literacy, as children explain, describe, and discuss what they observe. Through drawings, photos, or even short oral recordings, they will be encouraged to reflect on what they saw.
Monitoring Impact: SSE This activity will also support our school’s ongoing STEM-focused School Self Evaluation (SSE):
Improved Quality of Teaching: Staff confidence with scientific language and inquiry methods will grow.
Improved Pupil Engagement & Progress: Children will show increasing confidence in predicting, observing, and questioning—core science skills.
Raised Profile of STEM: Activities like this will feature in STEM Week, classroom displays, and will contribute to our Curious Minds Award application.
Sharing Practice: Teachers can reflect and share resources like Milo & Marvin stories and video links with colleagues through a shared drive or during planning meetings.
Moving forward, we will explore further seasonal and weather-based activities, such as ‘Animals in the Cold’ and ‘What Clothes to Wear’. -
Activity Set: Weather
I plan to use the ‘Hot and Cold’ investigation in my Infant classroom as a simple, hands-on way to introduce early science skills through inquiry. I would begin by creating a KWL chart about ‘Weather’ with the children, encouraging talk and discussion about various types of weather and discuss the meaning of ‘hot’ and ‘cold’. I will then carry out the investigation with them. This activity explores how ice cubes melt differently in the sun and in the shade, allowing children to observe change, temperature, and the role of sunlight in our environment. It provides an age-appropriate introduction to fair testing, encouraging children to predict, observe, and share what they find out.
Using the DPSM/ESERO Framework we will: Engage: Introduce the characters Milo and Marvin, who are curious about Earth and the sun. We’ll read their story and ask children: ‘What do you think will happen if we leave ice in the sun?’ Investigate: Children will test ice cubes in the sun and in shade, recording or drawing what happens. Take the Next Step: We’ll discuss how heat affects objects and people. What clothes do we wear in warm/cold weather? How can we stay safe in the sun?
To support understanding, we will use the engaging video ‘What is the Sun?’ from SciShow Kids, which clearly explains the sun’s heat and light using simple visuals and vocabulary suitable for young learners. This video will help consolidate the children’s understanding of why the ice melted and how the sun affects our world.
This activity ties into SESE, SPHE and literacy, as children explain, describe, and discuss what they observe. Through drawings, photos, or even short oral recordings, they will be encouraged to reflect on what they saw.
Monitoring Impact: SSE This activity will also support our school’s ongoing STEM-focused SSE:
Improved Quality of Teaching: Staff confidence with scientific language and inquiry methods will grow.
Improved Pupil Engagement & Progress: Children will show increasing confidence in predicting, observing, and questioning—core science skills.
Raised Profile of STEM: Activities like this will feature in STEM Week, classroom displays, and will contribute to our Curious Minds Award application.
Sharing Practice: Teachers can reflect and share resources like Milo & Marvin stories and video links with colleagues through a shared drive or during planning meetings.
Moving forward, we will explore further seasonal and weather-based activities, such as ‘Animals in the Cold’ and ‘What Clothes to Wear’. -
-
I had never heard of Stellarium before and I have just used it now. It is a fantastic tool to use and I think it would be lovely to introduce it to the class on “Where do we live?” We could compare it to different parts of the world and post different locations into the search box and see the way the constellations appear. It has lots of icons to click on and explore. It is also nice to see on the side tool bar where the moon phase is at, in the “Calendar of Events.” Just to see the passage of time and the motion of the Earth in Space. It is fascinating. It could be done as a whole class activity or in my class we are lucky enough to have ipads so I would let each of them off to explore it themselves. We could extend this lesson by drawing our favourite place on Earth.
-
Hi Aine – Stellarium is a really great tool, we use it all the time at Blackrock Castle Observatory. Another one that’s great for visualising the solar system as a whole is NASA’s Eyes on the Solar System: https://eyes.nasa.gov/apps/solar-system/#/home?embed=true
-
-
-
Being in 1st class the activity that sticks out to me is ‘Animals in the Cold’
We could begin by making a KWL chart about animals in ‘cold’ places and first uncovering what a cold place is. I would get the children to draw and write all about what they know and what they could be curious about. Planet Earth documentaries are a great resource for engaging children visually and giving small bits of information with really vivid pictures. We could follow up with some specific work on one or two animals from colder regions eg a penguin, polar bear. There’s lots of scope in these situations to include poems, stories, visual art work. The beauty of these SESE lessons is the range of extension lessons that come from one!
-
I would focus on the theme “Animals in the Cold” with my Junior Infants class. We would learn about animals that live in cold places like the Arctic and Antarctica. To introduce the topic, I would read “The Emperor’s Egg” and “Polar Bear, Polar Bear, What Do You Hear?” These books would help children learn about animals like emperor penguins and polar bears, how they survive freezing weather, and the sounds they make. I would then use picture cards and sorting games where the children group animals by whether they live in cold or warm places. We would do simple activities like melting ice to feel how cold it is and learn why animals need special features to stay warm. Another activity would be creating a simple chart to track the temperature each day, helping children observe changes in weather. As part of a STEM-focused School Self Evaluation (SSE), I would take photos and videos of the children’s work and conversations to see how well they understand and to help plan more lessons about animals that live in cold places.
-
Hi Ciara, that sounds like a lovely lesson. This is a great topic for children and I really like how you talk about tracking the weather, that’s a lovely simple experiment for the children and great for showing the change in weather throughout the seasons if you can consistently track it throughout the school year.
-
-
Objective:
Using the activity set of ‘Weather’ I would introduce my infant class to basic weather concepts using sensory play. Focus on concepts like sunny, rainy, windy, and cloudy.Introduction:
Activity: “What’s the Weather Today?”
• Look outside together or show a photo of today’s weather.
• Ask:
o “Is it sunny or cloudy?”
o “Is it hot or cold?”
• Write weather words on the board.
Development:
Story: Kippers Book Of Weather
• Go through main weather types: sunny, rainy, snowy, windy, cloudy, stormy.
• Show or describe tools:
o Thermometer = temperature
o Rain Gauge = how much rain
o Wind Vane = wind direction
o Anemometer = wind speed
Weather Charades: Show flashcards or act out weather types and have students guess.
________________________________________
Closure:
Weather Sorting Game:
• Give students real or pretend weather items (cotton balls for clouds, umbrella, flashlight for sun).
• Ask them to sort or match to the correct weather. -
-
Online tools to support Science and Space Learning.
This course is a goldmine for resources and while I try to balance the ICT side of things in my own class with hands on activities / group work/ written and oral language activities it’s hard to ignore the digital world. In this module I have become introduced to a number of new websites and resources.
The educators section on the ESA website has great visual content. https://www.esa.int/kids/en/Educators
The UNAWE have some lovely activities for younger classes https://www.unawe.org/activity/eu-unawe1301/
During space week or month, as you could cover so much the astronomy picture of the day or the photo set as desktop background for whiteboard is something I will definitely use.
The Marvin and Milo cartoons are also a new resource for me and the home links opportunities are great.
Digital learning and STEM-focused resources can greatly enhance engagement for pupils by making complex topics fun, interactive, and accessible. -
-
I would focus on the theme of Weather. Each day in our preschool the handy helper/leader gets the important job of being our weather person. All their classmates sing a song ‘Go to the window x2. Look outside x2 How is the weather? X2 Please tell us. x2. The children are always so proud to be the weather person and take great pride in doing this big job. They have to tell us if the see sun, clouds, rain, snow. We ask questions like are the trees outside blowing? Are there dark clouds? Do you think it might rain?To prompt the answer, It’s a windy day. It’s very cloudy. The handy helper then goes to a velcro board and chooses the matching picture to show all the classmates. If the weather deems to change throughout the day they love the added importance of changing from clouds to rain. Parents often comment on the fact the children discuss the weather at home or on journeys. It is a simple lesson but they are absorbing all the information and becoming capable of using the language to report the weather or the weather possibilities. I look forward to using some of the fantastic online resources available like the Milo and Marvin stories to further this lesson.
-
I love this idea Gillian, giving the kids complete ownership of their learning plus the added responsibilty is a great motivator. We had a similar thing in my class where I cut out and laminated massive glasses and stuck them to our window. Our leader of the day also had the honour of being our Weather girl an Lae. We too had a rhyme, “Weather girl on lae, says the weather for the day”. Once they had decided on the weather, they would tell the class and we would repeat the sentences “chopping out” all the words.
-
-
I absolutely love this idea, it’s such a fun and playful way to explore the theme of Weather with the little ones! It would work brilliantly with my Senior Infants, especially as it gives them responsibility and builds confidence through a daily routine. Having a “weather person” is a fantastic way to develop oral language skills and observational thinking, and the song makes it memorable and engaging. I can imagine how proud the children must feel taking on that role!
I’d definitely use this in my classroom and we could add new vocabulary like “drizzly” I also love the use of visuals on the Velcro board,it’s so clear and accessible and sounds handy to set up. Using resources like Milo and Marvin stories to extend the lesson is a great idea too. It’s a simple routine, but packed with learning. Thanks for sharing, I can’t wait to try it!
-
-
-
Science Skills and STEM-Focused SSE in the Junior Classroom
In a junior classroom, fostering scientific curiosity is key to developing lifelong STEM skills. Integrating a hands-on activity where students explore by designing and testing can encourage inquiry, prediction, teamwork, and critical thinking all of which are core science process skills. Recording observations using iPads/science journals, students can reflect on their learning through drawings and voice recordings.
Here’s a sample reflective piece you can use or adapt for your forum post:
I would approach the following activity, ‘Mission to Mars’, combining storytelling, hands-on investigation, and digital learning. Students could act as “junior astronauts”, tasked with designing a sustainable habitat on Mars. Exploring concepts such as gravity, the water cycle, and plant growth in space, using materials like clay, foil, and recycled plastic, they can construct habitat models, reinforcing skills in observation, predicting, and fair testing. Digital tools such as Seesaw and Book Creator can be used for students to document and share their work.
Through structured observation and digital evidence, I could assess not only curricular outcomes but also how enthusiastic and involved students are. We could also introduce a STEM showcase, inviting families to view projects, thereby strengthening community links and making learning visible. Continuous reflection will ensure activities remain inclusive, engaging, and curriculum-aligned.
-
You have so many nice ideas there Aisling. I especially like your overlap with Space, STEM and literacy and art creations. Involving families with school projects and inviting them to attend STEM showcases in school is wonderful for giving our whole wider community a chance to be our children’s educators. In our school we often ask the students to carry out home STEM projects which they then bring to school. In school we open our doors to other classes who in turn are keen to do something similar in their own classes. In this way we have found that enthusiasm for STEM is continually growing, not only in our school but also in our school community.
-
-
Hands on experiences are so important in the younger classes to make abstract ideas feel more real to the children. When we explore the theme of Homes we often begin by talking about the different type of homes we all live in. We talk about the rooms in the house and we draw and a “room-trait” of our favourite room in the house. After a week focussing on our homes, we look at some animals from different climates (camel, arctic fox, brown bear, penguin) and we talk about what makes their homes or habitats different from each other. We would loook at pctures of their homes and compare and contract them to our homes too. I would begin the questioning of “do you think a penguin gets cold whe they are at their home?” as well as “do you think a penguin would survive if they lived with camels?”. With the aim fo the students thinking before I explain why each may only survive in their habitat.
This could be followed by the children writing a non-fiction informative peice where they choose one of the animals we have look at, draw and label an image of them and write about their homes and how they are able to live their.
This activity allows questioning and prediction as well as looking at recording the information they find out.
-
Rachel this sounds like a great bank of lessons on the theme of homes. I agree that its so important to make your lessons as hands on as possible with infants to ensure engagement in the lesson. I like the idea of the mini project where the children can pick an animal to write a informative piece about and think by letting the children choose which animal to pick this would ensure even more engagement.
-
-
I have often used the ESA and ESA Kids online resources with the students in my class. The most popular one by far for my students is the series of Paxi videos which explain about our solar system (including the planets and more specifically our planet Earth) from the point of view of a visiting alien https://www.esa.int/kids/en/Multimedia/Paxi_animations/English/The_Solar_System These videos are short, very engaging and are pitched at the level of the students in our younger classes. Fantastic! In general I find the ESA kids website to be extremely visual and easy to use, even by the students themselves, or at home with their families.
While the ESA website is pitched a little above the understanding of my junior students, it is a wonderful resource for the teacher. Again, it is presented in a really user friendly way and it is a resource that I often use myself, especially when I am interested in trying topics with my class that I have not tried before.
The Marvin and Milo set of investigations are presented in such a nice way, cartoon characters trying out simple science experiments and investigations with items that are easily sourced at home. I have used some of these in class with my students. The visual cartoons are of high interest to the students and the experiments are easily tried with a minimum of fuss or equipment. Excellent.
I love the Stellarium website. While that is more of a teacher toy, the students also like to look at it, especially since we can input our own location. While it is more suitable for older students, it is interesting for all children to notice that all our planets look like stars, without the aid of some high powered microscope.
I think all these sites should be of interest to my students and hopefully generate enthusiasm among the students about STEM in general and space in particular.-
Thank you for sharing this link I had a look at this one in more detail and I do think they are pitched well which is key. I also love the Marvin and Milo investigations although I have not used them yet – hopefully I will get a chance in September. I like the lack of fuss and little organisation too in terms of gathering resources.
-
-
The Animals in the Cold from the online resources on the ESERO website would have been fantastic this year when I was in Senior Infants as there was a few activities in the Let’s Discover text that the school uses, which could have been further supplemented by a resource like this.
I was thinking that I could have used this activity to look at climate as well as weather this year in first to follow on from last years’ learning.
I really like how they use the animal changes in an engaging as well as hands on way. As part of initial discussion, maybe during oral language time, I would introduce the different weather types that they would recall and already be familiar with such as sun, clouds, rain and hailstones/ice or snow. Linking with a winter theme I would use a winter snow themed story or film clip from the book The Snowman for instance or Winter Sleep. The Snowflake could also be used and illustrations could be used to stimulate discussion as well as a stimulus for a cross curricular art lesson later. Encouraging the children to think about the North Pole and linking this to Christmas themes and discussions around Lapland, for instance would be engaging and fun for them. This would help to engage the children fully from the start and make it more relevant to what they know already. Polar bear and penguin pictures could be used and allowing them to illustrate or make penguin shape pictures first. Further discussion around how animals stay warm would be had following some leading questions such as What do you wear when you’re cold? would further help the children connect their understanding of animal adaptation to their own experiences had. Looking at different materials clothes are made from and what is used inside coats for instance as insulation will help the children explore how blubber, fur, and feathers act as clothes for the animals. They could discuss how they might test these materials or find out what are the best as a line of inquiry later.
Documentation of learning for further steps toward a STEM-focused SSE (School Self-Evaluation), might be carried out by using observations, through focused key questions as well as initial predictions at the start of the inquiry. The introduction of charts would be used again to track ideas. Children would have the opportunity to question first, compare later and then further explain, all of which are essential in the foundation of a rich environment for STEM.
-
I have chosen to discuss Science skills and School Self Evaluation and the further steps we take towards a STEM focused SSE.
Over the last number of years my school has been focusing on STEM as part of our School Self Evaluation. As a new member of staff this year, this has been a great learning curve for me, particularly as the school places a large emphasis on inquiry based learning in STEM. I have always enjoyed teaching STEM subjects but I have found this year, that the children in my class have gained a greater insight into the topics we covered in SESE using inquiry based learning. It has shifted the focus from teacher led to student led learning and given them greater autonomy over the work that they carry out in SESE lessons.
There is no doubt that STEM-focused self-evaluation is an ongoing process. The evaluation should be regularly updated and adjusted to ensure continuous improvement. By keeping the focus on student engagement, teacher development, resources, and real-world connections, our school can develop a dynamic and impactful STEM program to continue to improve on teaching and learning in STEM in the future.-
Mary, great to hear evidence that Inquiry approaches improve the learning of children in science – not just in skills, but in terms of content knowledge.
This is something that has been shown in research across Europe, although there continues to be issues over defining inquiry learning! (see this article that discusses types of enquiry learning).
-
-
The activity I have chosen for this module’s assignment is ‘Weather – Animals in the Cold.’
I would begin by discussing the seasons, asking students what they notice about the weather and the environment as it gets colder. I would show pictures of animals in winter and ask students what they think the animals do to survive the cold.I would read the story ‘Animals in winter,’ by Jenna Lee Gleisner to the children. After reading the book we would discuss the concepts of hibernation, migration, and physical adaptations. I would use pictures and simple explanations to illustrate each adaptation. I would provide students with pictures of different animals and have them sort the animals based on their winter adaptations (hibernation, migration, or physical adaptation).
I would allow the children to place their hand/foot into a basin filled with ice water, with and without a neoprene glove/bootie to illustrate how blubber can keep animals like whales seals and penguins warm.
I would have students create paper bag bear caves as illustrated at the back of the book ‘Animals in winter.’
-
-
Hands on themed activities are critical learning points for young pupils….
Why Hands-On Activities Matter for 1st/2nd class pupils. (Learning About Earth)
1. Young Children Learn by Doing
In 1st/2nd class kids are in the early concrete operational stage (Piaget’s theory), which means they learn best through touching, seeing, building, and experimenting rather than just listening or reading. Example:
When learning about Earth’s layers, feeling a clay model or building one with colored dough helps them understand better than just seeing a picture.2. Makes Abstract Ideas RealBig ideas like “Earth spins,” “plants give us oxygen,” or “recycling helps the planet” can be too abstract. But hands-on activities bring those ideas down to their level. Example:Sorting real trash into “recycling” and “garbage” bins helps them understand how to care for the Earth.3. Builds Curiosity and Keeps AttentionSix-year-olds have short attention spans. Hands-on activities are fun, engaging, and help them focus longer and stay excited. Example:Planting seeds in a cup helps them stay interested in how Earth supports life. They get to watch something grow!4. Develops Fine Motor and Thinking SkillsCutting, gluing, painting, and building with blocks or clay help improve both motor coordination and problem-solving. Example:Making a 3D Earth model (core, mantle, crust) improves both science understanding and fine motor skills.5. Encourages Social LearningMany hands-on activities are done in pairs or groups, which helps kids learn to share ideas, cooperate, and talk about what they’re learning. Example:Working in teams to build a “mini Earth habitat” teaches teamwork, creativity, and care for the environment.6. Makes Learning Memorable. Kids are more likely to remember what they touched, built, or created than what they just heard. Example:If they dig in soil to find worms during a lesson on ecosystems, they’ll remember that Earth is alive and full of life.Hands-on activities make learning about Earth:Concrete (not just words)Fun and exciting,Memorable,Social and skill-building
-
The lesson I have selected from the ESERO module is animals in the cold. I choose this lesson as it will allow the children to use many hands on activities to learn about animals in the cold.
It allows children to learn about cold places in the world- The Arctic, Antarctic and the North pole. It allows the children to identify/locate these areas on the map. This is a very exciting topic especially around Christmas. the children can watch videos to see these cold places and the animals that live there.
We can discuss how people stay warm in these cold places and how we stay warm at home. Snow suits and how they use different transport- skiing, dog sleighs, etc
Children will also learn about animals that live in the cold- polar bears and penguins. We will discuss what the animals look like, where they live, what they eat. We will also discuss fur and blubber and how they are used. They will learn how these animals also stay warm.
The children will sort pictures of different pictures into cold and hot places/ objects/ animals.
The children will play with tuff trays during aistear- ice cubes and animals from cold regions will be placed in here. This will also the children to free play and learn through play.
The children will also play a who am I game- The children will describe animals or objects from the cold areas.
The children can create pictures of penguins and polar bears during aistear
-
We discuss the weather every day in our classroom. we sing a song to that days leader.
Go to the window, go to the window.
Look outside, look outside.
How is the weather? How is the weather?
Please tell us.
The child then tells us what the weather is like, chooses the appropriate weather card and sticks it to weekly chart.
To extend this I will ask the children to chose from 3 coats, a winter coat, raincoat and light jacket to pick the most suitable for that days weather.
I can then show them a weather card for a different type of weather and see if we can match all the coats to the different types of weather.
Finally I’ll ask , how do we keep warm in cold weather. Hopefully they will identify that we wear our warm clothes. we can then dress our dolls in different outfits and discuss what weather the outfits will be suitable for.
This leads into a lesson for the following day/week on how do animals keep warm. Using the pictures of the penguin and polar bear, we can discuss how the weather is where they live and read our books on Penguins and polar bears such as The emperor’s Egg and Big Bear Little Bear.
-
Hi Meadhbh,
I really like how you use the different coats each day with the children while exploring the weather, and I’m sure the children really enjoy it too. It is a great way to get them thinking not only about the weather, but it opens up a range of different possibilities to explore – hot and cold, clothes that keep us warm, even parts of the body, there is a lot of linkage here. In my class, I have many children where English is not their first language, and even a simple activity like this repeated every day in a junior/senior infant classroom, would help them to build up their vocabulary of basic words. Thanks for sharing 🙂
-
-
Module 4- Using online resources and tools in the classroom.
Before completing this module, I was totally unaware of the amount and depth of online resources which are available in this area.
I really like the way that the Marvin and Milo cartoons and Curious Minds resources use everyday household items which are easily available and promote the idea that science is everywhere and accessible to all of us. I think we sometimes forget this! The cartoon strips could be used to support the pupils to work independently and might be appealing to pupils who would struggle to read lots of text.
ESA kids has a fantastic array of resources and even competitions which could be looked at as part of STEM week at school.
I really enjoyed trying Stellarium (and Stellarium web) for the first time and I think this would really help pupils to make the connection between where they are living and the wider world of outer space. I like the way you could change the location and see the perspective from different places. This is probably more suitable for older pupils to use independently but would be a great resource for whole class viewing/engagement in lessons on stars, the planets and space.
-
-
STEM has an extraordinarily strong role to play in schools. STEM underpins every part of our lives; it’s everywhere in the world around us. With STEM in mind, the emphasis should be based on skills such as questioning and problem solving which can lead to better creativity and greater innovations. It builds resilience and boosts confidence, and it enables children to embrace their mistakes as part of the learning process. I often tell the children in my class that making mistakes helps our brains to grow! It also encourages many other factors such as experimentation, tech-use, and teamwork.
One website I have used in the past is http://www.sciencebuddies.org/stem-activities. It has loads of fun, hands on STEM activities, challenges, and demonstrations for kids. Most materials are easy to find, and most activities take no time at all. Some of the experiments include build a balloon car, build a paper rocket, elephant toothpaste, walking water, build a sandcastle that can support a brick, can you catch a bubble, turn milk into plastic, make a miniature water cycle model and many more.
-
For this module, I chose to focus on Hands-on Classroom Themed Activities because I believe that active, tactile experiences are some of the most powerful ways for children to build scientific understanding and confidence in STEM learning. One standout activity I’ve implemented is the “Design a Rocket” challenge, where the children are tasked with building a simple paper or straw rocket that can be launched using air pressure or a balloon. They work in pairs to test different wing shapes, body lengths, and materials.
This kind of activity does more than just teach about force and motion—it develops skills in questioning, testing, collaboration, recording results, and revising designs based on evidence. I’ve found the children become deeply engaged, especially when they get to compete in a friendly launch contest!
Using this hands-on approach regularly encourages children to see science as something they do, not just something they learn about. It also helps support the Science Skills strand of SSE (School Self-Evaluation). To further support a STEM-focused SSE in my school, I’d like to:
• Involve staff in sharing easy, low-cost STEM activity ideas.
• Use student science journals as evidence of developing skills over time.
• Introduce more opportunities for STEM across other subjects (e.g., designing a boat in history or creating weather stations in geography).
Ultimately, embedding hands-on activities into regular practice helps build a classroom culture where curiosity, problem-solving, and creativity thrive. -
STEM in SSE. The SSE approach allows schools to see what they are doing well already, what they could improve on and it gives a clear focus / objective for what they would like to achieve in the future. It allows for more concise and relevant planning, giving guidance to teachers that might feel overwhelmed by STEM. It also allows schools to highlight their performances and achievements in STEM including participation in the Curious Minds STEM awards programme. I find this programme very useful in guiding the school in a variety of STEM activities ensuring that all the children access a variety of learning experiences each year. The gathering of evidence, within the SSE, from the whole school community is a very worthwhile thing to do as it takes into account a variety of views and experiences that help shape a school STEM improvement plan. Within the plan the targets, actions, responsibilities and timeframe for achieving these targets are all clearly set out allowing teaching and learning to improve. The curious minds website is a great resource when planning science, space and engineers week which would all be part of our school’s STEM plan.
-
-
This course has considerably enhanced my knowledge of the wide range of online resources available to us as educators, particularly when preparing lesson plans on topics such as Space. I love the huge range of fun stories, read-alongs and you tube videos mentioned in the forums as well as fun videos of aliens and Planet songs in the modules. However, on another level there is a huge amount of useful and appropriate material available that is very educational and child friendly as well as being a great help when planning. I am especially happy with “ Do Try This at Home” videos, Leabhrán-Acmhainní-don-Seomra-Rangat-Mars, Stellarium/Stellarium-web.org – Milo and Marvin – ESA and ESA Kids and the Astronomy Picture of the Day as well as of course Curious Minds- an invaluable resource. I am adding them all to a resource bank to have for my return in September and am really looking forward to using them.
-
Activity set: Hot and Cold
I enjoyed this activity set and I think the children in my classroom would really enjoy carrying out an investigation with ice. Putting one ice bowl in the shade and once ice bowl in the sun is a great way of getting children to draw conclusions about the impact the sun has on our planet and on us. I love the idea of getting the children to make a prediction and I think the class discussion around this would be particularly interesting. Bringing the children outside to the yard and asking them if they can notice the difference between standing in the sun and in the shade also further develops the lesson and the impact the heat or cold has on us.
-
-
Using Hands-on Classroom Themed Activities in My Classroom:
I would use hands-on classroom themed activities to bring STEM concepts to life in a way that is engaging, interactive, and accessible for all learners. For example, during a space-themed unit, I might have students build simple rocket models using balloons, straws, and string. This fun activity allows students to explore basic physics concepts such as force, motion, and propulsion through direct experimentation. After launching their balloon rockets, students could record how far their rockets travel, test different designs, and reflect on what worked and why.
Hands-on activities like this encourage inquiry-based learning and support the development of key science skills such as predicting, observing, recording data, and drawing conclusions. They also allow for cross-curricular links with math (measuring distance), literacy (writing reflections or reports), and art (designing rocket features).
To further support a STEM-focused School Self Evaluatio, I would collaborate with colleagues to track how often STEM themes are integrated across subjects, and gather student feedback to assess engagement and understanding. This would help us identify strengths, gaps, and next steps in improving STEM learning outcomes school-wide.
-
Hi Hannah, your balloon rocket activity sounds like such a brilliant way to bring STEM learning to life in a fun and age-appropriate way. I think children would be so engaged by the hands-on element, and it’s great how you’ve woven in key science concepts like force and motion so naturally.
I also really like how you highlighted the cross-curricular potential, especially the integration with maths and literacy. It’s so valuable when children can make those connections between subjects while staying curious and creative.
Your suggestion about using student feedback and tracking integration across subjects as part of STEM-focused SSE is really practical. It’s a great reminder that meaningful change often starts with small, collaborative steps, like sharing what’s already working well in the classroom. -
Hi Hannah,
I really enjoyed reading about your balloon rocket activity—such a fun and effective way to introduce young learners to important STEM concepts like force and motion. It’s clear that your approach not only makes science accessible but also brings so much excitement to the classroom. I love how you’ve woven in cross-curricular elements too—especially linking it with maths, literacy, and art. It shows how a simple activity can create rich learning opportunities across subjects.
Your idea to collaborate with colleagues as part of a STEM-focused School Self Evaluation is really thoughtful and practical. Tracking integration and gathering student feedback will give such valuable insights—not just into teaching practice, but into what’s really resonating with the children.
-
-
-
I would choose to do the ‘What Clothes to Wear’ lesson. This lesson is a great way of teaching about the seasons. We will start with the Seasons song. I will check if the children can name the four seasons and how they differ/what happens during different seasons. The children will then do the colour the seasons worksheets. They will explain how they could tell what season it might be by looking at the pictures and what made them come to that decision. Following on from the colouring we will do the ‘What Clothes to Wear’ part of the lesson. The children will love the opportunity to dress up and explain their choices of different clothes for different seasons. We will discuss how some clothes choices can overlap and be used in multiple seasons. This is especially true in Ireland and we will look at how in other countries they may have more defined seasons. We will also discuss the reasons why we maybe need fewer layers in the summer and how the sun plays a role in this. This will lead to a discussion to the different types of weather we see in Ireland and what is most prevalent during which season.
-
-
Activity set: Weather (Animals in the cold)
This is an area I have explored with my junior infant class as part of Aistear this year when exploring the topic, the polar regions, so I will explain how I used this activity in my classroom.
We used the story ‘Lost and Found’ by Oliver Jeffers as the story for the theme, which lead to discussions about the polar regions and where penguins live. As an Aistear station as part of the theme, we froze small penguin figures in cubes of ice. At that station the next day, it was the children’s job to unfreeze the penguins and set them free, using warm water and salt in pipettes. They loved this activity and it lead to discussions about the melting of ice, what works well and what is needed to melt it. It got them thinking about all the other animals who also live in cold climates, and we discussed them too. Having gone through this module, it could also be used an activity to explore ‘hot and cold’ too!
The children loved the hands-on element of this activity and enjoyed the sensory and problem-solving nature too 🙂
-
-
For this module, I looked at Online Resources and Tools, with a focus on Stellarium-web.org and ESA Kids, and thought about how I could use them with my Second Class children.
I particularly liked Stellarium, it brings the sky to life in a way that’s so engaging. We would look at it together on the whiteboard to see what stars and planets we could see if we stepped outside that night. To keep it simple and age-appropriate, we would focus on just the Moon, the Plough, and maybe Mars if it’s visible. Wewould look at each and talk about what we see.
Each child would then receive a blank “My Night Sky” recording sheet. On it, they could draw and label one or two of the objects we had explored together. They could invent their own constellation and give it a name and backstory. We would include some creative writing and genre writing by having them create a factfile for their constellation. Their writing could then be displayed with the pictures they had created.
I would also use ESA Kids to supplement this with a short story or fact about how astronauts live on the International Space Station, as a way of connecting the stars above with humans’ exploration of space. -
I am focusing on the “Where do you live?” activity. I think this activity links well with Aistear and the SESE curriculum and provides an ideal opportunity to develop science skills in an age-appropriate, hands-on way.
In my classroom, I would begin by inviting the children to describe their own homes. What they look like, who lives there, and what rooms or features they have. We would then move into a discussion about the wider community, talking about different types of homes and places in the local area. This helps build early geographical and spatial awareness.
Children would then be given time to plan and create their own homes using modelling materials such as playdough, junk art or blocks. We’d display the houses together to form a class village. This activity supports fine motor development, creativity, and early skills in observation and comparison.
As a possible extension, we could use digital tools to take photos of our village and record simple oral descriptions of each house using apps like Seesaw or Book Creator, which would also support digital literacy and SSE in science. -
There is an excellent and varied selection of online resources, tools and digital aids included in Module 4 for the teaching of the theme Our Home the Earth. I would begin the lesson on the theme by asking the children very quickly to remind me what aspects of these ESA Lessons ( 05 Houses, 11 Clothes and 12 Hot and Cold ) are important for our well being on earth.How are things on earth suited/conditioned to our survival and development? Can they give examples in various countries around the world where houses, clothes,food, activiites and jobs are conditioned by climate in comparison/contrast to our way of life in Dublin? There are lovely Oxfam books in our library that compare and contrast school days for example all over the world and this can be mentioned /used as the prompt or as visuals.
For a senior class like Rang 5, The Powers of 10 video, would be fascinating to watch in that you go from a very familial image of a picnic on a sunny day to 100 million light years away where whole galaxies of stars look like specks of dust.They would be enthralled by the Mathematical zooming in and out and what is visible at each step e.g. The Solar System would be visible at 10 to the power of 6 or 1,000,000 m squared. This could be developed further in the Maths Class where children would map out various areas in the classroom and yard to show the smaller mathematical dimensions.
The core of the lesson would be a short lesson on the Stellarium, an online tool that shows a view of the sky.It can be set to show the Dublin skyline on a specific date and at a specific time, during the day or night.I would show this on our very large interactive whiteboard which would give the atmosphere of a planetarium in the classroom.The online commentaries from The Blackrock Observatory for Space Week would be a very good time to do this lesson as it would be a contemporary lesson and would make it more exciting to the children.
The lesson on Ireland and the Moon , from The Blackrock Observatory, could be a follow on lesson where the naming of various craters on the Moon after Irish scientists and Discoverers is also very interesting lesson, e.g. Shakelton, Hamilton , Fitzgerald etc..The children could select a few famous people /astronauts themselves who they would like to nominate to be remembered e.g. David Attenborough, Elon Musk maybe!!The practical lesson of letting the children drop different sized balls into the basin of flour or sand would be a practical way to combine activity and new information and would tie in with the crater names.
The Stellarium could be used very often in the classroom as a show and tell item, first thing in the morning, to enable the children to familiarise themselves with the tool,as they love to interact with the whiteboard and learn new things.
-
I think that the Weather Station is an excellent way of teaching the children about climate and weather.I would add a few measuring items for the older ages e.g A Rain Meter ,Thermometer and maybe an Anemometer. It would be good for the school to buy a few of these items and could be used by a few classes in the school.
-
Hands – on classroom themed activities
There are loads of opportunities to use hands on classroom themed activities when teaching space. I will be having junior infants next year and I am going to “Create our own space helmets and go on a spacewalk”
Objective: To introduce children to the concept of Space and astronauts through imaginative play, sensory exploration and creative expression. I will introduce the lesson with circle time and read Papa please get the moon for me by Eric Carle. We will discuss and talk about astronauts and how they wear helmets in space.
Children can then decorate paper bowls or boxes to make space helmets. This will also improve their fine motor skills and encourage imaginative role-play. we will then put on our helmets and go on a spacewalk around the classroom and discuss what they saw on their spacewalk, what they would pack in their rocket to go to space and what planet they would like to visit. We could also sing the Planet song while on our spacewalk . We could then take digital photos of our space helmets and record where we would like to visit with them.-
Niamh – you could probably do this with two cereal boxes taped together – which could be an easy request for the “Friday” box. I never throw out cereal boxes – I find them so useful for so many different purposes.
Add in some images of actual space suits and you can compare to Eric Carle’s book where Papa climbs a ladder to the Moon with no space suit at all!
For a slightly older class you might use the story of Sabrina Thompson,who is a NASA Engineer who also designs clothing. A teacher suitable overview is here: https://youtu.be/q0OwF6e3pmg?si=pSSZdNES63sdLRJs
-
-
I would definitely use the “What clothes to wear” activity set with my class next year. I found even in second class, some of them still needed reminders of what the seasons are and what months they’re made up of. The clothing and weather associated with the seasons also helps to further understand time and integrates with Maths & Science & S.E.S.E. along with S.P.H.E. looking after our bodies. There are lots of potential follow up lessons here. First I would start by following the Esero lesson plan, then follow up with more differentiated lessons depending on the class.
Firstly I would start with “Colour the Seasons” which is a nice introduction to engage the children.
Next I would follow with the Esero activity ” What clothes to wear” for Spring, Summer, Autumn and Winter. Draw the conclusion that you need different clothes depending on the Season.
Next I would follow with the Esero “Rain, Wind and Storm” activity as laid out in the What clothes to wear lesson plan. This brings action and movement to the discussion which is always fun. Finish by discussing weather where we live- is it mainly sunny, rainy etc. What clothes do we wear on a day to day basis? Talk about weather we have in different Seasons.
I like the structure and physical tasks that are included in this lesson. I can see that it would be fun, engaging and a great way to teach Seasons in a meaningful, practical way that connects to a child’s previous experience. Lots of potential here.
-
-
Great idea Orla! I love how you’re using a mix of discussion, movement, and art to teach about seasons and weather. One idea might be to add a simple weather chart that the children can update daily alongside their calendar work to observe changes over time.
For art, you could have them create a seasonal collage using magazine cutouts or craft materials to show different clothes and types of weather.
In English, a fun activity could be packing a suitcase for teddy, where the children describe what they would pack for each season — it’s a great way to build vocabulary and practice speaking and reasoning skills.
-
-
I chose the Hands-on Classroom Themed Activities with a space focus, as younger children are naturally curious about the world—and beyond! One activity I would use involves creating simple “rocket launchers” using straws and paper rockets. After a class discussion about space travel and astronauts, the children would design and decorate their own rockets using paper, then test how far they can launch them using a straw. This fun, hands-on task introduces basic STEM skills like predicting, testing, and measuring in a playful and age-appropriate way.
We could also use the activity to talk about gravity and distance in simple terms, helping to build early science vocabulary. It’s an ideal opportunity to link with maths through measuring and comparing distances. Going forward, I would use similar engaging, themed activities as part of our School Self Evaluation, focusing on encouraging curiosity, language development, and early investigation skills in STEM.
-
-
The ESERO lesson “Hot and Cold – The Sun” offers an excellent starting point for young children to explore the effects of the Sun and begin to understand seasonal weather patterns. In my Junior Infant classroom, I would use this activity by encouraging sensory-based learning and real-life observation. We would begin by discussing how the Sun feels—warm on our skin, bright in our eyes—and how it changes the environment. To make this concrete, I’d lead a simple outdoor investigation, asking children to feel surfaces in the sun and in the shade and compare temperatures. This helps them grasp the concept of heat absorption in a tangible way.
To further enhance this, I would use visually rich and hands-on resources. Using UV-sensitive beads can help the children to visually demonstrate the Sun’s presence and effects. We might also use picture books, digital thermometers, and a “Sunshine & Shadow” puppet story to make the concept accessible and engaging. Weather songs and seasonal storytelling (like “Percy the Park Keeper” or “Maisy’s Seasons”) can reinforce understanding.
To represent the four seasons through simple experiments, we could:
Spring: Grow seeds in sunlight vs. shade to show the Sun’s role in growth.
Summer: Use dark and light materials outside to observe heat absorption.
Autumn: Explore wind with paper leaf races or simple wind socks. Rain in a Jar is also a great visual experiment.
Winter: Freeze water in containers, then test how fast it melts in the Sun.
These experiments not only show weather changes but also link naturally to STEM learning through observation, prediction, and discussion.For a STEM-focused SSE (School Self-Evaluation), I would begin by gathering baseline data on current science engagement in infant classes—looking at how often hands-on STEM activities are practiced and how confidently teachers deliver them. I would then introduce structured STEM lessons like the ESERO sequence and use simple observation checklists and pupil voice (drawing or talking about what they learned) to track impact. CPD sessions, sharing of STEM resources among staff, and classroom visits for collaborative planning would further strengthen the SSE process and promote a whole-school approach to early STEM learning.
-
-
Olivia,
I really like your four seasons with activities that look at simple changes to weather across year. The sunlight and shade for spring links really nicely to those early plants that try to grow before trees cause too much shade.
I’m not great on plants (better on planets!), but I found this presentation:
https://biodiversityireland.ie/app/uploads/2021/04/SpringFlowersProject_Presentation.pdf
-
-
I would love to teach the activity set ‘Where Do You Live?’ to my Second Class pupils.
We will begin by identifying the different types of houses that exist. The pupils will describe their own house and explain what type of house it is. The pupils will be introduced to new vocabulary such as bungalow, two-storey, detached, semi-detached.
The children will also identify what materials have been used to make their house. The children will also be invited to make a 3D model of their house using recyclable materials. One all the houses are complete; they will be arranged to make a small town or village. I will encourage the children to identify things that are missing from this town and why they are so important to us. We will explore our local area and discuss what else is nearby e.g. school, library, supermarket, swimming pool. From a global perspective, we will explore houses around the world and discuss what makes them different from the houses that we live in.
-
For my Module 4 assignment, I chose the activity set Weather with a focus on animals that live in cold places. In class, I’d start by talking about animals we know in cold parts of Ireland, like seals, and then move on to animals from Antarctica, like penguins. This helps kids understand how animals live differently depending on where they are and how they survive in cold weather.
A fun hands-on experiment would be making a “blubber glove” with lard so the kids can feel how blubber keeps animals warm in icy water. It’s a great way for them to understand science by doing something practical.
To get kids thinking and talking, I’d use the Astronomy Picture of the Day to connect what’s happening in space with weather on Earth. This helps tie different subjects together and keeps things interesting.
For the STEM-focused School Self-Evaluation, I’d collect evidence by watching how well the kids understand weather, how animals adapt, and how they use scientific ideas. I’d look at their work, listen to their discussions, and think about what’s working well and what could be improved.
-
-
This sounds like a brilliant and well-thought-out approach to exploring weather and animal adaptation! I love how you’ve started with animals the children already know and then expanded their thinking to more extreme environments like Antarctica. The “blubber glove” activity is a fantastic hands-on way to bring abstract science concepts to life—very age-appropriate and memorable. Linking in the Astronomy Picture of the Day is a clever way to broaden the learning and show the connection between Earth and space. Your approach to School Self-Evaluation is practical and focused on real classroom evidence—observations, discussions, and pupil work—all key to understanding what’s effective in STEM teaching. Well done!
-
-
I really enjoy reading other participants lesson ideas for different topics. It’s so useful for my own teaching going forward. Especially ideas for any hands on activities…with these activities children are more engaged and motivated and don’t even realise they’re learning.
I love your ‘blubber glove’ hands on activity Shauna. I had not heard of it before. This will definitely be added to one of my group stations going forward.
-
Hi Sauna,
I really enjoyed reading your reflection! I think your idea of starting with animals that children know locally, like seals, before moving to more exotic animals like penguins, is a great way to build on their existing knowledge and make the lesson more relatable.
The “blubber glove” activity sounds like such a fun and memorable way to help children understand how animals survive in cold conditions. I’ve seen similar experiments before, and they always seem to really engage the class.
I also liked how you brought in the Astronomy Picture of the Day to link space and weather—it’s a really creative way to keep the learning cross-curricular and spark curiosity.
Your approach to School Self-Evaluation is very clear too. Observing discussion and understanding, not just written work, gives a fuller picture of how children are engaging. Great ideas overall—I’d love to try a version of this lesson myself!
-
-
I choose these two hands on activity as they support active learning, enquiry, and cross-curricular integration, all of which are central to STEM teaching and learning.
Theme: Where Do You Live?
Hands-On Activities:
After a discussion on where we live we will have a look at google earth to find our school. We will then create a class map: Each child marks their home on a large classroom map using ikea type roll of paper to make a big long street.
Build 3D models of our homes using recycled materials (first and second) using lego, magnets (infants)Look at different types of homes worldwide –note the different materials for hot snd cold climates, housebuilt on or around water etc.STEM Link:
This introduces geographical awareness (Science and Geography), mapping skills (Maths), and simple engineering concepts through building structures (Technology/Engineering).
Theme: Weather
Hands-On Activities:
Daily weather graph: Children observe and record temperature, wind, and rainfall usign simple instruments, make a note if it was sunny, cloudy etc.
Make a rain gauge using plastic bottles and observe over a period of two weeks.
Conduct an experiment – Hot and cold Esero
STEM Link:
These activities promote observation, prediction, and data recording – core STEM skills.
I will also be adding Stellarium to my favourites bar as I think the children will really engage with it, especially as we can put in our locality. With so much information available it’s great to have recommendations like Do Try this at Home. -
Theme 1: Where do you live”
Step 1: I would first of all discuss the house that they live in and get them to describe their house the rooms in their house. Do they have a garden do they have an attic? Get them to compare and contrast their own houses among themselves in groups of 3-4. Is it a bungalow is it two-story is a detached is a semi detached is it a flat.
Step 2: Talk about the buildings in your area, (our school is based in the city and all the children live in the city). To talk about all the other buildings in their area ie. shops, post office, GAA pitch, church, library, garage, restaurant , park etc.
I would introduce new vocabulary: community, amenities etc. Then we would draw a plan of our house and all the amenities in a circle around our house using the spherical earth template of an earlier module.
Theme 2 : Clothes for each season
Get the pupils to name the four seasons and the present season. Get them to discuss the different clothing they wear for each season.
Have a Barbie doll with clothes and a circle on a table divided into 4 quarters and name each with a season. Discuss each item of clothing and which season they are suitable for. Discuss the material of each item of clothing: warm/ cold thick/thin waterproof/woolly etc. using different fabrics get the pupils to design a winter coat for teddy.
I have used “ The Globe Programme”, it is a worldwide Science and Education programme which focuses on the environment. It has support from NASA. It has many sections: Air Quality, Green Up and Down, Rivers and Cloud Observations. We have done all the above in my classroom. The Cloud Observations part of the app, helps you photograph and record the clouds around you ( level of cloud, coverage of cloud, type of cloud etc) if the NASA satellite is passing over near you it will compare its recordings with yours and send you the data back and compare how close you were to their findings.
-
Wendy – I love the GLOBE project and run outside to photograph clouds most days. Thanks for mentioning it!
If you are new to GLOBE – have a look at the website, follow through the trainings, download the app to your phone and get ready to collect a lot of science!
In Ireland, they partner with An Taisce – https://www.antaisce.org/globe-ireland, and you can follow them on instagram: https://www.instagram.com/globe_ireland/
-
-
I would use the activity ‘Where do you live?’ activity in my classroom. This is a fantastic activity for junior infants to help them explore the concept of where we live in a hands-on, child-friendly way. I love how it begins with each child describing their own home, this really values their personal experiences and builds confidence in speaking.
Creating a model of their house from modelling material is a great opportunity to support fine motor development and creativity. Bringing all the houses together to form a class village adds a lovely collaborative element. Asking the children what might be missing encourages critical thinking and introduces early ideas about community and how people live and work together.
This could easily link into Aistear through construction, socio-dramatic play (setting up shops, homes, roads), and creative expression, while helping children better understand the world around them.
-
-
Hands on activities – Where Do We Live?
To introduce the theme “Where Do We Live?”, I would begin by showing the children their houses on Google Maps (with prior parental consent). This visual connection helps them understand that they are part of a larger community. We would then discuss the different types of homes they see—detached houses, apartments, bungalows, and terraced houses—encouraging children to share what their own homes look like. For hands on activities, we would explore the materials used to build houses (e.g., bricks, wood, glass) and talk about why homes are built differently in different places. Children would then be invited to construct their own model houses using a variety of materials such as cardboard, paper, fabric, and recycled items. This hands-on activity supports fine motor skills, creativity, and spatial awareness.-
Jenny, could you also look at the school building from Google Maps, and show how it is in a neighbourhood of a church, some shops, a playground, etc.? This might get around individual homes being identified, particularly if the children come from different economic backgrounds. This will very much depend on the location of your school. My own lads went to the same primary school as their father – in class with the children of people he went to school with, with some of the same teachers!
-
-
-
-
Hands on activity on hot and cold. As an introduction we would look at pictures and objects related to hot and cold – ice cream, hot chocolate, a sunny day, a snowy day. We would have a whole class discussion about how the pictures make us feel. I would ask them how can we tell if something is hot or cold. Next we would take some time at a sensory table so they can experience items like ice cubes, warm water, a metal spoon, a wooden spoon. They would touch each item and describe how they feel – cold, cool, warm, hot. I would then wrap the ice cubes with a material and as them what they think might happen to the ice cubes when they are wrapped/ insulated- they will melt. Following on from the sensory experience we would investigate and sort items according to hot and cold using picture cut outs – sun, fire, ice, snow, hot soup, cold drink from the fridge. The children would be encouraged to explain why they sorted each picture the way they did. To finish we would discuss situations where they experience hot and cold temperatures – getting dressed on a winter morning, after coming out of the bath or if away in a hot country. As an extension activity they children could draw pictures of things that are hot and cold.
-
Audrey,
you have outlined a playful set of activities, with plenty of scope for the children to explore how they feel heat / and how heat moves. Some objects might be physically warm, but because they are good at conducting heat, you feel that they are cool to touch. Other objects might be cooler, but because they don’t conduct heat very well, they feel warmer to you when you (a source of heat) touch them.
The Sun resource from Maeve Liston that was shared in Module 2 looks at heat and temperature in a bit of detail. Certainly 1st class should:
• learn that temperature is a measurement of how hot something is
• measure and compare temperatures in different places in the classroom, school and environment.
The key is distinguishing between hot and cold environments and how we experience them, to items that might be hot or cold.
-
-
I would choose animals in the cold as there could be so many strands to other curricular areas such as Maths, Geography, History etc. To begin, the students would discuss in groups what animals shield themselves from the cold and how they do it. Each group would take on a project of one animal and research all about their habitats, food, survival skills etc. We would then do a project on how seals protect themselves from the cold especially living in artic temperatures. Students would then do a blubber science experiment using vaseline or lard and coat one hand. the student would then put both hands into a bowl of ice water and record which one is colder. This may lead on to other questions, rationales etc.
-
-
Jackie – I like how you are planning for other questions – as I say in the in-person CPD sessions that I facilitate – once you have the equipment out, allow the children to pose and test their own questions with the equipment.
A fast moving group might discover that they all feel warmer in the blubber glove, so might wonder : does it make a difference if the blubber is thicker/thinner, and then test that. They might wonder, are all parts of my hand equally sensitive to cold? – and make an uneven blubber glove to test that…
-
-
Hands on learning activities are key to bringing STEM to the core of learning. In the younger classes hands on learning takes centre stage in promoting and developing observation, conversation, discussion, exploration etc. Creating a mix of activities ensures pupils are exposed to all learning needs and styles which further enhances their learning. It also provides a safe space for experimenting and creativity. The ‘Do Try This At Home’ series would be very supportive here.
SSE could be supported by surveying the school community- parents, pupils, teachers and using the information gathered to formulate the next steps. A formed committee would steer the implementation. Implementing a two year topic plan would encourage more in depth studies of the space topics which would ensure STEM learning can become the core.
Using Curious Minds and ESERO resources across the school would ensure a collaborative approach. Stellarium is a fantastic resource I have just discovered that can be used throughout the school.
-
I would focus on Hands-on Classroom Themed Activities as they are essential in making science tangible and engaging for children. In my classroom, I’ve found that practical, inquiry-based tasks allow pupils to develop core scientific skills such as questioning, observing, predicting, and recording in a natural and meaningful way. For example, during our “Light and Shadows” theme, we created simple sundials and shadow puppets using torches and paper cutouts. The children observed how shadows change throughout the day and began making predictions about light direction based on their findings. This kind of learning encourages curiosity and collaboration while laying the foundation for scientific thinking.
As part of a STEM-focused School Self Evaluation (SSE), I would gather feedback from both pupils and teachers about which hands-on approaches have been most effective. I’d also look into CPD opportunities that promote cross-curricular STEM integration and explore ways to ensure these activities are embedded consistently across year groups.
-
-
I agree about the importance of hands on classroom activities. I made a conscious decision to focus on this a number of years ago when I returned as class teacher having spent a long period in SET. The children found more academic and writing based activities quite challenging but the hands on experiments and inquiry based learning allowed more pupils to become engaged and learn through active learning experiences.
-
-
For my assignment I chose Hands-on classroom themed activities as an area for the focus of STEM in SSE. I believe that more practical, hands on activities allow for natural inquiry and discussion as the children work together.
For example, engaging in ESERO 11 What Clothes to Wear. The children would get the chance to discuss e.g. clothes and their material that is suitable for cold weather, and then make their own outfits using a range of materials for a teddy bear. This hands on activity promotes the use of science skills such as questioning, making and recording and communicating.
In terms of supporting a School Self Evaluation, evidence can be gathered through the activity to observe and identify if the children are experienced with types of activities, and if the Science Skill focus is being reached in the lesson as planned. This would help to highlight whether practical activities need to be a focus for support in my school.
-
I really liked the ESERO lesson ‘Animals in the Cold’ and I would adapt it to suit my 1st and 2nd class in the coming school year.
I would begin by discussing with the children what happens when it gets cold and how do humans stay warm. I would then ask the children ‘I wonder if animals need to do anything to keep warm?’ We would discuss this and compile a KWL chart as a class to establish the classes prior learning on this topic.
I would then explain that animals use different ways of keeping warm in the winter – adaptation (growing thicker feathers/fur, fat/blubber), hibernation and migration. I would use the explanations laid out in the ESERO lesson here as I feel they are very child friendly. I like the way the lesson draws similarities between humans and animals e.g we put on a thicker coat in winter, just like the animal’s fur keeps them warm in winter.
We would then read the book ‘Animals in Winter’ by Henrietta Bancroft and Richard Van Gelder and would discuss what the animals in the story did to keep warm.
I would conclude the lesson by asking the children to work in groups to sort photographs of different animals into the categories of adapt, migrate or hibernate. I would monitor the groups for understanding of the topic.
-
I thought I had built up a good resource bank when it came to the topic of space but this module has given me a whole range of new ideas and websites.
I particularly liked Marvin and Milo’s Do Try This at Home site. I think the little comic strips would work so well to catch the attention of the class and then following the step by step instructions would be a great way to open a class discussion as to whether our experiment will work the same way as Marvin and Milo or whether we could change it up at all. You could also incorporate role play here and have different children throughout the year take on the roles of Marvin and Milo as they carry out different experiments so that by the end of the year everyone will have had a chance to be the main scientist and explain what is happening or what will happen and why. There are so many different experiments on this website that you can pick and choose what to do depending on how much time you have and what kind of materials you have available in the classroom.
I also really loved the concept behind the Stellarium tool. The children in class these days are so good at using the iPads that it could be fun for them to pick different places around the world to watch the sun rise or to see how many stars are visible. Maybe if they are going somewhere in particular for their holidays or if they pick a place where a family member is living, either in Ireland or abroad, they could then compare how the night time sky looks where they are.
-
Siobhan,
Stellarium is a fabulous tool, and on an ipad you can use the webversion that has very similar functionality.
For an extra with Stellarium, find the largest room in the school that you can make completely dark and shine a projector onto the biggest clear wall – it isn’t a planetarium, but for those children who haven’t experienced one, it will come close!
-
-
Lesson: Hands-on classroom themed activities
I would introduce 1st class children to stars and constellations through a fun, hands-on STEM activity. I would begin by asking the children if they had ever looked at the night sky and what they noticed. We would talk about how people long ago would look at the stars and imagine shapes or pictures, which we now call constellations. I would show them simple examples like the Big Dipper or Orion using a poster or a short video. Then, I would tell them that today, we would become constellation builders. Each child would receive marshmallows or small balls of play dough to represent stars and toothpicks to connect them like the lines in a constellation. They would either copy a real constellation or design their own. As they built, I would ask them to think about the shapes they were creating, how many “stars” they used, and what story their constellation might tell. We would discuss how this is a bit like being engineers, using materials to model something real. At the end of the activity, I would invite the children to share their models and explain their ideas.What further steps might you take towards a STEM focused SSE?
To move towards a more STEM-focused SSE, I’d start by looking at how well the constellation activity worked. I’d observe how engaged the children were, how they used problem-solving and creativity and talk with them about what they learned. Then, I’d plan more simple, hands-on STEM lessons—like building bridges, exploring shadows, or trying basic coding—keeping everything fun and age-appropriate. I’d chat with other teachers to share ideas and look for ways to link STEM with other subjects like art or SESE. To track their progress, I’d take photos of the children’s work, write down some teacher observations and gather examples of what the children say or do during the lessons. I’d also try to involve parents by sharing some easy at-home STEM activities or holding a small showcase where the children can present their projects. These steps would help build a stronger focus on STEM in the classroom and support our school’s self-evaluation goals.-
Hi Martina, thanks for the great idea. Using marshmallows or play dough with toothpicks to build the constellations is such hands on and fun way to bring STEM into the activity in a very tactile way. Linking it to being engineers and using materials to represent something from the real world is a great idea, that connection would really helps develop early STEM thinking. I would love to try this activity in my own class. I think my pupils would really enjoy the building process and sharing the stories behind their own constellations.
-
-
Hands-on themed activities are a powerful way to bring STEM learning to life in the classroom. They make learning active, engaging, and relevant, encouraging curiosity, creativity, and collaboration. Using simple materials such as blocks, recycled items, string, and tape, children could participate in building challenges that develop problem-solving skills and support scientific inquiry. Activities like the ‘rescue teddy challenge’ or designing paper rockets help children plan, test, and modify their ideas, fostering critical thinking and teamwork. A space-themed STEM week, with daily challenges such as constructing structures to withstand a ‘moonquake’ using marshmallows and spaghetti, further promotes inquiry-based learning. These activities allow children to observe, evaluate, and reflect, building a solid foundation in STEM from an early age. In my classroom, I would create a STEM investigation area focused on circuits, magnets, or water flow to support practical exploration. Pupil voice would be gathered through reflection journals and simple surveys, helping inform future planning and align with School Self Evaluation priorities. Collaboration with colleagues to share ideas, develop resources, and participate in ongoing CPD would enhance our whole school STEM provision. Ultimately, hands-on STEM activities empower children to become confident, curious learners and capable problem-solvers.
-
Thanks for sharing your detailed thoughts and I’m very impressed with the connections you have made to the SSE process.
The Inquiry framework is designed to help children to “plan, test, and modify their ideas” and to help them improve their content knowledge and personal understanding of the broad field of science.
-
-
Online Resources and Tools
There were many digital resources and platforms in this module that will be very useful in my future teaching. Two online resources that I look forward to exploring and using in school are Stellarium and ESA Kids.
Stellarium‑ As a teacher it would be very engaging for the children to be able to host a virtual stargazing session on the IWB, guiding pupils to explore live sky maps, identify constellations. Questioning such as “What do you see in the night sky?” “What shapes can you see in the stars?”
Pupils could draw their favorite constellation and give it a new name. Also we could explore them from different countries, exploring some of the countries that the children are from or their families come from.
The to reflect they could share their drawings with the class and explain their The ESA Kids- This resource offers high quality image galleries, interactive games, and short videos explaining weather systems, Earth observation, and the impact of satellites. As a class we could watch a short video for example What is a satellite? This would lead to a discussion, Why do we need satellites to watch Earth? The children could explore how satellite images of clouds or storms from space on ESA. Then draw what Earth might look like from space during a sunny day, storm, or snowy weather. Label features like clouds, land, sea, and weather types.Integrating these resources supports many science skills while also developing digital literacy. These resources also contribute evidence for our SSE targets in STEM of integrating digital tools and planning inquiry based lessons. Photographs of pupils interacting with the tools, screenshots of their constellation findings or copies of their work.
-
Tara,
Stellarium has a feature that lets you change the culture of the constellation art – an easy way to show how other cultures have viewed the sky.
You’ll find it under sky and viewing options (in the left side menu) > Sky Culture.
The children’s drawings can even be included in your own copy of Stellarium – provided you have admin access to your computer and can find the hidden files. I made a guide that references this as part of the D.O.M.E project.
-
-
I have used similar lesson plans to that of ESERO 7 Animals in the cold. Winter is the ideal theme which to link Shape in Maths, Art – build own Polar Express using used circles for wheels, rectangles and squares for body and windows of train and a triangle for the roof of the cab and in Science – exploring the North and South Pole. and the animals that live there.
Watching small segments of the film The Polar Express, across December, would lead to discussion as to who or what animals we could meet in the North Pole. I think the photos in the Esero lesson would be very useful to look at the fur and feathers. It is always interesting to see which of the children know that Polar Bears and Penguins live in entirely different places. I would also borrow the suggestion in the lesson plan of applying Vaseline to the hands of the children. We could use prediction to prompt what would happen if we poured water over their hands. Additionally, I would model ‘scientific words’ to extend vocabulary – water repellent. insulation, protective barrier etc. With slightly older children you could explore the properties of materials. It is a great topic that can go many directions to develop science skills.
-
For the Where Do You Live? activity, I would begin by introducing the concept of home and helping children recognise that everyone’s home can look different. We’d start with a class discussion, encouraging children to describe where they live, who they live with, and what makes their home special. I’d then share a selection of picture books and images showing different types of homes around the world—houses, flats, caravans, boats, huts, and treehouses—highlighting the diversity of living spaces and cultures.
In small groups, we’d explore simple maps and aerial photos of our local area, identifying familiar places like their homes, the school, shops, and parks.
Next, children would have the chance to draw or build models of their homes using LEGO or construction blocks. We’d label key features like doors, windows, gardens, and stairs to help develop vocabulary.
If possible, I’d plan a local walk to help children connect real-world locations with what they’ve seen on maps. Back in the classroom, we could make a collaborative display map with each child’s home marked on it.
-
Matea,
with a 2nd class you might feel that the children are ready for this activity that takes the ideas of home as shelter and how homes in different parts of the world are different.
it is suggested Age range: 8-12 years old, and is available in multiple languages and has beautiful images included. The language is a bit advanced in places, but you can use the images and create your own questions,
-
Hi Matea,
I really like the idea of showing the children pictures of their local area and following up the lesson with a walk to see the places that were discussed. It really brings the lesson to life and the children can connect their own experiences/life to the lesson to support their understanding the home/local area.
-
-
Hands – on classroom activities with the following theme
Where do you live?
Activity set: Weather ~ Animals in the cold
Hands-on classroom themed activities for Junior/Senior Infants based on the theme weather – The Arctic and the animals that live there. Prior to the following activities we will have carried out several lessons on the Arctic region; what animals live there, their habitats and the weather conditions. In the classroom there will be a display board with laminated pictures and information on our topic. The activities will be carried out during Aistear themed play as stations or morning carousel table top activities.
Play dough station – laminated mats for the children to make arctic animals, teeth for a walrus, icebergs, snowballs, snowflakes, a den for the polar bears, polar bear footprints, etc., These mats are available from twinkl.
Small world station – small trays (Dealz/Mr Price/temu) filled with article snow or fake snow made with bicarbonate of soda & hair conditioner with a laminated snow scene along the side. The children will have miniature animals that are found in the Arctic. These animals are available on amazon.
Construction station – wooden blocks for the children to make an Arctic scene ~ dens for the polar bears and other animals, the ocean with icebergs. The children will have small arctic animals.
Role – Play station – the children can pretend to be explorers with staffs and torches and an igloo made from a pop up tent and a white sheet. Set up an area in the classroom to look like the Arctic – white felt for the snow, blue piece of material for the water, tinfoil painted white for snowballs, boxes wrapped in white paper for icebergs, and teddies that are from the Arctic region.
-
-
The hands on activity that I chose is the What Clothes to Wear activity. Its a great way to look at weather and seasonal change using an inquiry-based approach. I would start the lesson by discussing the four seasons using visual prompts. We would have completed a colouring sheet based on different types of clothes that you might need in different seasons as a part of a previous lesson. I would then take out a large dressing up box and put it at the middle of the classroom. I would tell the children that it is summer and we’re going to the beach. I’d ask a few children to come up and find some summer/beach clothes and put them on. We would discuss why they chose those clothes. It would be discussed as a whole class if they thought that the clothes were suitable for summer and the beach. I would then ask if we needed a coat during the summer and we would discuss why/why not. This would then be repeated for winter, spring and autumn. This encourages children to explain their reasoning and use prediction skills to say what might happen if someone dressed inappropriately for the weather.
-
Activity Set: Hot and Cold
Materials needed: Ice Cubes, foil, bubble wrap, paper, wool, plastic.
Set the class up in teams and let them predict which material would keep the ice cube frozen when placed on the radiator. They needed to predict which would melt first.
Aims:
To understand that metal can conduct heat.
That air acts as an insulator.
They find that the ice cube in the foil melts the fastest, along with the paper and tissue, followed by the wool, and finally, slowly, the bubble wrap.
This experiment could also be carried out on a hot day by placing these items, wrapping them in different materials, and placing them in the shade and the sun.
Another investigation we carried out was which is the coldest part of the room, recording the temperatures using a digital thermometer. The children make predictions beforehand and give reasons for their answers.
This gives an interesting result, learning about cold air being dense and falling to the ground and learning the need for air circulation with warm air rising.
In these investigations the children are working scientifically, asking questions about where would be warmest to sit in the classroom, where they can draw solid conclusions by interpreting the temperatures.
-
I found the variety of online resources and tools in this module extremely helpful. It is refreshing to have a selection of resources other than youtube clips which are inviting and educational. The Marvin and Milo resource was unfamiliar to me. I could see how the children would enjoy getting to know the characters and the comic strips are a great introduction to a lesson and simple and easy to understand. I love the simplicity of the online Do Try this at Home series. I think the toilet roll solar system from this series is an activity that would fit nicely into the Space theme and just like the Powers of Ten film it teaches the children about the scale of the planets in relation to the sun.
I think STEM can be incorporated into most topics. Having done an activity such as the toilet roll solar system, I would provide the children with a variety of materials and ask them to present the planets in their own way, taking into account the size of each planet and distance between them. I would provide construction materials from the classroom such as straws, blue tack, playdough, foam spheres, rulers, string, sellotape, and ask the children to work in teams to present their own solar system. This would incorporate maths (using a simple scale), technology ( use of ICT to find facts about size/ distance), engineering designing and constructing, science(learning facts about the planets).
STEM activities allow pupils to work to their strengths and to learn from each other. Children always enjoy the freedom to problem solve and develop a project in their own way rather than having a prescribed activity.
-
Hi Joanne,
I look forward to trying out the toilet roll solar system activity with my class in the coming school year. It is great to read that you had success in doing something similar with a class before. It is great that this sort of lesson coincides with a film such as Power of Ten as this resource is another type to add to a lesson and cater for all types of learners. I really love including STEM activities in my Aistear time in school as it helps children with fine motor, team work, problem solving and construction skills.
-
-
Module 4:
Hands on classroom based activities.
This module gave lots of great ideas that allow the children to be hands on in their learning. Firstly, I liked the idea of the children making models of their own homes and putting them together and discuss what else belongs. I think this is a great way of teaching the idea of community – neighbours, school, gaa club, shops, church etc. With an older class they could also look at a larger area.
Another activity that I liked and will use is the simple ideas of what to wear in the heat and cold. I think I would also put them in groups for this and see what the class would come up with. I saw a lesson on line before and the children were given a teddy template and asked to make an outfit for every season/ month of the year which would be a nice whole class activity.
For exploring the ice cubes and melting I did this in my class before and was very impressed with the ideas. The children got very creative and it was great hearing the group discussions as to why certain ideas would be better than others.
The science glance cards are also a great idea to use when doing these activities as they would focus your thoughts for questioning as would the curious minds framework for inquiry.-
Grainne,
the key is, as you have said: “it was great hearing the group discussions as to why certain ideas would be better than others.”
Inquiry learning is centred on this – that children can share their own understanding and use investigations of phenomena to build on this understanding.
As Prof Robyn M. Gillies states (here)
This approach to teaching relies on teachers recognizing the importance of presenting problems to students that will challenge their current conceptual understandings so they are forced to reconcile anomalous thinking and construct new understandings.
-
-
In an infant classroom, using online resources and tools to support SESE and STEM topics enhances engagement and fosters early curiosity. Interactive websites such as Starfall or BBC Bitesize offer age-appropriate science and geography content with visuals, songs, and simple experiments that infants can relate to. For example, when learning about the weather, children can use an online weather chart or app to track daily conditions, encouraging observation and data collection. This idea of learning about the weather can integrate across all subject areas especially drama and literacy and Gaeilge. The children could use this time to dress up as weather forecasters.
Digital microscopes connected to tablets can be used to examine leaves, insects, or fabrics, linking to the SESE strand Living Things in Science. Story-based coding platforms like ScratchJr introduce basic computational thinking, supporting both problem-solving and creativity.
For a more STEM-focused SSE, further steps could include incorporating more project-based learning across the curriculum. For instance, planning a simple class engineering project, like building bridges from straws. This helps develops skills in design, testing, and collaboration. Introducing teacher CPD focused on STEM integration and forming links with local STEM professionals/ parents would also support long-term goals.-
Hi Sinead,
are you able to access Bitesize? I tried one of their games for KS1 but got this message:
“You are seeing this page because it looks like you are not in a country where this game can be played. If you think this is incorrect, please check your browser and try again. If that still doesn’t work, there may be a problem with your internet connection.
Sorry, Galaxy Pugs can not be played in your country.”even the videos have “this content is not available in your location”
-
-
-
Activity Set -Weather, Animals in the Cold
I would use the ESERO Lesson called Animals in the cold, following the outline of the lesson, but here are some ideas for elaboration and expansion.Arctic Sensory Bin:
Create a bin with white rice, cotton balls, and toy arctic animals. Include tongs or scoops for fine motor practice and encourage children to explore the textures and sort the animals.
Ice Rescue:
Freeze toy animals in ice blocks (add blue food coloring for effect) and have children use warm water, salt, or tools to “rescue” them.
Blubber Experiment:
Demonstrate how blubber insulates animals by having children put butter on their and then in a bowl of ice water.
Build an Arctic Habitat:
Provide materials like paper, cotton balls, and lollypop sticks for children to create their own arctic scenes.
Arctic Animal Adaptations:
Discuss how animals like polar bears and penguins have adapted to the cold, emphasizing their fur, blubber, and migration patterns.
Read Alouds:
Choose books like “Tacky the Penguin,” “Polar Bear, Polar Bear, What Do You Hear?”, or “If I Were a Polar Bear”.
Vocabulary Building:
Introduce key vocabulary like “Arctic,” “Antarctica,” “blubber,” “camouflage,” and the names of different animals.
Writing Activities:
Have children write about their favorite polar animal, draw a picture and dictate a sentence about it, or create a story about an arctic adventure.
Syllable Sorting:
Use picture cards of polar animals and have children clap or stomp to identify the number of syllables in each word.
Counting with Ice Cubes:
Use a tray and have children count out corresponding numbers of ice cubes (or white pom-poms) to match numbers on cards or dice.
Iceberg Addition:
Create an iceberg with numbers and have children toss polar animal counters onto the iceberg and add the numbers together.
Polar Animal Crafts:
Provide materials for creating polar bear paw prints, penguin collages, or walrus puppets.
Coloring Pages:
Offer coloring pages featuring arctic animals and encourage children to use white, blue, and gray crayons to depict the arctic environment.
Sensory Painting:
Use white paint or shaving cream to create a snowy background and then add animal footprints or handprints.
Sing Songs:
Incorporate songs about polar animals like “Five Little Penguins” or “Baby Seal, How Do You Feel?”.
Movement Activities:
Have children waddle like penguins, stomp like polar bears, or swim like seals.
Role Play Area:
Create an Arctic Scene: Set up a dramatic play area with a “snowy” background, toy animals, and props like scarves or hats for children to role-play arctic life.-
-
-
This is a really creative and sensory filled approach. It would really bring the Arctic to life for junior pupils! Reading through your ideas, I found myself nodding in agreement because I could picture the children completely immersed in every part of it, from waddling like penguins to rescuing animals from ice blocks. I plan to use the “blubber glove” activity but I hadn’t thought of expanding it with writing and syllable sorting like you’ve suggested—those are fabulous extensions to encompass playful learning.
I love how balanced your plan is: sensory play, fine motor, language, maths, movement, creativity are all included. It also shows a deep understanding of how UDL. I’ll definitely be borrowing some of your ideas, especially the Arctic sensory bin and the iceberg addition. It’s really provided me with ideas to build on my own weather and animals unit in a more playful, meaningful way.
-
Wow Donna Marie, what a fantastic range of ideas! You’ve created such a rich, playful and integrated approach to exploring the theme of Animals in the Cold. I especially love the Ice Rescue and Arctic Sensory Bin activities. They are great for developing fine motor skills and sparking curiosity through hands-on exploration. The combination of literacy, numeracy art and movement really shows how versatile this theme can be across the curriculum. I’ll be incorporating some of these activities into my teaching next year. Thank you!
-
These ideas are great! I love the idea of them ‘rescuing’ the frozen animals, such a great example of play-based exploration and experimentation. My class last year were particularly impressive in their use of scientific language in conversations amongst themselves while problem-solving. I would have loved to hear their discussion around this activity. I will definitely try it, and some of your other ideas, with next year’s class!
-
-
Using the ESERO 5 document I would like to explore the concept of where I live, my own house and my neighbourhood. I would then like to extend the learning to a follow up lesson of where I live to where I live in relation to our place on earth.
Lesson 1 – To begin we will discuss and using the visuals in the ESERO 5 document to identify the house we live in. The children will draw their houses as a blueprint on our whiteboards. We will discuss the features of our homes, colours, shapes, windows, roofs etc. Incorporating hands-on activities we will then make models of our homes using play doh. The children will then look, discuss and compare the similarities and differences between the houses of their desk partners. The children will discuss the similarities and differences in each house style. The children will also discuss their neighbourhood and the other buildings that are there.
Lesson 2 – In a further lesson we will then make a all about me and my space flip book. Each circle will follow this format.
Circle 1
Self portrait
My house
My neighbourhood
My city
My country
My continent
My planet -
Having studied the Animals in the Cold resource, I started thinking about how much younger children love learning about animals, especially ones that live in the arctic/antarctic. I’d definitely use this lesson with Junior Infants. I’d keep it really visual, playful, and hands-on.
To start, I’d use a picture book like The Snow Bear or Polar Bear, Polar Bear, What Do You Hear? .This would create interest and help them to make connections. From there, we could look at photos of Arctic/Antarctic animals and sort them by where they live, what they eat, or how they move etc.
One investigation I’d like to try is a “blubber glove” experiment to show how animals keep warm. It’s such a fun way to bring science to life, and my pupils would really engage with it. https://kids.nationalgeographic.com/science/article/blubber-gloves
We could also link it to art—making polar animal collages with cotton wool and silver foil—and oral language, through describing how each animal survives. It’s a lovely way to build vocabulary and curiosity. This kind of topic is perfect for cross-curricular learning, and it really fits with playful learning through story, discussion, movement and creativity.
-
Perusing ESA Kids online resources and tools, I see great potential for using the Alien Activity Set to spark curiosity and develop STEM thinking in my classroom. The ESA platform offers engaging and age-appropriate materials that support cross-curricular learning, particularly in areas such as science, technology, and imaginative thinking.
In the classroom I would use the ESA videos and interactive games as a stimulus for the activity. For instance, children could begin by exploring ESA’s resources on Mars and space exploration to gather information before imagining what alien life might look like. This supports inquiry-based learning and encourages children to ask their own questions, such as, “What kind of creatures could survive on Mars?” or “What would they need to live and move?”
In terms of further steps toward a STEM-focused SSE, this type of activity could be used as part of a broader initiative to embed STEM practices across the school. I would consider using this project to gather pupil voice and evidence of learning—through observations and reflective discussions with the children. This could help identify strengths in inquiry-based learning and areas for further development.-
-
Eve,
have you a particular game from ESA kids that you would recommend? My video game skills are shocking – I tried to fly the little space craft around and crashed repeatedly! https://www.esa.int/kids/en/Games/Solar_System_Explorer
-
-
The Activity I would use in my classroom is the animals in the cold activity.
I chose this activity because I think that children living in Ireland would still find it fascinating learning about penguins and polar bears and this would be a way to draw them in.
The learning outcome of this activity would be to know that there are different sorts of weather and to know the characteristics of animals living in a cold environment.To begin I would ask the children what kind of weather they know about, talking about how some places get more of a certain type of weather than others, lots of rain or lots of sun. And then go on to explain that in the north and south pole it can be extremely cold. I’ll ask them if they know any films from the north and south pole.
I would use the photograph of the polar bear and penguin to begin the discussion.
Asking how they keep warm and discussing about how they have a thick layer of fat that keeps them warm but that this isnt enough so they have fur or feathers also to keep them warm.
I will bring this back to relating to them.
What do we do to keep ourselves warm? We put on a coat or a hat and scarf. The penguin and the polar bear don’t put on coats ; their fur and feathers act like this for the animals.
I will then explain how they also have a later of grease on their fur and feathers that acts as a water repellant.
I will then rub a little bit of vaseline on one childs hand and get a teaspoon of water and drop it on it and show how the vaseline – grease acts as a repellant to the water.
We will then all have a go at doing this in little groups helping each other.
WE will come to the conclusion that water rolls off the hand with the greasy layer.We will look at the photograph again and discuss how polar bears are white which helps them to blend in to the snow when they are hunting for food. And how the penguin has a black back so that when it is swimming it cannot be seen in the dark water.
-
I’ve chosen to focus on the Hands-on Classroom Themed Activities section of this module, as I believe practical, engaging learning experiences are key to fostering curiosity and understanding in STEM. One activity I would love to implement is a STEM challenge linked to a seasonal theme,for example, building a rain shelter for a toy animal using a variety of materials during a spring weather topic. This kind of task develops problem-solving, planning, and collaboration skills in a playful, low-pressure way.
Children work in small groups to design, build, and test their shelters, and then reflect on what worked and what didn’t. To ensure inclusion, I would offer a range of materials, allow for visual and verbal planning, and use sentence starters or visual supports for reflection. This promotes participation from all learners, including those with language or fine motor difficulties.
Activities like these would form a strong foundation for a STEM-focused School Self Evaluation (SSE) by allowing teachers to track engagement, skill development, and cross-curricular links. As a next step, I’d consider using pupil voice surveys and teacher reflection logs to help evaluate the effectiveness of our STEM teaching and identify areas for improvement. Involving SNAs, SETs, and families in this process would also support a more inclusive and community-based approach.
-
How do animals survive in cold weather?
I taught animal adaptations this year in third class, but focused more so on camouflage and prey/predator roles. I used a PPT from Twinkl and then the individual task was to colour a butterfly to camouflage in the classroom. At the end, the class tried to find all 28 hidden butterflies around the room. They loved it! In future, I would do follow up lessons looking at how animals adapt to their environment. I really like the idea of the hands on element of the Vaseline to explain how penguins and polar bears can repel the cold water.
Lesson:
– I would elicit prior knowledge about animal adaptations as part of a class discussion.
– I would invite the children to suggest what we do to stay warm. We would create a mind map together on the board. (Wear warmer clothes, turn on the heating etc)
– I would display an image of a penguin and a polar bear on the IWB. In pairs, the children would be asked to discuss how animals adapt and survive in cold weather.
– We would then play a game of two truths and a lie. I would use my new fact “a polar bear has black skin” as one of my truths! I would also use “a penguin and a polar bear would never meet in the wild” and “polar bears drink coca cola”. The children will be invited to discuss the statements in pairs.
– I would use a PPT to explore how polar bears and penguins have adapted to the cold weather.
– I would then split the class in to groups to create the experiment, exploring how Vaseline, similar to a layer of grease, repels water.
– We would discuss our findings, and write up our experiment.-
Caoimhe,
what great statements! Thanks for sharing them.
We would then play a game of two truths and a lie. I would use my new fact “a polar bear has black skin” as one of my truths! I would also use “a penguin and a polar bear would never meet in the wild” and “polar bears drink coca cola”. The children will be invited to discuss the statements in pairs.
I also like your butterfly activity on camouflage, I have tried the coloured matchsticks on grass and how fast can you find them all. (similar to this)
-
-
-
-
-
-
This module has sparked my curiosity and I’m finding it hard to choose between ‘animals in the cold’ and ‘what clothes to wear’. In a multicultural school with over 45 nationalities I feel both of these topics could really trigger very exciting wonderment for the children and extend learning relative to children here and further away with further tangible links.
I would engage the children by using trigger photos from my travels and encourage them to bring photos/ info of their own to consider both animals around the world and the weather need for clothes.
Activity options to explore:
- name animals around the world and their habitats
- traditional dress clothing around the world
- invite children to wear traditional dress
- blubber experiment – lard in glove
Let the children brainstorm how we will approach an investigation, carry it out and reflect – give more personal connections where possible.
-
I would definitely love to use the marvin and milo comic book strips to inspire and create interest in all things scientific. It is a playful way to approach topics that would otherwise seem very technical. They are very visual and colourful and present subjects in a very child frienly way.
I particuarly like they way they presented facts on vortexs linking them to everyday creatures such as bees and everyday tasks like stirring a cup of tea.
I believe the children would gain a lot from the bottle blaster experiment and perfectly shows how a vortex is a rotating mass of fluid that spins around a central axis. This spinning motion creates a vacum at the centre pulling objects towards it. I believe the children would have a lot of fun with the bottle blasters too.
-
What Clothes to Wear
This activity would be great fun and very engaging for the children. It would require some forward planning and resources but is very hands on and practical. I would source some clothes in a charity shop or car boot sale and wash them. A variety of sizes is essential for inclusion. Then I would put them in a dress up bag or box or suitcase and set up a weather station in the classroom. The children could decide what kind of weather they are going to choose. They might decide that they will use the weather that is outside the window or they might use their imaginations and create a different weather using a bulletin board display. An easel would be handy for this station I think it will be a popular play activity and one that could be used all year long. I look forward to setting it up in the future. -
-
My role next year is to support EAL children in a Junior school, who have very limited English, so that they can better access and interact with themes being covered in their mainstream classroom. The Esero lesson ‘Lesson 11: What Clothes to Wear (seasons)’ is a perfect one to provide the children with a wealth of commonly used and heard vocabulary pertinent to daily life. I would introduce the lesson with the song ‘Put on your shoes’ by Super Simple Songs to gain attention and start introducing some of the clothing we will discuss in the lesson.
I would then reveal actual pieces of clothing, naming each piece and having the children repeat before playing Cluiche Kim (memory game – which piece have I hidden?).
I would use IWB Seasons posters from the Over the Moon literacy programme to name the seasons and briefly describe using gesture e.g. shivering for winter, fanning your face for summer etc.
I would then produce flashcards that match the clothing items already introduced. I would show one at the time and ask for a volunteer to match it to the season in which they would wear it. I would encourage them to say ‘In (season) I wear (clothing)’.
I would then engage the children in joining in with the sounds and movements from the ‘rain, wind and storm’ story from the Esero lesson (Page 63).
I would then instruct the children to pick one of the season pictures from the Esero lesson resources and colour it. We would then have a circle time and show our pictures and state two short sentences ‘I like/do not like (season). I wear (clothing).-
Ciara,
thanks for sharing a detailed look into the work that you do with EAL students. Irish seasons may be a new experience for children from other climates. A friend of mine used to do orientation for new international students at UCC and said they would often suggest postponing tours if it was raining, or suggest umbrellas. She’d have to explain – too windy for umbrellas, get a coat with a hood!
-
-
-
There were so many resources and ideas in this module that I can see myself using. For the purpose of this question I have chosen ESERO Activity 7 Animals in the cold.
1. Discussion : Types of weather – perhaps give the children 1 minute to work in pairs and come up with as many weather words as they can eg windy, storm, hot, cold etc
explain that different places have different types of weather and the North and South Poles have very cold weather. Pose the question ‘How do animals in cold places keep themselves warm?’Ask them do they know any animals in cold places? Perhaps a game of ‘who am I?’ would add some fun here.
2. share photographs of a polar bear and a penguin. what are these ? Perhaps a story here would be nice eg ‘Baby Polar Bear’ or ‘ Penguin can Dance’.
3. What do we wear in cold weather? A warm coat …polar bears and penguins have a thick coat of fur / feathers.
4. I also likes the idea of putting vaseline on each childs’ hand and pouring water water on it to demonstrate how they have a greasy layer on their coat which keeps them dry.
5. I would also discuss how on an extra cold day you might put a warm jumper under your coat and penguins and polar bears have a thick layer of fat under their coats for added warmth. -
-
To gather evidence to get a better understanding of the school communities view on Science and Science skills for SSE I would begin by gathering evidence.
I would contact the parents via Aladdin with a short survey, this worked well for us recently when gathering information for our Bí Cinealta policy and had good parental engagement. I would do focus groups with a number for pupils from each class group to get an idea of their understanding of science in our school context. I would take some time during a staff meeting/CP hour to allow staff to reflect on the teaching of science in our school. In groups I would ask staff to reflect on what is working well/strengths and why, areas for improvement and why and priorities for action and why?
The Science Curricular team in the school would then analyse the responses and consider the attitudes towards science, the confidence and competence of staff in teaching science and the levels of engagement in the teaching and learning of science.
We would then celebrate what’s working well and identify an area of science teaching and learning that should be prioritised for improvement.
I would present the above findings in a short SSE report, summarising the strengths, areas for improvements. The school leadership team/staff may consider what should be the particular area of focus and I would then identify targets for a school improvement plan.
In the plan I would identify targets for improvements, the action required to make the improvements and who is responsible for the improvements. We will set a timeline for the implementation of the SIP and identify a review period.Should CPD be required I would reach out to Oide or other support agencies to support the staff in the teaching and learning of Science in the school.
-
Grainne,
don’t forget that Research Ireland and Curious minds offer CPD throughout the year, either on a whole school basis, or for individual teachers.
Read more: https://www.sfi.ie/engagement/curious-minds/professional-development-for-teachers/
-
-
Weather Activity (3rd Class)
For this module, I would choose a hands-on weather activity that focuses on how animals stay warm in cold weather and what clothes we wear in different seasons. I would begin by asking the children what they wear on cold, rainy, or snowy days. We would then look at how animals survive in cold places—like penguins, polar bears, or seals.
To make it hands-on, we could do a blubber glove experiment using a ziplock bag filled with butter or lard. Children could place their hand inside a second bag and then into icy water to feel the difference the “blubber” makes. This shows how some animals stay warm in the cold.
We could also do a sorting activity with different clothes for different types of weather—raincoats, sunglasses, woolly hats—and have children match the clothes to the weather type. This links nicely with SPHE and geography and helps children understand how we and animals adapt to our environment.
-
Building on What Clothes to wear we could find hot, warm and cold places and identify a warm place in the classroom for a classroom teddy to keep comfy.
What pupils are looking for is a place that is ‘just right’ (i.e. warm) for teddy, as in the Goldilocks story.
To do this task we would need to:
• Talk about how the classroom feels pn that day.
• Teddy is feeling cold today and wants to be kept nice and warm but not too hot.
• What would be the best place in the classroom for Teddy?
• Go around the classroom to the places listed on the chart and decide whether they are hot, warm or cold.
• Talk to the pupils about how they will tell if a place is hot, warm or cold (i.e. by feel).
This gives a real world problem solving approach to scientific investigaion.-
-
Zoe,
I’m always interested in how I am almost always too hot or too cold, whereas the rest of family (all male) seem to be fine.
https://www.rte.ie/brainstorm/2024/1112/1111894-why-do-women-feel-the-cold-more-than-men/
This article suggests some reasons why women feel the cold differently to men! I always would tell my class to take their jackets off, or they wouldn’t feel the benefits when they went outside – now I have a reason for it – by staying warmer they actually felt the cold more!
-
-
-
As part of school self evaluation and the development of science skills within my class I want to make a more conscious effort this year to incorporate the inquiry based method into the teaching and learning of STEM on a regular basis. Incorporating these skills develops critical thinking and collaboration between peers and presenting results and findings to class allows for greater development of oral language skills and the opportunity to be creative- whether it is through art, green screen, written / oral reports. I believe that the inquiry based method enables children to investigate what interests them most on a topic, is naturally more hands on and makes lessons more interesting. Having the right prompt whether a question/ video or story and the necessary resources on hand is important for lessons to run smoothly
-
Activity set : animals in the cold
I would enjoy doing this activity set with a class. I would definitely begin with the earth as a ball and the funny idea of the conversation between the penguin and the polar bear as to “who is upside down?”. I would continue with the Esero 7 worksheet download and have the poster of both animals displayed as a focus.
I would discuss how both animals adapt to the cold. i would probably pick a desert animal to compare them to.
I would read https://www.getepic.com/app/read/55309 about penguins on epic books.
I would base my art, SPHE and English lessons around these animals throughout the week. -
-
For a hands on classroom activity I plan to try the “animals in the cold” lesson.
In the infant classroom we observe and discuss the weather every day so I like the idea of a weather discussion as a starting point. Children will certainly be able to nane a few polar animals like polar bear, penguins, arctic fox, seals, walruses. I would use photographs but , if possible, I think a cuddly toy or two would be very useful. Especially useful for talking about the fur coat. I love the vaseline idea to demonstrate the effectiveness of the grease coating on the animals’ feathers and fur. Having discussed the use of fur, fat and grease coating in keeping warm we might then pause to think how humans keep warm. If you are standing outside with your family on a very cold snowy day what might you do to keep warm? How would you stand? Close together! Huddling/ cuddling/ body heat is a great way to keep warm. Children can huddle in groups. We then explain that penguins huddle for warmth and show photos.
We conclude by reading the story Penguin Huddle by Ross Montgomery. It is a fun read in which the penguins huddle on a very cold night only to find themselves stuck together in the morning.
As an extension we could do a penguin huddle art activity. The book’s cover has simple oval shaped penguins and really lends itself to inspiring charcoal drawings or paper cut out pictures. Alternatively we could make playdough or clay penguins and place them huddled together on a circular base. -
-
I loved and really enjoyed the online activities in this module, The Picture of the Day would be a fun and interesting way to begin each day. It would open up the children’s mind to the natural world first thing in the morning when they are wide awake and alert.
I really enjoyed the Stellarium .org. This gives the children an almost 3 D look at the sky right above them in real time. I was totally fascinated by it and I can only imagine what the children would make of it. Even on a cloudy day, even during daylight it tells you what is going on in the sky above us!!!
This will most certainly will be used by me every day in my classroom. It would certainly open up a discussions and information that will fascinate them for life!!
The ESA Ed is a really interesting online resource that’s is sorted by age
,There are so many interesting topics and themes in this resource .It could be used in a cross curricular context . -
-
Hands on activities with 2nd class.
I love doing hands on activities with class and the amount of hands on activities available on ESERO is brilliant. They are user friendly and the children will enjoy them. Firstly I would do the experiment hot and cold with the children using the ice cubes. I would discuss what we know about the sun and is it warmer or colder in the sun or in a shadow. I would ensure before I do this experiment that we have looked at shadows. We would then do the experiment and check the two ice cubes periodically. Discuss why the one in the sun melted first and why the one in the shade took longer. I would then talk to the children about the different seasons. Brainstorm the different seasons and discuss the clothes which we wear in the different types of weather. I would then do the investigation of the children’s coats. The children can look at different and discuss which materials would be best for the coats. We would then split into groups and the children would have to make a suitable coat for a teddy bear for a season of their choice. -
In preparing tasks in my classroom I always give the children guidelines and guidance before we start.
For example if I was preparing a science experiment I would.
Set clear performance standards from the start.
Help students develop a sense of ownership over the learning process.
Provide feedback to students that give them precise information about the particular skills they have acquired and/or need to improve in order to be successful in their class.-
Jayne,
do you do this via rubrics or by checklists? I’ve used checklists with older children when they are learning a new skill – for example, lighting a bunsen burner with 11 year olds. They work with a partner and both review the steps as one lights the bunsen, then they swap.
I would send them home with a homework task of “light a match” before that – since many of them had never actually lit a match!
For children using the inquiry process, I would hope that “students develop a sense of ownership over the learning process” comes when they are asking and finding answers to their own starter questions and validating their own predictions.
-
-
Activity: Weather -Animals in the cold/-What clothes to wear. Start with a short story or video showing different animals in cold weather e.g. polar bears, penguins, arctic foxes and how they stay warm. Short story example ‘Max and the Snowy Morning’ or video on scishow kids ‘How do animals stay warm in winter? or ‘Peep and the Big Wide World- The Snowy Day’. Discuss with the children how animals adapt to cold weather and then relate it to ho we dress when it’s cold outside. Introduce a variety of winter clothing items such a hats, scarves, mittens, jackets and boots. Use dolls or felt boards where children can dress paper or fabric people appropriately for the cold weather. Encourage group discussion about why each item is important. Then move to a hands-on sorting activity where children group clothing into cold weather and war weather categories. Finish with a drawing or colouring task where children draw themselves in winter clothes or choose their favourite cold-weather animal.
-
Trish, is this the video of Peep?
https://www.peepandthebigwideworld.com/en/kids/videos/160/snow-daze/
This seems very much about sledding and finding a suitable flat, smooth object to be the sled – similar to Beaver Boy’s tail.
There is a curriculum linked to ramps as part of the Peep family:
https://www.peepandthebigwideworld.com/en/educators/curriculum/family-child-care-educators/14/ramps/
and i am a huge fan of ramps as a learning activity for younger children.
-
-
I enjoy the use of digital resources and also a hands on approach to teaching all subjects, but in particular STEM as it makes it more meaningful for the children to be able to ask questions and see the responses for themselves. It allows children to use their creativity and curiousness to explore the world.
The basic concept of hot and cold is an activity set which I would enjoy teaching in junior classes as the children can engage in the activity and they can work together in teams or individually based on their preference. Rather than explaining to the children hot and cold, they are enabled to explore the topic through the use of ice as a hands on activity. We can learn that the sun provides us with heat by watching or seeing the ice cube melt. It is a direct cause of the sun. The children can further their learning by using materials that could speed up the heating process (placing it in direct sunlight) or slow it down (placing it in the shade or wrapping it in wool). The children will be enabled to further their thinking of how we can keep ourselves warm by using the sun and learn about the concept of the sun provides heat. -
I would firstly split the class into 4 groups and take 4 countries from 4 different continents- New York, Australia, the Antarctica and Kenya. The children would have to research and discuss the climates in each of these continents and countries and compare and contrast these with the other groups and with the Irish climate. We would then plan a holiday where the children would have to pack for a visit to each of the countries. What would they pack and why? This would prompt them to explore different parts of the world in terms of weather and climate and contrast it with the Irish climate. It would then be a nice idea to integrate this with some STEM experiments by designing and building a water cycle model to explain weather conditions. The children could make a windmill, a homemade thermometer, a sundial or a solar oven to explore different aspects of weather and their affect on us. As part of SSE process, it would be effective to engage the children in reflection of their own learning through surveys and this could be reviewed by teachers at all class levels and discussed at whole school level through staff meetings.
-
Hands-on classroom activities are vital in Junior Infants as they promote active learning, engagement, and concrete understanding. At this young age, children learn best through play, exploration, and sensory experiences. Using hands-on activities helps develop fine motor skills, encourages curiosity, and makes abstract concepts more accessible. For example, when teaching about animals living in cold environments, I would set up a small “Arctic sensory bin” with fake snow, ice cubes, and toy animals like polar bears, penguins, and seals. Children could explore textures and practice sorting or matching animals to their environments. I might also create a role-play corner as an “Arctic Explorer Station” with warm clothes, binoculars, and animal pictures, allowing children to immerse themselves in the topic. These interactive experiences make learning memorable and meaningful, fostering language development, social interaction, and a deeper understanding of how animals adapt to cold habitats.
-
I love your Arctic Sensory bin. When I taught infants I loved themes that you could really get the children embedded in. My class absolutely loved “making” snow and then playing with the animals in it. It really extended their language and made them so aware of the animals from a particular habitat.
-
-
Where do you live? This is a fantastic topic that the children can really engage with and it spans all 3 subjects of the SESE curriculum as well as many other subjects of the curriculum.
It’s a great lesson to broaden a child’s understanding of the world around them and it helps them develop an understanding of a sense of place. The lesson could begin by looking at images of different types of homes; detached, semi-detached, bungalow, chalet, caravan, apartment, modular etc.
The children could bring in a picture of their home or draw a picture. Use Google Earth to locate different houses.
The lesson can be extended by looking at the different parts of a house e.g. roof, gutters, windows, sills etc. Rooms of the house could also be discussed.
The materials used in the construction of a house can be investigated e.g. blocks, cement, mortar, PVC, wood etc.
STEM activity where the children can investigate different materials
Introduce the story of the 3 Little Pigs, discuss the story, recall the different materials used. Children break into groups: straw, wood and brick ( small bricks can be bought on Amazon for crafts) Each group have to construct a house with the given material to keep the pigs safe from the wolf ( the teacher!) The children will test their constructions by using a hairdryer to try and blow their house down. Results can be recorded by taking phots on the I Pad. Each group will feed back to the class and discuss their findings. -
“Animals in the Cold” is always a favourite theme in infants. There are so many opportunities for integration with other curricular areas, including geography, maths, SPHE and Aistear.
Pupils benefit so much from a hands on experience, I would explore how some animals stay warm in the cold through a simple science experiment related to insulation. Provide the children with two bowls of iced water. You will need 3 ziplock bags, one that one hand goes straight into, another bag to be filled with margarine and lined with another ziplock bag which the other hand goes into. place one hand in each and dip both hands into the icy water. Which hand feels warmer? -
-
Online resources and tools.
The ESA Kids website can be a fun and engaging resource to ignite your students’ curiosity about space in the classroom for multiple ages! Here’s how I might use some of the resources available effectively in my own classroom setting:
1. Capture their imagination: Take them on a virtual tour of space with ESA Kids’ and explore the planets, peek inside rockets, and witness the wonders of the universe together.
2. Spark learning: Browse the website’s space news section for age-appropriate articles. They can be a great springboard for discussions on astronomy, physics, and even history of space exploration.
3. Get hands-on: The website offers downloadable resources like various downloadable activities and worksheets. These can be used for individual or group projects, letting your students explore concepts like phases of the moon or building a model rocket.
4. Differentiate learning: The ESA Kids website is available in multiple languages. This allows students with different cultural backgrounds or language skills to participate and learn at their own pace.
5. Bridge to the curriculum: Many of the activities on ESA Kids can be linked to core science topics like gravity, our solar system, or the importance of the sun. This reinforces classroom learning and makes space exploration relevant to their studies.
By incorporating ESA Kids into your lessons, you can transform your classroom into a launching pad for a lifelong love of space exploration! -
For Junior Infants, I would create a simple, hands on and engaging outdoor weather station to help children explore the weather through observation and hands-on activities.
We would include a rain gauge made from a clear plastic bottle so the children can see how much rain has fallen. A basic windsock—made from colourful fabric or a trouser leg would be attached to a stick to show the wind direction. A pinwheel or simple anemometer (using cups) could show if it’s windy and how fast the wind is blowing. We would also use a large, easy to read outdoor thermometer (with colours/symbols) so the children can begin to talk about hot and cold days.
We’d visit our weather station for a few minutes each day. Children could take turns being the “weather helper” checking the rain gauge, feeling the wind, and reporting on the day’s weather. Over time, they could start to make simple predictions, like whether they think it will rain or be sunny tomorrow.
We would record our daily weather using picture charts or symbols (e.g. sun, cloud, rain) and create a class pictogram to track what the weather is like over the week or month.
This daily routine would support early oral language, maths (counting and graphing), and early science skills, while also giving children a fun, active role in observing the world around them.
-
Katie – if you’d like some space with your weather, did you know that the weather station aboard the Phoenix landes on Mars was a thermostat and a tell-tale bob that could wave in the wind!
Current missions also share their weather reports:
https://mars.nasa.gov/layout/embed/image/mslweather/
https://www.jpl.nasa.gov/videos/hows-the-weather-on-mars-nasa-mars-report/
-
-
I would always be an advocate for choosing a hands on activity when teaching a themed activity. Reading down through the different posts and seeing the great ideas of the Friday boxes and themed lessons or stations based around weather have given me lots of fresh ideas to use when heading back to school in September.
I loved the activity of designing a home and combining all of the children’s creations to make a village. That then extends the learning and opens up the conversation to people in our community and how everyone is dependent on one another. This could create a huge module of learning and children can then be responsible for making the buildings and creating the spaces in a town that are needed. This can all be made using recyclable materials that can be collected by the students which feeds into sustainability and green schools. -
For this assignment, I have chosen to base my lesson on the Activity Set: Weather – Animals in the Cold. This hands-on, sensory-rich lesson will help boost motivation, foster engagement and encourage curiosity in a fun and interactive way and will be a lovely lesson for senior infants.
I would start the lesson by asking children to brainstorm various types of weather which I would record on the board or a flip chart. Since I plan to teach this lesson during the winter, I would then guide the discussion towards cold weather and introduce locations such as the Arctic and Antarctica. I would point out these regions on a globe. I would then ask the children to think of any animals that might live in these cold environments and how those animals might keep warm.
Next, I would read the story “The Polar Bear and the Snow Cloud” by Jane Barrera and discuss the animals mentioned in the story. With the support of visual aids, (images of polar bears, penguins, seals and walruses) I would explain that these animals have a layer of blubber under their skin to help keep them warm.
We would then carry out the “Blubber Glove” experiment using baking fat or lard to simulate the insulating effect of blubber. This would allow the children to experience the concept in a tangible and memorable way.If time permits, I would also show the children the short educational cartoon on YouTube – “JunyTony – Polar Region Animals” to reinforce learning through visual and auditory means.
For follow-up lessons or cross-curricular integration, children could learn about Antarctica or the life cycle or the penguin, create penguin themed art using potato prints and cotton pads, or play movement games in PE (waddle like a penguin, stamp like a polar bear, slither like a seal).
-
-
On-line resources and tools:
Stellarium is a fantastic tool for bringing the wonders of space into the classroom. It’s also a downloadable resource which is ideal as there can often be connection issues in my school. For my class, I’d use Stellarium to create an interactive and engaging way for them to explore the night sky. First, I would introduce the program with a simple demo, showing how it simulates the stars, planets, and constellations visible from any location on Earth at any time of the year.
We could use Stellarium for various activities, like identifying constellations such as the Plough (Ursa Major) or finding planets like Jupiter. Students could track the movement of stars over time, learning how celestial objects shift in the sky. I’d also incorporate group tasks, where students could identify patterns in the stars, compare the positions of constellations during different seasons, or even use the program to “visit” other planets and moons.By combining Stellarium with hands-on activities, my kids can gain a deeper, visual understanding of space, sparking their curiosity and encouraging them to explore further.-
Kevin – Stellarium is an incredibly powerful tool, and no internet means it can be used anywhere!
There are lots of support videos on it, and as part of the DOME project we made a guide to its use. The following is taken from that guide:
https://stellarium.org/ hosts the Stellarium software for Linux, macOS and Windows.
Use https://stellarium-web.org/ for a browser-based experience.
New versions are available regularly and since 2023 have been named YY.N where YY is the year of release, N is the release within that year. As of June 2024, the current release is 24.1. Most online instructions will refer to older versions of Stellarium, so you are advised to refer to the Stellarium User Guide for details of installation of the current version on your own operating system.
● See this guide for Raspberry Pi Installation.
● See this free OpenLearn Course “Astronomy with an Online Telescope” which refers to installation and use of Version 0.18.0.
If you require an older version of Stellarium (to match your operating system), these
are found at “All Releases.”to edit the config.ini file see https://youtu.be/K1hi7zva1cI?si=HWUmZ63IpJBh0WYy
-
-
For Module 4, I chose the “Hot and Cold” activity from the Weather set. This activity works particularly well with younger pupils as it’s highly sensory, exploratory, and rooted in real-life experiences. The core question we explore is: “How can we tell if something is hot or cold?”
To begin, I would provide pupils with various safe materials (e.g. a cup of warm water, an ice cube, a room-temperature spoon) and guide them in comparing temperatures using their senses. We would then sort objects into “hot,” “cold,” and “in between” categories, discussing which materials warm up or cool down faster and why. We’d also talk about safety—how to tell if something is too hot to touch and what we wear in cold or hot weather.
This naturally leads to a STEM-focus by encouraging observation, prediction, vocabulary development (e.g. warm, freezing, boiling), and the use of simple investigation language. I would document the activity with photos and pupil quotes, and link it with SPHE (safety), English (descriptive language), and Visual Arts (drawing cold/hot places or outfits).
This activity encourages curiosity, develops foundational science skills, and helps pupils connect classroom learning to the world around them in an age-appropriate way. It also provides an excellent entry point for further SSE planning around seasonal change and temperature awareness.
-
-
In my second class, I would use hands-on activities to make STEM learning fun, active, and meaningful. One engaging idea is to set up a “weather station” where children explore different types of weather and how it affects our lives. Using real clothing items or cut-out pictures, children could match suitable clothes to different weather conditions—rainy, sunny, windy, or snowy. They would work in pairs to dress paper dolls or mannequins and explain their choices using clear, simple language like “I chose a raincoat because it’s wet.” This encourages oral language, reasoning, and real-world understanding.
To build on this, I would introduce problem-solving challenges, like a “Rescue the Teddy” STEM task. Children would use materials like blocks, string, tubes, and tape to design a way to move a teddy bear from one place to another. They would plan, test, and improve their ideas, learning from trial and error. This kind of activity promotes teamwork, creativity, and resilience.
To support a STEM-focused SSE, I would reflect on how these activities develop core skills and link across subjects. I would collaborate with colleagues to plan similar tasks and explore online resources to enhance learning. Sharing what works through team meetings or CPD would help strengthen a whole-school approach to STEM.
-
-
Andy –
I can see clothes for different seasons having a straightforward connection for infants, but for 2nd you might want to link it to the SESE Geography
People and places in other areas>become familiar with some aspects of the lives of people and especially of children in Ireland, Europe and other areas
peoples and communities
needs of people for food, shelter and clothes school, play and workWeather:> • identify ways in which weather influences the lives of people
clothes, homes, games, farming and other
work, traveland from Science> Materials and change
• become aware of and investigate the suitability of different kinds of clothes for variations in temperature
recognise that some fabrics keep us warmer
than others
design and make or assemble an outfit for
someone who is going on holiday to a very
warm or cold place -
Hi Andy,
I really enjoyed reading your post! I especially liked how you used the Vaseline activity to help children understand how a greasy layer repels water—it’s such a simple but effective hands-on demonstration. I also thought your idea of connecting the lesson to The Snowman by Raymond Briggs was a lovely way to build on the theme of cold weather in a more imaginative way. I’m thinking of including both in my own lesson plan.
-
-
Hands-on Classroom Themed Activities (Junior Infants)
For this module, I would focus on Hands-on Classroom Themed Activities because they align naturally with the way Junior Infants learn best—through play, exploration, and meaningful experiences. One of the most engaging STEM-focused themes this year was “The Weather.” This hands-on theme allowed us to integrate science, maths, language, and art in a very accessible and exciting way for the children.
We would start by observing daily weather and recording it on a classroom weather chart. The children took turns being the “weather watcher” each morning, using simple vocabulary like sunny, cloudy, rainy, and windy. This fosters early observation and recording skills.
We would also created wind catchers using ribbons and paper plates and tested them outside. The children made predictions about which materials would move the most. Later, we explored floating and sinking using different classroom objects, which developed early investigative and reasoning skills.
To document learning, I would used Seesaw to post short video clips and photos of children making predictions and explaining their findings in their own words. These moments were also helpful for informal assessment and parent engagement.
Going forward, I would like to build on these activities by introducing a STEM-focused School Self Evaluation (SSE) goal around early scientific enquiry and oral language in the infant classroom. This would involve integrating more open-ended questioning during hands-on work and documenting changes in students’ ability to observe, describe, and explain.
-
-
For this module I would focus on hands on activities with my Early Start (pre school class). I would use the ‘what to wear’ activity pack. I would mix up a box of dress up clothes and get the children to try on the clothes. This would be a free play activity and I would ask the children what weather the clothes are suitable for. Hats and scarves for winter, sunglasses and shorts for summer and so on. We would sort through cut out pictures of clothes to dress a picture of a teddy bear. I would ask questions like ‘what should teddy wear?’, ‘what would teddy wear if it was cold/hot etc?’ We would come up with simple sentences such as ‘teddy wears a coat when its cold’ or ‘teddy wears a tshirt when its hot’. We would use the weather scene worksheets to colour in. We have a weather chart where the children can record the weather as it changes.
-
Stephanie,
could you also ask parents to send in pictures of the children dressed at different time of the year, or if they went to the beach/ paddling in the summer?
Or, you might look at some of the clothing retailer websites, to look at the new season clothing – and ask the children – what would it be like when you wear this type clothing? https://www.dunnesstores.com/kids/new-season-styles
-
-
Hi everyone,
Here is how i would use the Hot and Cold Weather Activity in the junior classes:
Steps:
Firstly I would introduce the lesson by investigating materials.
Start with a hands-on mini-investigation. Lay out a range of materials at stations, such as:
Wool (warm, soft)
Cotton (light, breathable)
Foil or plastic (keeps heat in but uncomfortable)
Netting or lace (light, airy)
Fleece, felt, denim, tissue paper, etc.Ask children to:
Touch and compare materials
Describe them using prompts:
“Is it soft or scratchy?”
“Thick or thin?”
“Would this keep you warm or cool?”
Use symbols such as sun/snowflake on the table for each material to suggest heat or cold – the children can sort the materials2. Predict and Choose
Ask:
“Which material would be good for a snowy day?”
“Which would keep you cool at the beach?”Each child chooses a material for hot or cold weather, justifying their choice:
“I think fleece is good for cold weather because it’s thick and soft.”
3. Design the Outfit
Children choose a clothing template (e.g., coat, sunhat, t-shirt).
They decorate it using their chosen material
Encourage them to add weather symbols or patterns related to their weather choice.4. Share and Explain
Ask the children to present their design:“I made a sunhat with cotton because it’s cool and light.”
“I made a coat with fleece so I won’t get cold in the snow!”Encourage discussion based on designs and material choice
-
Thanks Grace,
It’s great that you have planned that “Each child chooses a material for hot or cold weather, justifying their choice:” – since the science learning comes from the children referring to their current understanding and then building on it.
Clothing for hot weather is interesting, since by keeping moving air next to your skin, you can be cooler. This is the idea behind robes that are worn in some very hot countries. You can read more here.
-
-
Hi everyone,
Here is how i would use the Hot and Cold Weather Activity in the junior classes:
Steps:
Firstly I would introduce the lesson by investigating materials.
Start with a hands-on mini-investigation. Lay out a range of materials at stations, such as:
Wool (warm, soft)
Cotton (light, breathable)
Foil or plastic (keeps heat in but uncomfortable)
Netting or lace (light, airy)
Fleece, felt, denim, tissue paper, etc.Ask children to:
Touch and compare materials
Describe them using prompts:
“Is it soft or scratchy?”
“Thick or thin?”
“Would this keep you warm or cool?”
Use symbols such as sun/snowflake on the table for each material to suggest heat or cold – the children can sort the materials2. Predict and Choose
Ask:
“Which material would be good for a snowy day?”
“Which would keep you cool at the beach?”Each child chooses a material for hot or cold weather, justifying their choice:
“I think fleece is good for cold weather because it’s thick and soft.”
3. Design the Outfit
Children choose a clothing template (e.g., coat, sunhat, t-shirt).
They decorate it using their chosen material
Encourage them to add weather symbols or patterns related to their weather choice.4. Share and Explain
Ask the children to present their design:“I made a sunhat with cotton because it’s cool and light.”
“I made a coat with fleece so I won’t get cold in the snow”Encourage discussion based on designs and material choice
-
I would be excited to use the ‘The Sun gives off heat’ activity with my class. I think it is a simple, accessible way to demonstrate one affect of the sun to a senior infants class group. Prior to beginning the lesson, I would discuss the necissity for ice with the children and ask them if they have any ideas for how we could make some. This would prompt the children to consider what the freezer does to the water, and the connection between water and ice. This is also something we could revisit at the end when the ice has turned back in to water!
Following that, we would place the two bowls with an ice cube in their respective areas – one in the sun, one in the shade. I would ask the children higher order questions such as ‘What do you think will happen next?’, ‘How long do you think it will take?’, ‘Will they both take the same amount of time?’, etc.
I would then give the children time to observe the icea cubes and record their findings by colouring the ice cube that is melting more quickly. I would ask them to reflect upon their initial predictions and discover whether or not they were correct.
To finish off, we would acknowledge that the ice cube in the sun melted more quickly and consider why this is the case. We would discuss the power of the sun and what it’s heat does to ice, how it makes us feel, what it’s helpful for, etc.
-
I had never heard of the Astronomy Picture of the Day website before, but I will definitely be using it in my classroom a few times a week from now on. It seems like a great way to spark curiosity about space. I think it would work really well during our morning meeting. Each day, I could display the new image on the board, and the children would have a chance to respond to what they see.
It would also work great as a pair discussion activity. Children could look closely at the image with a partner and talk about what they think is happening, where in space it might be, or how it might have been captured. This encourages imagination, questioning, and deeper thinking. They then could share their ideas with the rest of the class.
I also like that each image comes with an explanation written in simple terms, which I can read aloud or use to guide our discussions.
-
Adam, quirkly enough, one of the links often goes to a pet picture!
Can you spot the link from this one? https://apod.nasa.gov/apod/ap240709.html
https://assets3.thrillist.com/v1/image/2540564/792×594/scale;webp=auto;jpeg_quality=60.jpg
or this one: https://apod.nasa.gov/apod/ap240708.html
-
-
-
-
-
Online Resources and Tools.
I have found this module very interesting and have learned a lot about the resources online that promote and enhance the teaching of space in the classroom . I think the Milo and Marvin activities have a lot of scope , not only within the science curriculum , but on a literacy and oral language development level. The cartoon approach and layout is very engaging for children, with so many now reading DogMan books etc I could see them liking these.
The Stellarium site is a game changer, and I could see great excitement in a classroom using this. It is, as was said, “a powerful planetarium piece of software “. The YouTube video of the North Star Guide was very impressive. I will definitely be using this next year.
The online lesson plans from ESA kids are very well laid out and easy to use, so I will be dipping into them in September.
-
For this reflection I am going to focus on hands on activities with a weather theme. From my experience teaching Infants, children gain so much from lessons when they are actively involved. I like how the Curious Minds programme is so accessible for all schools . A large budget is not required as everyday resources and the use of recyclable materials is recommended.
When completing the weather theme in the past I have included a weather station in my classroom. Children loved taking note of the daily weather and stepping into role as a weather person.
I have also included a small collection of clothing for different weather and children liked observing, touching and trying on the clothing before deciding which item of clothing was most appropriate for the weather.
Some additional activities I would include in the future include making a rain gauge, a cloud in a jar, making an anemometer and the sun and ice challenge.
Making a raging gauge, making an anemometer, a cloud in a jar, the sun and ice challenge and the water cycle in a bag activity.
I like the idea of children creating their own weather measuring tools from everyday/ recyclable materials as it will hopefully encourage them to do the same at home. This way STEM activities are not solely restricted to the classroom. -
-
I cannot believe the amount of online tools and resources available to me that I knew nothing about. I teach senior infants and there are so many fantastic lesson plans and space themed activities on the ESERO webite that I just know my kids will love next year. I had never even heard of Stellarium before completing this module. I love that it teaches astronomy and space science in a visually engaging way. I will certainly be using it my classroom next year to show the children constellations, planets and celestial events in real time.
In terms of STEM integration, I think that using Curious Minds as a base curriculum, layering in space themed content from ESERO and tools like Stellarium would make for a very exciting STEM lesons and provide ample cross curricular opportunitites.
-
I think the hands on activity- investigating children’s coats is timeless and has many practical applications. I like it because it is relatable to the lives of the children and teaches them to understand that there are different types of coats for different purposes. this also gives children the opportunity to question whether the coats that they wear are appropriate or the current weather.
The Introduction to the lesson can involve pictures of different coats and matching them to a teddy/doll who is doing something specific- from doctor’s coats to suit jackets right up to rain coats and warm coats. This also introduces the idea that coats serve a purpose and as such the type of material used must be fit for purpose. Using feely bag of material- describe different materials.
Children can then assess their own coats- what colour/texture are they? Are they warm/waterproof? When could they be worn? What material are they made from? How can they be classified- do they have hoods, sleeves, pockets, length, material, fastenings, reflective strips etc.
Integrate maths- data collection to gather basic information about coats using pupils themselves wearing their coats to gather the data. Make a simple chart to record the data. Which group has more/less?
Conclude by asking pupils about which coats would be best for different weather/seasons- Which coat would be best to wear on a cold winter day? Which might I wear if it was a rainy spring day?
In the the next lesson expand on this to investigate making a water proof coat for teddy.-
Hi Anne. I think this is a great activity. Like you said it is something very relatable for children. I like the idea you mentioned about children assessing and examining their own coats. Tying it in to Data in Maths would be fun also! Children could take note of the different materials used to make the coats and do a tally chart and then conclude by making a bar chart to show their findings. I think this would make them more aware of materials and their uses.
-
-
I would use the “What Clothes to Wear as I feel it would be so enjoyed by children in my class.
It is engaging and would help children understand the connection between weather, seasons, and clothing. Here’s how to use it: I would begin with a class discussion on the four Irish seasons. Use the supplied worksheets for children to colour scenes from each season, prompting questions: Is it hot or cold? What clothes are shown, and why? I would do a ‘Dressing for the Seasons Activity’ using a dressing-up box with clothes for different times of year. I think a fashion show would work well here also and could be easily integrated in to Irish. Select children to dress up for summer activities (like the beach), then repeat for autumn, winter, and spring. The children could be given one season per group and asked to dress for that season. They could then bring in their own clothes and dress do a fashion show in class. Role-play scenarios: Discuss what activities we do during each season. Role play these different activities. After each role-play, discuss clothing choices and connect them to protection from different weather conditions. The next activity I would let children would be a ‘Hands-On Weather Simulation’ We would use movement and sound to simulate rain, wind, and sunshine, encouraging all children to participate. Link these experiences back to appropriate clothing and discuss real Irish weather patterns. -
-
The Animals in the Cold resource from the ESERO website would have been a brilliant addition to our Senior Infants SESE curriculum this year. It complements several activities found in the Let’s Discover textbook used in our school and would have enriched those lessons even further. I saw great potential in using this resource to explore both climate and weather topics. I particularly appreciate how it presents animal adaptations in an interactive and engaging way, helping children grasp how creatures like polar bears and penguins manage to stay warm in icy environments.
We’d begin with a whole-class discussion about these cold-climate animals—talking about their appearance, habitats, and survival strategies in freezing conditions.
Next, we’d conduct a simple hands-on experiment: applying Vaseline to one hand, then placing both hands into cold water to compare sensations. This fun activity would help children understand how blubber acts as insulation, much like a warm coat.
As a follow-up, we’d investigate different insulating materials such as cotton wool, bubble wrap, and tinfoil. By wrapping these around cups of warm water and measuring temperature changes, the children could determine which material retains heat most effectively.
This activity strongly supports STEM learning by encouraging curiosity, prediction, experimentation, and observation. It also aligns perfectly with the Living Things strand in our science curriculum and fosters foundational investigation skills in a playful, hands-on way.
-
I decided to focus on the weather and clothes activity for my Infants class. I really loved the activities and the endless opportunities for integration with other curricular areas.
To get the children engaged, I would open up the lesson using a “Have you ever” activity from Explorify.uk called “Have you ever gone out wearing the wrong coat?” The children will talk about their experience. Prompt questions such as..have you ever got wet by wearing the wrong coat? How did you decide what coat to wear to school today? How do you find out what the weather will be like? This will open up the conversation that the weather is different according to the time of the year.
A lovely activity to develop their observational skills and to engage in an Inquiry based activity around coats would be to have a collection of different coats, for different times of the year. The children will choose a coat in pairs and describe their coat using their senses.They will talk about when they might wear it? What does it feel like? What is it made from?
There is great opportunities in this activity for integration with maths, using hula hoops, getting the children to sort their coats into subsets..the coats with hoods and the coats without hoods, the coats with buttons and the coats with zips. Some coats may have buttons and zips, where will we put them?
Moving on to design and make the children could design and make a cosy coat for their favourite teddy, going through the 4 step process. The children would have a variety of materials to explore, which material would keep teddy warm? How will we keep teddy dry?-
Barbara,
thanks for suggesting https://www.stem.org.uk/explorify/activities/have-you-ever-gone-out-wearing-the-wrong-coat
another great free resource library, from Stem.org.uk.
It suggests looking at some “what if” questions – which would make awesome “next steps” I really like the “What if winter never ended?“!
Their suggestion for weather recording is super:
It can be very hard for young children to recognise that, although overall the temperature tends to be warmer in April than in March, for example, there will still be some days in March that are warmer than some April days. One way to help them to visualise the gradual shifting of temperatures is to create a thin ‘snake’ of paper along the classroom wall with a stripe for each day of the year. Each day, colour in a stripe according to the hottest temperature of the day in colours pre-determined at the start of the year to match each 5-degree bracket of temperature. Over the course of the year, children will be able to see how the range of colours gradually shift through blues to greens and yellows and eventually to reds but that there can still be a lot of variation in temperature at any given time of the year.
-
-
When exploring the Activity Set of weather which can include what clothes to wear, hot and cold, animals in the cold with my Junior Infants, I use a blend of hands-on activities, real-life observation, and digital tools to support science skills and early STEM learning. Each morning, we begin by checking the weather outside and updating our class weather chart. We use visuals and simple vocabulary to describe the day; sunny, rainy, cold, windy and we ‘Dress Bear’ each day by discussing suitable clothes, linking it to real choices they make each day. I often use online resources like Met Éireann’s simple forecasts to show real-time weather, helping them connect classroom learning to the world around them. The children love telling me that Nana or Daddy watch this programme at home!!
A favourite hands-on activity is our “Clothes Sorting” station, where children match clothes to the appropriate weather, reinforcing their understanding of temperature and seasons. We also do simple experiments like melting ice or testing materials to see which keep Teddy warm or dry.
In terms of School Self Evaluation, I’d like to develop more STEM-focused planning by building in inquiry-based learning and collaborative problem-solving. For example, giving children a weather-related challenge like “How can we keep Teddy dry in the rain?” would naturally integrate science, design, and critical thinking, all within a playful, Junior Infant-friendly context. -
I think hands on activities are a great way to explore and understand weather. In the classroom I would start the lesson on with a song such as Mr Sun. I would use the lámh version to practise some lámh signs. Then we would look at our weather chart. We would do this as circle time on the floor. We would discuss and pick the weather, and decide what clothes we would wear today and dress the doll appropriately. We would then do some play based enquiry. I would place a large dress up box in the circle. We would start with a season and I would elicit what the children know and guide it towards the weather and what you wear. I would ask different children to dress up according to the season.
I would then read a story about weather and the children would use actions and their voices to recreate the different weather in the story. -
Hands on materials to teach weather learning outcomes.
This is always a fun topic to teach with younger pupils and a great opportunity for loads of new vocab acquisition. It libks well with Gaeilge, for learning about Éadaí or An Aimsir too, and can be used for maths lessons.
I liked the curious minds lesson plans explaining how to use simple materials to build a thermometer and anemometer. I also like creating a cloud finder with classes- we learn what different weather patterns cloud types represent, have pictures of each cloud type and a cutout which we hold up and match to our cloud type.
These tools are somple but provide lots of learning and discussion about weather and suitable clothing.
Anither great learning opportunity is to set up a link with another school in a differrnt part of the world. Children in bith schools can record their weather over say the course of a week, using the same instruments from teh Curious minds lesson plans, and then present their weather reports to each other via video link. It helps if the other school is in an area with differnt westher patterns, or seasons. This creates a learning opportunity to discover that weather varies over earth etc and is really fun for kids. -
I would choose the theme of Weather. Every morning at circle time/morning meeting one child is picked to be the ‘weather man/girl’ and talks the class through the weather, using visual aids to prompt their use of language. The children are always so eager and proud being the weather person and take great pride in doing the job at hand. We look at starting off with using simple language and as the year progresses, we make it a little more difficult. What is the weather like today? How do we know this? Are we wearing a particular type of clothing for this weather? Is it cold, hot? It is dry/wet? We address questions to help us identify and figure out the seasons. It is a simple lesson, but they are absorbing all of the information and becoming capable of using the language to report the weather. I look forward to using some of the fantastic resources mentioned in the presentation for the incoming junior infants, such as the Milo and Marvin stories to extend the lesson and the children’s learning.
-
Hi Jennifer, I love the concept of the weather presenter in teaching the subject matter. It would also be conducive for creating a drama piece about weather presenting, or reporting on climate change with different presenters dressed in different clothes highlighting the volatility of our changing climate (like live weather reporting in real-time).
-
Jennifer – thanks for sharing how your class uses weather as a theme.
Do you maintain a longitudinal record to allow the children to look at the bigger picture of how the weather changes over the seasons?
Have you seen the Met Éireann weather facts?
https://www.met.ie/cms/assets/uploads/2024/06/YP-Fun-Facts-Temperature.pdf
from https://www.met.ie/education/school-resources
In quilting and textiles there has a been a recent trend to make temperature quilts – here is an example from Irish quilter Paula Rafferty:
https://paularafferty.blogspot.com/2021/07/emoture-my-temperature-quilt.html
-
-
Engaging hands on activities build curiosity through exploration and play.
Where do you live-We could create a class map with the children placing photos or drawings of their homes on the map. We could use toy houses and roads mats to create a mini community.
Weather-The children can explore how animals stay warm by dipping “blubber gloves” into ice water to stimulate polar animal insulation.
Clothes-I could provide a dress up box with clothes for various weather types. The children can choose appropriate outfits for different weather cards( sunny, wet, cold etc)
Hot & Cold-We could use ice cubes and warm water to explore temperature change. The children can also sort objects as “hot” or “cold” and discuss safe ways to handle each.
-
-
I really like the ESERO lesson 5 Where do you Live lesson and I hope to use it this coming school year.
I think this could fit in with my September All About Me theme with my senior infants class.
Firstly I would ask the children to draw a picture of their home/maybe ask parents to send a photo of their homes. We would discuss features such as windows, doors, colour, roofs, chimneys, gardens, drive ways. The children would use the worksheet to find the home that is most like theirs.
We would make our homes using modelling clay/cardboard boxes and paint. Encourage the children to make a house with the same features as their home.
Afterwards we could group the house together and discuss what other amenities are in our community such as parks, shops, school, library, beach etc. Then we could make these amenities and create our town. This would support the children to understand where they live and the community they are apart of.
-
I think the activity set on Weather presents fantastic opportunities for cross-curricular linkage and teaching opportunities. Having engaged with this course, I believe space could be an underlying recurring theme in every lesson taught throughout the year. However, Weather would be particularly applicable.
I would use it during the Autumn/ Winter months as I believe the activities presented through ESERO are conducive to colder/ wetter weather, and the opportunity to experiment creating their own coats would be more beneficial for children during these months. I would link it cross curricularly with Aimsir and Éadaí in Gaeilge, Fabric and Fibre in Visual Art and People and Other Places in SESE Geography in particular. When conducting the experiments on the children’s coats, I would ensure prior engagement with the different terminology in Gaeilge and use the Science lesson as an incidental reinforcement session on their vocabulary in Gaeilge. I would also extrapulate the ‘What clothes to wear?’ investigation to challenge the children to design what clothes their ‘Martians’ would wear on the planet they created (Module 3). The children would design their coats initially and then create them using different fabrics and materials, and present their designs to the class. We would also use these clothes, compare them to our own, and then using the ESERO 11 ‘What clothes to wear?’ resource, compare different clothes and necessities for survival in various climates around the world.
-
The activity that I have chosen is ‘Investigating children’s coats’ from the ‘Weather’ activity set.
I would begin by posing some trigger questions such as ‘What do we wear when it’s raining’ ‘What are our coats made from’ ‘where does the material come from?’ ‘animal coats- colours and patterns discussed.
I would have a box with different styles of coats that might we worn in the different seasons e.g. light rain coat, fleece, pvc coat, denim, shackets, leather, fur etc. The children will be given an opportunity to pick out a coat and we will discuss the materials and features of the coats. The children will be encouraged to use their senses to discuss the coats. We will match them to an appropriate season image displayed in the circle and the children will be asked to support their choice of season for each coat e.g. level of warmth/ safety/ wind protection/ waterproof through a ‘tell me more’ style of questioning. The children will be provided with thermometers and spray bottles to test for water resistance and warmth. We will look at the different features on the coats including zips, Velcro, storm flaps, buttons, pockets, reflective strips, hoods, thumbholes, collars etc. The children will examine these and will discuss function. We will link these once again to why they would benefit coats for specific seasons- e.g. reflective strips- winter, pockets for cooler days etc. They will examine their own coats also in pairs and will be encouraged to discuss materials, warmth and water resistance .We will make make a block graph to represent our class coats features and will reflect on it afterwards.
STEM challenge- The children in small groups must design a coat for a teddy- brought in previously. They must ensure that it is waterproof, provides warmth, has good features and has a safety feature included for teddys walks in the darker months. The children will be provided with a variety of materials, bubble wrap, tinfoil, cotton wool etc for creating their coats.
They will present their creations to the class in a fashion show style exhibit and each member of the group will describe and give reasons for their choices/style etc. They will also be asked what they might change next time perhaps.
The children will write some interesting facts about the lesson in their reflective journals.
A follow up lesson may include the children exploring and investigating clothing from around the world considering the different climates that exist. How this compares with Ireland and choice of materials for different clothing etc. The children may engage in project work in this area.-
Sharon,
thanks for sharing a super activity that includes all the key points of inquiry learning, in this case using their knowledge in a design and make context.
I really like that you have included “describe and give reasons for their choices/style etc” since this really lets them reflect on why they made the design choices that they did.
-
-
-
-
For this module I chose hands-on classroom themed activities as an area for the focus of STEM in SSE, as I feel the children learn best when they are actively engaged in a lesson.
I chose to base my lesson on the theme of Where do you live? in a junior infant class. With the focus of this lesson being on Can you build a home?
For my introduction I would show pictures of different homes around the world: huts, apartments, houseboats, etc. and ask the children Where do you live? What is your home made of?, Where do animals live?. I’d introduce the word “habitat” simply and explain that a habitat is a home where someone or something lives.
I would read The Three Little Pigs and discuss why did the house made of bricks stay strong?.I would also read a non- fiction book called Let’s Build a House by Mick Manning as this book introduces many types of houses and materials used to build houses that the children may not be aware of- this would hopefully spark lots of conversation!
I would then set the children a challenge: Can they build a home for a toy animal or small doll that keeps it safe and doesn’t fall down? The children will work in pairs or groups and use different materials to build their homes. I would remind them that they need to make their home as strong as they can as the big bad wolf is going to try come and knock it down.
When they have completed their homes, I will test their homes and see if the animal/doll can fit inside, then using my hairdryer with a picture of a wolf’s open mouth stuck over the barrel, I will try to blow their houses down. Then we will discuss which materials were strongest. What kind of homes do animals make?, Would your house keep you warm or dry? etc
Theres lots of integration in this lesson, which I feel is key in an infant class as the days are so busy it is very hard to cover all subjects , for example- Science (SESE)-Explore how materials are used for different purposes. Identify different animal homes and human dwellings.
Maths-Use spatial language: tall, wide, next to, under. Sort and compare materials.
Language & SPHE-Describe their home; talk and listen in groups. Express needs for comfort, shelter, and safety.
Aistear Ideas-Role-play: Builder’s Yard, Estate Agent, Animal Habitat Lab.Small world: Use dolls’ houses, jungle/forest playsets-
Hi Sharon,
I love your idea especially the most obvious one of examining the material our coats are made from. It is the one garment that we all wear most days in Ireland and we forget how important the waterproof element is. It engages children’s critical thinking and is a great hook to start a lesson.
-
-
Hands on activity: The lesson I would choose and enjoyed from this module is the what clothes to wear? I think this lesson would be really suitable for a senior infant class with lots of hands on activities. I would introduce the lesson by discussing the seasons and singing the seasons song. The use of a mystery bag/box always creates lots of excitement in the infant room so I would use my mystery box decorated as a suitcase for this particular activity. Children would be invited to pick an item of clothing from the suitcase and put it on. The rest of the class would then have to decide what season the piece of clothing is most suited to and give reasons as to why they picked that season. This lesson can be linked to many other areas of the curriculum including geography, gaeilge, literacy, music, drama. Hands on activities make the topic you are covering fun and engaging and suit all age groups.
-
Weather – What Clothes to Wear
The weather and suitable clothes to wear is a super topic for Junior Infants as it presents s so many cross curricular links.
The weather man or woman behind a real television set is a great lesson starter and sets the tone for developing the children’s oral language skills. Incorporating drama into the lesson and getting selected children to dress according to the weather of the day really stimulates the children. A dress up box is a must with clothes for every season including an umbrella, a selection of coats of different materials, specific to cold/ wet weather or light jackets for summer rain.
This lesson also provides a stimulus for discussing which materials are best for repelling the rain and will provide a springboard for a lesson on materials and observing which materials absorb water and which materials repeal water. There is also an opportunity to link with Maths and which clothes are most suitable for wearing in different sports…light but waterproof for golf..
Discussing waterproof materials also provides integration for observation of animals and how they protect themselves from the rain e.g. ducks with their water repellent feathers.
Getting children to think outside the box and to consider do People in other Places use umbrella’s for the rain or sun such as in Japan where an umbrella is necessary on a hot day to protect from the sun!
There is plenty of scope also to integrate with Gaeilge and ‘Croch suas na headaí ar an líne’. Which clothes do we need today and name these in Irish.
-
I would begin my space-themed hands‑on lesson in my infant classroom by introducing the topic of space. We would begin by making playdough models of planets. They would roll, shape, and decorate each planet, which should help them to understand planet names, relative sizes, and colours while working on their fine motor skills. We would introduce a solar system mobile—each small group would paint foam‑ball planets and hang them in orbit order, so the classroom would really understand the structure of the solar system.
Next, I would guide the children to build simple rockets: we would use empty bottles, water and a cork to launch them outdoors. This would invite discussion about pressure and force.
After that, we would dim the lights and make constellation torches using black card pierced with stars placed atop torches. The children would turn off the lights and shine their torches on the ceiling, which would mean that they could explore patterns and perhaps make them curious about real night skies.
Finally, I would organise a gallery‑walk around the classroom where their creations—planets, rockets, torches—would be displayed. The children would be divided into small groups and they would rotate between stations and afterwards, we would talk about what they would have learned from each piece, which would encourage communication, critical thinking and peer learning.
I would hope that by combining art, fine motor skills, experimenting, and reflecting through movement and discussion, each child would feel excited and proud—and their understanding of space concepts would be deepened through fun and hands‑on engagement.
-
What an inspiring and well-rounded lesson, Christine! Your approach beautifully blends creativity, science, and hands-on learning. The variety of activities—from planet modelling to rocket launching and constellation exploration—makes space come alive for young learners. I especially love the gallery walk idea—it promotes pride, peer learning, and real reflection. Brilliant work!
-
-
-
I have gained quite alot from this module and in particular the focus on SSE and online resources for the classroom.
I know in a school I was covering a Maternity Leave recently they were focusing on STEM and Curious Minds awards and were looking at their SSE in STEM and the six step approach here is a great asset and shows how to undertake the SSE. I know we used the knowledge from parents, teachers and students to survey the teaching of STEM and from there we worked and developed it.
I love the resources outlined here to be used. For children who don’t like the Academic subjects, and have quite an interest in Science and STEM, it’s great to be able to put up an Astronomy picture of the day just to get children thinking or even during their eating time at break. I also in particular like the Milo activities and how it’s a Do try this at home activity too.
-
I think hands on activates are really important when teaching abstract topics like space. Animals in the cold resource is excellent. I would start with a basic lesson on cloths we wear during varies weather conditions in the Irish climate. We would discuss the word ‘insulation’ and the different uses it can have, keep us warm or cool. We could experiments on temperature using thermal flasks, bottles, tinfoil , freezer boxes. We could then look at pictures of animals and try guess what kind of habitat/climate they might be from based on their skin/fur. We could then sort all the animals that live in similar environments together and undertake a geographic research on the area in small groups. We could use resources like ‘The Collins picture atlas’ or ipads and google to look up information. All research would be presented to the class for discussion and audience would be encouraged to make connections.
-
Niall,
keeping things warm and cold is a key part of the infants and 1st/2nd class learning, but I’d only lightly touch on the term “insulation” since it only appears for 3rd class up.
Infants should:
identify ways of keeping objects and substances warm and cold
and investigate materials for different properties, for example materials that keep us warm
and 1st/2nd should
become aware of and investigate the suitability of different kinds of clothes for variations in temperature
recognise that some fabrics keep us warmer than others
design and make or assemble an outfit for someone who is going on holiday to a very warm or cold place
-
-
I would choose the activity set: Hands on classroom themed activities with the lesson focus on investigating children’s coats.
I would provide the children with various types of materials and allow opportunities to see how these materials look and feel by using a Feely Bag. I would present the children with some questions to encourage the children to think about the importance of coats.
Questions to include: What are coats made from? Where do you think the material comes from? We would record the chikdrens answers.
Following this we would compare the coats in the classroom, first by colour, secondly by material and thirdly by effectiveness in the weather.
As a followup and conclusion to this lesson the children will design their own coats. In their groups they will brainstorm ideas. I would give then picture prompts to encourage them to discuss questions like What season is the coat for? What will the weather be like? What material will they use and how can they make it practical.
The children will sketch their designs and compare them with the rest of the class
-
I really like how your activity uses a feely bag to let children explore coat materials through touch—such a fun, sensory way to get them thinking about texture and function. I also like how you included guiding questions; these will help children start connecting everyday items to where materials come from and why they’re used. The comparison step by colour, material, and weather effectiveness makes the learning more structured and scientific without losing the fun. Designing their own coats at the end ties everything together nicely and encourages creativity.
-
-
I would use hands-on themed activities to bring STEM learning to life in an engaging and meaningful way. I want to develop childrens curiosity and wonder.
In this module it was great to learn of so many resources to help me achieve the above objective.
I am adding them all to a resource bank to have for my return in September and am really looking forward to using them. I will also share them with my colleagues.I particularly liked the following resource: ‘Do Try This at Home’
My infants would enjoy getting to know the characters and the comic strips are a great introduction to a lesson. My infants would be engaged from the get go. The experiments are fun (and plentiful/adaptive) For me, the class teacher, I would feel very confident in delivering these lessons as it has step by step instructions and demonstration videos.And the other resource I also liked: Stellarium. It is an interactive resource. It brings space and the night sky into the classroom. It’s great you can download it aswell, allowing you to literally bring it anywhere. Children (and teacher!) would be fascinated by seeing a realistic sky in 3D.
-
I really liked the resource “What Clothes to Wear? – Seasons” from this module.The use of dressing-up boxes, movement, and storytelling makes the learning tactile, playful, and deeply relevant to children’s everyday experiences. I would use the following suggested activities form this lesson plan in my classroom:
Dressing-Up Box Role Play: I’d definitely use the seasonal dressing-up activity, as it encourages decision-making, observation, and expressive language. It’s a great way to reinforce weather and clothing vocabulary.“Rain, Wind, and Storm” Weather Story: This interactive storytelling is a brilliant way to incorporate movement, sound, and drama into the lesson. It builds listening skills and helps children visualize weather changes.
Here are some complementary resources and activities that would enrich the lesson further:
Songs
“What’s the Weather Like Today?” (Super Simple Songs)
“Seasons Song” by Pancake Manor
This is the Way we Dress for the Weather’ (tune of ‘Here We Go Round the Mulberry Bush’)
Poems & Rhymes
“The Wind” by Christina Rossetti
“In Winter I Wear a Coat and Hat”Storybooks
“Froggy Gets Dressed” by Jonathan London
“Maisy’s Wonderful Weather Book” by Lucy Cousins
“Snow” by Uri Shulevitz
“Come On, Rain!” by Karen HesseGames
Weather Dress-Up Relay – Children race to dress a mannequin or doll for a certain season.Weather Bingo – Custom cards with symbols for sun, wind, snow, etc., to reinforce vocabulary.
Season Sorting Game – Cards with clothes and scenes that children sort into the correct season.
-
-
Hi Meagan, I like this idea and the different games you have suggested. I worked with EAL this past year and weather was something of a challenge at times as some of the pupils were not so familiar with different weather types. I like that I can now extend their learning into STEAM directly using some of the ideas shared above and the ESERO ideas. It’s given me thought to consider how other lessons can be extended into STEAM learning in simpler ways.
-
Meagan,
thanks for sharing the Christina Rosetti poem
https://www.poetryfoundation.org/poems/43197/who-has-seen-the-wind
Who has seen the wind?
Neither I nor you:
But when the leaves hang trembling,
The wind is passing through.Who has seen the wind?
Neither you nor I:
But when the trees bow down their heads,
The wind is passing by.I found the sheet music! https://www.feisceoil.ie/medium/files/Who%20Has%20Seen%20the%20Wind%20-%20e%20flat.pdf
and this version of Lita Grier’s Five Songs for Children, performed by Fourth Coast Ensemble.
-
-
-
-
-
Adapting ‘Esero-Animals in the Cold’ for an Autism Class
To adapt the ‘Animals in the Cold’ lesson to my autism-specific classroom, I would structure the session into short, predictable parts using a visual schedule and clear transitions.
We would begin with a short sensory story about weather, using visuals for sunny, rainy, snowy, cold, and pairing each with physical props (e.g., spray bottle for rain, scarf for cold). Children would be invited to match weather symbols to real images using PECS or velcro boards.
Then, I would show photos of the polar bear and penguin, along with toy models and textured cards (fur, feathers) to support tactile exploration. For communication, I’d prepare PECS cards for ‘cold,’ ‘coat’, ‘warm’… allowing students to express ideas non-verbally.
For the hands-on part, we would do the blubber glove experiment using a ziplock bag with vaseline inside another glove. Each child could try dipping their hand in icy water with and without the ‘blubber’ and describe how it feels using visuals or AAC devices.
To end the session,I would show a sensory video ‘Baby Animals in Winter Wonderland and Soothing Music for Relaxation’ ttps://www.youtube.com/watch?v=azNqXbUW-K4
This video provides gentle music and snowy scenes—perfect for reinforcing the concept visually while supporting regulation.
-
Eva,
I do like how you have planned to incorporate a variety of activities for your autism class. The blubber glove does feel very odd – so you may find that some of the children will not be keen on it! For those that do experience it, you could add some simple “I wonder…” statements – and try them out.
For example: I wonder if more/less blubber will keep me warmer/let me get cold.
-
-
-
The Esero resources are all extremely useful in the infant classroom. The activity I would try to plan is the ‘Why we have different types of coats for different weather seasons’. This is always an interesting topic to discuss with younger children as it gets them to begin to reason and think about the different weather conditions we encounter throughout the year.
Start off the lesson by wearing in a coat that does not match the weather outside the classroom. Ask the question ‘Is there a better coat I could wear that matches the weather? ‘What coat did you bring to school today? Why did you bring this coat?
Children get their coats and discuss their characteristics. Teacher explains that there are different types of coats.Have you ever noticed that you wear different coats at different times of the year? That’s because the weather changes, and different coats help keep us comfortable!
Winter Coats:
When it’s really cold outside, like in winter, we wear thick coats. These coats are made with warm materials like wool, fleece, or puffy stuffing called insulation. They help trap heat close to our bodies so we don’t get too cold. Some winter coats have hoods, too, to keep our heads and ears warm.Raincoats:
On rainy days, we wear raincoats. Raincoats are made from waterproof materials that keep water out. Even if it’s not cold, getting wet can make us chilly. Raincoats are great for staying dry when it’s raining, and many come with hoods to keep our hair dry too.Light Jackets:
In spring and fall, the weather is cool but not freezing. That’s when we wear light jackets. These jackets aren’t too thick, but they still keep us warm when there’s wind or a cool breeze. Some are made of cotton or thin fleece.Windbreakers:
Sometimes it’s not cold or rainy, just really windy! A windbreaker is a thin coat that blocks the wind. It keeps you from feeling chilly on windy days.-
Tommy,
did you realise that the hoods of Inuit snow parkas are designed to disrupt air flow and keep the wearer warm?
See more here: https://www.si.edu/object/fur-parka%3Anmnhanthropology_8343287
-
-
Module 4 assignment
Animals in the cold
I like the idea of animals in the cold and it’s a nice theme to tie into the season of Winter and/or Christmas, igniting children’ s interests quickly.
We would begin by exploring different weather types and use physical exploration of hot and cold items – eg. a hot water bottle (temperature safe for use in school) ice etc.
We would then explore how we choose and select clothes for appropriate weathers and why eg Wellies on a wet day keep our feet dry and stop us feeling damp and potentially unwell, sandals on a wet day leave us with cold soggy feet for the day.
We would explore different habitats and environments eg desert, tundra, etc and compare and contrast cold and warm environments.
We would discuss how we might adapt to living in these environments and then consider what adaptations different animals have to make in order to survive.
We would select a set of animals living in polar regions and watch some videos of them in their environment. We would then examine images of these animals in closer detail and identify the characteristics they have that help them to survive and try to explore how this helps.
We will review this learning using our hot / cold items to see do the adaptations help us to cope better eg – fur over the ice – does if feel as cold when wearing a fur layer in between contact and the body?
Pupils will record and document their learning throughout and share it on their digital learning and assessment folders. -
-
Module 4:
I have chosen a hands on activity as I feel that with the younger classes they love to be involved and learn much more when they get to be hands on.
I really enjoyed this module and feel that I could use all of the lessons and activities in it but for the purpose of the assignment I have chosen to look at the activity What clothes to Wear (ESERO 11).
I would begin this lesson by exploring the seasons and the weather. We would explore some seasons songs like The seasons song by super simple songs or seasons by have fun teaching. We would have a discussion on the seasons names and different names used in different countries.
I would explore the weather daily with the children a week or so before I further developed this lesson and we would dress a teddy bear every morning as to what clothes would be appropriate for him to wear for the weather today.
Then I would begin the lesson with the colouring sheets which would be followed by a class discussion.
I would use a feely bag to engage the children in exploring different clothing and their uses.
Using a dress up box I would explain and discuss each season and ask children to choose some clothes they associate with that season.
I would further develop this with a game of dress up relay where the children have to work in groups to add pieces of clothing.
I would then allow the children to further develop that activities by working on them hands on in groups. I would split them into groups and allow them time at each activity.
1: Play dough – make clothes/objects for each season – eg. hat, scarf etc.
2: Dress up box – pick outfits for a day at the beach, a snow day, a rainy day etc.
3: Dress teddy up – choose, draw and colour clothes for teddy for a day.
4:Drama – presenting the weather – using pictures to present the weather.
-
Hands-on Classroom Themed Activities:
I am focusing on Hands-on Classroom Themed Activities because I feel that active, tactile experiences are some of the most powerful ways for children to build scientific understanding and confidence in STEM learning. I recall on school placement where I did a lesson on designing a rocket which I would love to try again this year. The children are tasked with building a simple rocket that can be launched using air pressure or a balloon. They work in pairs to test different wing shapes, body lengths, and materials. The children can decorate their rocket ships however they would like. I would encourage them to make predictions about what they think might happen.
The children will be encouraged to ask questions, test their experiments, collaborate, record results and improve on their designs while they learn about force. Using this hands-on approach regularly encourages children to see science as something they do, not just something they learn about. It also helps support the Science Skills strand of SSE (School Self-Evaluation). -
Activity Set: Weather (Hot and Cold)
For the topic of Weather: Hot and Cold, I would do a lesson activity called “Weather Detectives.” I would set up two sensory stations in the classroom—one with warm objects, like a small lamp, hot water bottles, pocket warmers, and pictures of sunny scenes, and one with cold objects (like ice cubes, chilled cloths, and pictures of snowy landscapes.
I will invite the children to explore each station and talk about how the objects feel and what kinds of weather they remind them of. We would discuss how hot weather makes us feel warm and cold weather makes us shiver. We would discuss what clothes we would wear in hot weather and cold weather, and what animals do when it’s cold outside.
After exploring, the children will draw pictures of hot and cold weather and sort different clothes or activities into “hot” or “cold” categories. This activity will help them connect real-world sensations to weather concepts and vocabulary in a fun, tactile way.
I plan to capture photos of their explorations and drawings to share with parents through SeeSaw, encouraging families to continue observing weather changes at home.
-
Clare,
hot and cold and the children’s experience of temperature extremes is a rich area to explore in the classroom.
In Energy and Forces > Heat, Infants should :recognise the difference between hot and cold in terms of weather, food, water and the body
and • identify ways of keeping objects and substances warm and cold.
the second statement could be a super next step – how do they keep a hot thing hot and a cold thing cold? This could lead to an inquiry investigation – perhaps finding out if wrapping an icecube in a sock keeps it cold or makes it hot. Do ask the children to explain their predictions – and if a child suggests that “it will make it hot, since my feet get hot when I wear socks” – the investigation results should surprise them and they will have to reconsider what they think is going on.
-
-
I think it is vital, especially in my own setting of an ASD specific class to use hands on classroom themed activities not only in STEM but in all areas of our curriculum. On reflection of module 4 it has allowed me to consider how we can expand these areas especially considering topics like weather and what clothes to wear. This can be a very sensitive subject in our class but when it is presented in a hands on, sensory sensitive way then this could be a life changing opportunity for some of the children due to clothing rigidness and sensitivities. Without coming away from the objectives of the STEM learning, it is interesting to note the importance of the linkage yet again. A very simple way of doing same is in my sample lesson below.
The children start by sitting together in a circle and singing a friendly hello song so everyone feels welcome
and ready. Then they look at the weather board to see what the weather is like today, using simple weather
symbols like sun, rain, and snow. Together, they sing a short weather song to get thinking about what clothes
match each kind of weather.
Next, show real clothes, photos on devices or big picture cards and talks briefly about what to wear in sunny, rainy or cold weather. Children can touch and explore the clothes to see how they feel. After that, they play a
dressing game with a big teddy or doll. The children help decide what teddy should wear for different kinds of
weather, and they take turns dressing teddy, using the clothing cards as extra help if needed.
To keep everyone moving and engaged, they do a quick action song where they pretend to put on hats and coats and jump around. Then, each child gets a chance to choose weather cards and clothing cards to show
what they would wear in that weather.
At the end, they gather back together, talk about what they learned, and sing a short goodbye song to finish
the lesson happily. Throughout the whole lesson, there are clear visuals, simple language, and lots of
chances to touch, see, and move so that everyone can join in comfortably. -
-
Hands-on classroom activities – Where do you live?
It is really important for children to learn about their home and what is around them. I would start the lesson by showing the children pictures of houses and buildings within the locality so that they can recognise and name what they are seeing within the area that they live. I would show pictures of the different type of houses in the area. As we live in a small town, I would then ask the children if we lived in different areas like a village, a city or the countryside what other things would we come across. We would talk about the importance of having something available to us within our area for example a doctor.
Next, I would give the children different building materials so they could explore the materials and create a house of their choice. I would get the children to speak about what they need to have in their house and why. I would extend this to the area and ask them to speak to each other about what they need in their area and why.
In groups the children would put their houses together and they would create a little village with other important buildings/structures included. The children would get time to do this and once everyone was finished, the children would get the opportunity to show and explain what they put in their village and why. On reflection the children would chat to each other to explain if they would change something and why.
-
One of my favourite resources from this module was “What Clothes to Wear? – Seasons”. I found the combination of dress-up, storytelling, and movement a fantastic way to connect learning to children’s real-world experiences. It’s playful, hands-on, and perfect for building vocabulary and understanding seasonal changes.
In my classroom, I’d definitely incorporate several of the lesson’s suggested activities:
Seasonal Dress-Up Role Play: Using a variety of clothing items for different weather, children can choose outfits based on seasonal scenarios. This supports expressive language, observation skills, and decision-making, all while reinforcing key weather vocabulary.
“Rain, Wind, and Storm” Story: I love how this story combines drama, movement, and sound. It helps children engage their senses while developing listening and comprehension skills as they act out changing weather conditions.
To expand on the lesson and keep it fresh and engaging, I’d also include some of the following ideas:Songs
“What’s the Weather Like Today?” – Super Simple Songs
“Seasons Song” – Pancake Manor
“This is the Way We Dress for the Weather” – sung to the tune of Here We Go Round the Mulberry Bush
Poems & Rhymes“The Wind” by Christina Rossetti
“In Winter I Wear a Coat and Hat” – a simple, descriptive rhyme for younger learners
StorybooksFroggy Gets Dressed – Jonathan London
Maisy’s Wonderful Weather Book – Lucy Cousins
Snow – Uri Shulevitz
Come On, Rain! – Karen Hesse
Games & ActivitiesWeather Dress-Up Relay: A fun and active game where children race to dress a mannequin or doll appropriately for a given season.
Weather Bingo: Using cards with weather symbols to build vocabulary recognition and listening skills.
Season Sorting Game: Children sort clothing or scenery cards into their correct seasonal categories—great for group or independent work.
This lesson offers so many opportunities for creative, integrated learning across language, science, and drama. It’s definitely one I look forward to using with my class! -
The Activity Set I plan to teach in my Infant Classroom is ‘Investigating Children’s Coats-leading to designing a coat for a Snowman
Intoduction:
This lesson would be best suited to been taught in Winter time when children have their good winter coats in with them.
Each child would be asked to put on their coats and have a discussion with their partner/groups as to what is similar or different about their coats, some have popper buttons, others have zips, some have hoods, long , short. After the initial discussion talk about the main reasons we wear a coat in warm- for warmth and to keep us dry. Talk about the various materials used- cotton, polyester, waterproof outer lining.Linkage: History
Materials in the Past- In the past people hadn’t access to shop bought clothes-they had to make their own using materials at hand- wool, skins, feathers for linings- have images for the children to see- compare this to the Modern Day Inuit community who still use many of the traditional materials to create clothing suitable for harsh environments.Materials- Coat for a Snowman-
Freeze 5 small children size water bottles.
Tell the children they are snowmen and we need to keep them frozen for as long as possible. What would be good materials to wrap around them to insulate them? Provide the children with paper, bubble wrap, a wool sock, tin foil. Wrap the bottles, leaving one unwrapped as the control. Check every 30 minutes and observe/feel which bottles are still coldest or still frozen. After 2–3 hours, see which bottle stayed frozen or cold the longest -
-
There are sone fantastic activites in this module and on this forum to help young children learn about space. Every year we make rockets using toilet rolls and paper and The children can decorate them with stars etc. There are so many fun art activities to stimulate interest in space. Using playdough to make the planets is another fantastic way to show the children the difference in sizes between the planets. They can learn the names while they play. You can use create a moon sand tray, where they can feel what the moon might be like. It’s great for kids to act out being astronauts too using the video of the moonwalk as a stimulus. You can use bike helmets to encourage the children to imagine what the first steps on the moon were like. All these activities make learning about space fun and engaging. There are huge possibilities for integration with other curricular areas as well as a huge amount of fantastic books to foster interest in the topic.
-
-
In this module, I really enjoyed learning how to explore the topics of Where Do You Live? and Weather through hands-on, inquiry-based lessons.
This year, I plan to focus on the theme of ‘Weather’ with my 2nd class using a range of engaging, active learning experiences suggested in this module that promote curiosity and scientific thinking. I will use the ESERO activities ‘Animals in the Cold’, ‘What Clothes to Wear’, and ‘Hot and Cold’ to help children understand how temperature affects people and animals, and how we adapt with clothing.
I’m especially looking forward to using the Curious Minds activity ‘Investigating Children’s Coats’. The children will make predictions, carry out a fair test on different coat materials, and analyse which keeps in heat best. We’ll sort our coats by colour, features, and material, using bar charts, Carroll and Venn diagrams. Class discussions will explore camouflage, reflective clothing, and materials. A ‘feely bag’ will encourage observation and descriptive language. To finish, the children will design their own coat for winter, considering function, weather, and material—blending science, art, and critical thinking in a fun and meaningful way.
-
For this reflection, I chose hands-on classroom themed activities because I think children learn best when they are actively doing something. In my classroom, I would use fun and simple STEM activities to help children explore science, technology, engineering and maths in a way that makes sense to them. For example, a “building bridges” activity could include testing different materials, trying out different designs, and using measuring skills. These kinds of lessons help children to work as a team, solve problems, and think creatively.
To focus more on STEM in a School Self Evaluation (SSE), I would ask the children what they enjoyed and what they learned during these activities. I could also reflect on how confident I felt teaching the lesson and what support I might need in the future. These steps would help us plan more STEM lessons, maybe even a STEM week, and get the whole school involved.
-
Activity Set: Hands-on classroom themed activities
There are many nice lessons and ideas provided in this module for some class lessons. I think there are a lot of ways to teach the children about where people live and different types of homes. I liked the idea of building a home. For this lesson, I would also use the idea of showing the pupils some different houses in Ireland as an introduction and asking the pupils to work in pairs to describe the houses and if they are similar or different to their own. Then I would encourage the pupils to describe their homes.I would introduce the ‘Build a Home’ activity then, telling the children that they will be making a house using the materials provided. They will be encouraged to draw out a plan of the house first to develop their imagination and planning skills.
To conclude the lesson, I would invite the pupils to go on a walk around the room to see the different type houses made on the tables. It would be lovely to hear the pupils chatting to each other and discussing the houses.
As a follow-on lesson, I would teach about the different types of houses around the world and how they are built and influenced by the climate in that region. This could lead to the lesson “Hot and Cold” and eventually “What Clothes to Wear”. -
-
At our school, I’d start by gathering : surveys and informal interviews with teachers, students, parents, and leadership to map strengths and areas for development in STEM—their attitudes, practices, and resource availability. This aligns with recommendations from Teachnet.ie on using teacher/self‑reflection and SCOT/SWOT to inform STEM SSE
Next, I’d conduct an audit of existing resources—tech tools, maker kits, lab spaces—and compare against a “wish list”, identifying gaps in equipment, training, or curriculum integration
We’d then form a small STEM Committee—including SET, science, tech, and parent reps—to analyse data, prioritise goals, and develop a focused action plan, using frameworks such as Education Scotland’s STEM self‑evaluation improvement tool
Within this plan, we’d include CPD sessions focused on inquiry-based science and inclusive strategies, possibly using resources like SFI’s Curious Minds and UL’s
Finally, we’d define measurable success indicators: increased STEM integration, higher student engagement, improved formative assessment data, and inclusion of SET students in science activities. Annual review will ensure the process remains dynamic and responsive.
Reflective Commentary
Engaging in a structured, evidence‑based SSE process supports not just quality improvement but also equity. Gathering voices across the school ensures that diverse perspectives—particularly of SET learners—are heard. Our audit reveals where resources are under-utilized or inaccessible, and the STEM Committee strengthens shared ownership and collaborative planning.. Integrating digital tools—e.g., inquiry-skill simulators from EPI•STEM—further enriches our pedagogical approaches
.
Supporting teacher CPD through SFI Curious Minds builds capacity and confidence, especially around facilitating hands-on challenge-based STEM where SET learners thrive with visual, tactile, and collaborative experiences
.
Overall, this SSE process promotes a culture of reflection and continuous improvement. It moves the school from ad‑hoc STEM moments to an inclusive, strategic, and joyful STEM ethos—where all learners, including those in SET, can explore, question, and innovate together.
-
There are so many valuable resources and posts that I could use to implement and support a STEM lesson, for instance Orla’s lesson which entails making a 3D model of the Earth, with coloured materials would explain the 4 layers of the Earth.
A class could spend an entire term investigating elements of space, stars, planets and Earth, without ever studying climate, etc. An aspect of Geography which has always fascinated me is Tectonic Plate activity while it is not specifically mentioned on the 4th class curriculum the effect their movement has on climate, and land formations would make them a very interesting STEM lesson. As I am teaching 4th class this year I feel I could incorporate this into a very informative lesson and broaden it into study of volcanic activity, tsunamis, earthquakes, etc. Before introducing this subject I will begin with lead up lessons – making the 3D Earth model, helping the children become aware that we live on the Earth’s crust, which among many other materials is made up of soil, stones, rocks, peat, bog, etc. Hopefully I will be able to bring the children on a nature walk to gather items from their own environment for investigation, if not I will supply them. We are sure to find some granite rocks as we live near the Wicklow Mountains and this will begin a more in-depth investigation of the formation of how heat and pressure form some parts of the Earth’s crust and that it was formed through tremendous heat and pressure millions of years ago. The children will have investigated volcanoes in other lessons and through discussions they will remember that the molten lava is fluid within the Earth’s interior. The concept that the Earth has a fluid interior will make it easier for them to understand the concept of platonic movement. The children will cut out models of the plates on aerabord. They will use various materials and paints to show the continents on the plates and investigate their movement on water. These lessons will involve physical investigation – which I believe to be very important as many children now rely solely on AI to give them answers to problems. However the children will use videos and online material to support and/or verify their findings. -
I’ve chosen the “Animals in the Cold” activity as I think it’s a great entry point for integrating STEM into the junior classroom in a hands-on, child-led way. It naturally taps into curiosity—children love talking about animals—and creates space for enquiry around survival, adaptation, and environmental conditions.
We’ll begin by exploring photos and videos of animals in cold places (e.g. penguins, polar bears, arctic foxes) and pose questions like, “How do they stay warm?” or “Would a giraffe survive in the snow?” After that, we’ll carry out a simple blubber glove investigation using margarine, ziplock bags, and icy water. The children compare which hand feels warmer and begin to connect the experience to animal adaptations.
We’ll record predictions and results using a simple class chart and encourage the use of scientific language like insulation, fat, temperature, cold-blooded, etc. I’d love to capture this with photos and video snippets for our digital STEM folder and SSE records.
This activity also opens the door to further questions—How do humans stay warm?—which could lead into follow-up lessons on clothing materials, insulation, and even simple design challenges.
-
The activity set I have chosen is Weather- What Clothes to Wear?
I would start with a whole class conversation about the weather today. What types of weather are there and how does each type make our bodies feel.
I would then divide the class into groups. Each group would be given a worksheet for recording answers and a pack of photos of various locations and weather types eg. hot sunny day at the beach, rainy day in Ireland.
I would then layout a selection of clothing throughout the classroom and encourage the children to rotate around and examine the clothing and the materials it’s made from (Link here to materials and their properties). I would bring in things like my Winter coat, a rainjacket, some swimwear, local GAA gear (Geography link), a wooly jumper. The children would record the best items for each photo and then we would discuss our results as a whole class. We could tie this in with the topic of éadaí in Gaeilge and ask the children to record the Gaeilge word for an extra extension to the activity!
-
I liked the slides about “The Earth – Where do you live?” regarding the weather, as it is very engaging and stimulating for students.
To begin, my class would create a KWL chart on the interactive whiteboard and fill in what the children already know about Earth and what they would like to learn about. It helps me determine the pace of the lesson and assess what the students already know about this topic.
I have attached a great resource online where students can dress a teddy bear for the weather shown behind it.
Students would then use a template of four blank teddies and give them an outfit for each season. https://www.abcya.com/games/dress_for_the_weather
This activity helps students understand more about the Earth and to critically thinking about why they are choosing particular clothes for particular weather. The activity can be differentiated for students by putting them with a partner to draw and colour their teddy.
-
Michelle –
would you have the children play the online game of dressing the puppy? I like how the feedback is immediate – the pup “happiness” meter goes up if you choose a suitable garment or item. I like how the voice includes the seasons in the description of the conditions outside.
Would your focus be more on the weather > seasonal connection, or on the choice of clothing for different weathers – ie warm clothing when it is cold outside. This could lead to an investigation of the warmth of different types of clothing – which keeps a hot object hottest for the longest time perhaps?
-
-
-
Hands-on classroom themed activities.
Theme: Where Do You live?
I would ask the children to discuss what their home looks like with their partner including the colour, what sort of roof it has, what type of home it is, does it has a garden before asking some pairs to feedback to the class. I would give each child a copy of the worksheet from this module and ask them to circle the type of home that looks most like theirs and to colour it in using the same colours. I think it is very important here to be mindful of children’s individual circumstances and living situations e.g. some children could be living in hotels or other emergency accommodation.
Following on from that, I love the idea shared in this module of the children building their own homes using various materials. This would be a very hands-on, engaging and child-led activity to use in an infant room.
The next part of the lesson involves making a town from all the model houses. I would ask the children to look at our town and ask if there is anything missing. I would record their answers. After that, the children would make more models of buildings to represent the various places on the list we made.
To end the lesson, we would discuss the differences between our homes and the differences between the facilities we have in our town and what we would like to see added to it in the future.
-
Hi Sarah, I really like your approach to this theme—it’s so thoughtful and child-centred. Starting with a partner discussion is a lovely way to get the children thinking and talking about their homes in a comfortable, familiar way. I also really appreciate how you mentioned being mindful of the different living situations children may be in. It’s so important to create a space where every child feels included and safe.
The idea of building their own homes with materials is brilliant—it brings creativity, play, and learning together in a very natural way, and I can see how engaged the children would be. Turning all the models into a class town adds such a lovely collaborative element too, and asking them what’s missing encourages critical thinking and problem-solving.
I think the final discussion about the differences in homes and facilities is a great way to round off the lesson and bring in some really valuable learning about diversity and community. It’s a lovely balance of talking, creating, and reflecting. I’d love to try something similar in my own classroom!
-
-
There was an enormous amount of resources/ideas in this module that I will be looking to in September. For example the Stellarium and Astronomy Picture of the Day.
I loved the Marvin and Milo activities, I can just imagine the kids in my class getting stuck in with some of these for example the Forceful Comb, such a simple concept but so effective!
As the weeks progress in the upcoming school year, and as I hopefully get more confident with STEM in my classroom, I would encourage the children to question/ explore what experiments we could investigate. My niece once had to teach her class an experiment and this is also a great way of getting the children discovering/ thinking and questioning for themselves. It certainly is a great way of getting the children more involved and they will definitely remember it more! Of course this would be done where appropriate and at the right class level.
-
-
Louise,
a teacher who took this course last year also suggested that children could “teach each other” an experiment. She said it really encouraged the children to choose an activity they liked, and she had a rota over the year so that less confident children could see how it went with other children, and then go later in the year when they had a bit of familiarity with the process.
-
-
Hands on classroom activity: Coat design
Looking ahead, I think this seasonal coat design lesson would work really well in my classroom. It offers a great opportunity to combine science with art, English, and even elements of SPHE, all while encouraging children to think creatively and practically.
If I were to use this lesson, I would begin by having an open discussion about the seasons and the kinds of weather we experience. I’d encourage the children to share their own experiences—like what they wear on a cold winter day versus a warm spring afternoon. This would help make the learning more personal and relevant. I’d also ask guiding questions to get them thinking critically, such as “Why do we wear waterproof coats?” or “What makes a coat comfortable as well as useful?”
The design activity would be a lovely hands-on task. I’d encourage the children to really think about who the coat is for, what it’s made from, and how it suits the season they’ve chosen. I think this task would suit a range of learning styles—creative thinkers could express themselves through drawing, while others might enjoy explaining their design or writing a short description.
What appeals to me most about this lesson is how child-led it is. It allows for individuality and imagination while still having clear learning outcomes. I could easily see myself using this as part of a broader unit on materials, clothing, or weather, and displaying their coat designs proudly around the classroom.-
Jeremy,
right now my social media is a buzz with the Great British Sewing Bee – I guess clothing design is current,
Would you include an investigation of materials to determine which ones might keep you warm, but still be flexible? My Mum made my children Cowachin sweaters once – very fashionable, but when scaled down to a smaller size the wool was so thick that they couldn’t move their arms!
-
-
The lesson I have decided on would be ‘Clothes for different weathers’.
I would begin with afeely bag as a starter containing lots of different materials such as wool, fluff, carpet, velevet, waterproof etc.
I would get the children to feel the material and tell the others what it feels like etc. Then I would ask the child to reveal and we would discuss what clothing it would be best suited to and why.
For the second part of the lesson I would look at and brain storm about the seasons in Ireland and what weather they bring. We would focus on what kind of clothes and in particular coat you would need for that season and why such as padded, rainproof etc
This would lead nicely on to looking at animals in the poles and how they survive. The main focus of this would be blubber and fur. After we have learned what these are and how they protect these animals in the cold, I would get the children to create a coat for these animals IF they had to wear one using lots of different materials etc.
-
Sinead,
what a nice way to tie these activities together – now I am imagining a walrus in a suit!
Blubber and fur fit nicely to protection from cold, which gets taught more explicitly as insulation in the older classes,
Materials and change: 3rd/4th: investigate the suitability of different kinds of clothes for variations in temperature
recognise that some fabrics keep us warmer than othersvs Materials and Change for 1st/2nd
• become aware of and investigate the suitability of different kinds of clothes for variations in temperature
recognise that some fabrics keep us warmer than others
design and make or assemble an outfit for someone who is going on holiday to a very warm or cold placebut it appears in the junior class curriculum as
Heat:
“• identify ways of keeping objects and substances warm and cold
wrapping and covering (e.g. cosy on teapot, cool-box, clothes, shade from sunlight)
design and make a suitable cover to keep a hot drink warm.I’d suggest discussing with your senior class colleagues so that you can work together to build the children’s understanding over the years, and not have them design clothing each year. (Although I want to see the coats for penguins!)
-
-
I have found this module extremely interesting and have learned a great deal about the wide range of online resources available to support and enhance the teaching of space in the classroom. One resource that particularly caught my attention was the “Animals in the Cold” activity from ESERO.
I have always noticed that children are fascinated by animals from colder parts of the world. In the past, I would typically focus on penguins, as they are well-known and engaging creatures. However, last year I had a child who developed a strong interest in polar bears. This curiosity led us to explore both Arctic and Antarctic animals, which opened up a wonderful opportunity to compare the two regions and the fascinating creatures that inhabit them.
We began by having a class discussion about these animals—talking about what they look like, where they live, and how they survive in such cold environments. We used a globe to locate the Arctic and Antarctic, helping the children visualize where these animals live and how far apart the regions are.
To deepen their understanding, we carried out a simple and engaging experiment. The children applied Vaseline to one hand, then placed both hands into cold water to feel the difference. They loved this activity, and it helped them understand how blubber acts as insulation—like a warm coat for animals.
As a follow-up, we explored how different materials insulate heat. We wrapped cups of warm water in various materials, such as cotton wool, bubble wrap, and tinfoil. The children predicted which would work best, then used thermometers to measure and compare the temperatures after a set time. This allowed them to investigate which materials are most effective at keeping heat in, reinforcing their understanding of insulation in a hands-on and scientific way.
-
In my Infant classroom, I enjoy incorporating hands-on activities because they facilitate learning through active participation. Last year, we focused on the theme of Weather and constructed a small weather station. Each day, one student took on the role of the “weather reporter.” They observed the outside conditions, shared their observations with the class, such as sunny, cloudy, or rainy, and selected the corresponding weather image. Additionally, we created a basic rain gauge using a plastic bottle. The children assisted in checking it daily, and we counted the amount of rainfall using cubes. They created a weather poster to display in the halla and shared using instagram.
To support the STEM-oriented SSE (School Self-Evaluation), I would record students’ observations, inquiries, and forecasts, as well as incorporate basic charts to monitor their thoughts. This would enhance scientific exploration, fostering abilities in questioning, contrasting, and clarifying — key cornerstones for a STEM-infused atmosphere.
-
-
Lesson Title: Animals in the Cold
Aims:
To introduce students to different types of weather, particularly cold climates.
To help children understand how animals like polar bears and penguins stay warm in freezing environments.
Methodology:
Begin with a class discussion about types of weather, asking students what kinds they know (e.g., rain, sun, snow). Use this to introduce cold climates, such as the North and South Poles. Show photographs of polar bears and penguins and ask the children what they know about these animals. Explore how these animals stay warm using three key adaptations: a thick layer of fat, fur or feathers, and a greasy coating. Use Vaseline on the children’s hands to mimic this greasy layer and drip water on it to demonstrate water resistance. Reinforce learning by discussing how animal colors help with camouflage in snowy environments. End with a recap of the three ways animals stay warm and how they’ve adapted to survive the cold. Optional: Read The Snowman by Raymond Briggs to connect emotionally with the theme.-
Fintan,
it would be possible to extend this into a deeper inquiry investigation if the children used the initial Vaseline demonstration as the starting point, then explored their own questions about it :
does it make a difference how much Vaseline? Can we put something under the Vaseline so that we can see if it really gets wet (rather than trying to feel it on a Vaseline soaked hand!) does water wash off the Vaseline eventually?
for each of those a small group could make their prediction, then check if they were right. If you have a family with a pet, you might ask them if their dog/cat/hamster could visit and you might check if the fur does the same thing as the Vaseline etc.
-
-
Activity for what clothes to wear; I might create a role play corner with dolls, clothes for different weather types and a simple weather chart. Children would dress the dolls based on the day’s weather learning to make predictions and choices.
Investigating coats; could include sorting by colour, materials, fasteners, buttons, zips and texture.
Hot and Cold theme could involve simple experiments like touching warm and cold objects, melting ice or comparing temperatures using thermometers. This nutures the curious minds elements.
Next steps towards STEM focused SSE
For example
Parental Involvement: Share STEM activities with parents via photos or short videos and offer follow up suggestions for home.
Set Targets: Use SSE to set achievable goals such as increasing oppourtunity for questions, problem solving and hands on investigating.
Gather Evidence: Collect samples of children’s work, teacher reflection and photos to track progress. -
-
The lesson I have chosen to reflect on is ‘Animals in the Cold’. I feel this topic is ideal for Senior Infants as it links to weather, animals, and seasonal changes — all areas they’re naturally curious about.
To begin the lesson, I would read the book Say Hello to the Snowy Animals! by Ian Whybrow. It’s short, engaging, and introduces different arctic animals like polar bears, seals, and huskies. The flaps in the book make it interactive, and the children love joining in with animal sounds.
After reading, I would use a globe or simple map to show where cold places like the Arctic and Antarctic are. We’d talk about the weather in those places and compare it to Ireland — “Would we see a polar bear here?” “Do penguins live at the North Pole or South Pole?”
Next, we’d explore how animals keep warm in cold places. I’d show fur samples (fake), feathers, and pictures of animals. Then we’d do a “blubber glove” experiment — using a bag filled with butter or margarine between two plastic bags, so children can feel how it insulates their hand from icy water. They always find this part fun and memorable.
We’d also set up a small-world play area with toy animals, snow (cotton wool or fake snow), and ice cubes, so they can explore cold habitats through play. At the art table, children could create their own “cold animal” using collage materials — cotton wool for fur, foil for icy backgrounds, etc.
To finish, I’d ask children to describe or draw how their chosen animal keeps warm, and I’d record some of their ideas in a class book or chart. This lesson helps develop early science skills like observing, predicting, and questioning, all through play and storytelling.
-
-
Marguerite –
Isn’t it great to get so many suggestions!
you’ll find a lot of the books listed in the summary docs I make each year from teachers’ suggestions:
https://www.spaceweek.ie/wp-content/uploads/2021/09/SpaceWeekJunior-1.pdf
http://www.spaceweek.ie/wp-content/uploads/2022/10/SpaceWeekJunior2022.pdf
https://www.spaceweek.ie/wp-content/uploads/2023/09/SpaceWeekJunior_2023.pdf
-
-
Weather is a great topic to explore in the classroom. I would begin by showing the children various flashcards of different weather to introduce the topic of Weather. I would show them the song
We would pick one aspect of weather such as focusing on looking at clouds. We would explore how to make clouds in a jar. We discuss how there are many water droplets inside clouds and how they move around and bump into each other. These droplets get bigger and bigger until the cloud cannot hold them anymore which forms rain. I would split the class into groups for this experiment. Each group would have a glass filled with water. They would add layers of shaving foam to the top. I would then invite the children to use droppers to drop food colouring into the clouds. The children can then watch the food colouring slip through the shaving foam/clouds into the glass of water.
-
Rohana,
would this Marvin and Milo activity suit your crew?
https://spark.iop.org/cloud-glass
It is a bit closer to how actual clouds form, and yet still an open ended activity.
-
-
I choose Animals in the Cold as an activity to do with 1st class.
Learning Outcomes:
- know there are different sorts of weather
- know the characteristics of animals living in a cold environment
Introduce this lesson as a follow on from the Earth Ball activity where the Polar Bear and Penguin discuss which one is the right way around.
Discussion: What types of weather do we get here in Ireland? What other types of weather is there? What places get extreme weather conditions? Why? What is the weather like in the North Pole/South Pole?
How do animals stay warm/survive there?
Explain that the animals have a thick layer of fat under their skin to keep them
selves warm. They also has a thick coat of fur and a thick layer of feathers. As a third protection they have a layer of grease to repel water. Like the way we wear extra layers of clothes or put on a coat.Experiment: Put on a layer of vaseline on the children’s hands. Then pour water on their hands. They will see the water roll off the skin.
Conclude that the animals have 3 ways to protect themselves from the cold and to survive in these conditions.
As a conclusion activity show the children March of the Penguins and allow them to draw their favourite scene.
-
I would use the Hands-on Classroom Themed Activities approach to strengthen engagement and deepen understanding of STEM concepts through active learning. For example, in a unit about the Moon, we could carry out the “Craters on the Moon” experiment. The children would drop various-sized objects (marbles, pebbles) into trays of flour topped with cocoa powder, observing the size and shape of the craters formed.
Before the activity, I’d prompt them to make predictions: Which object will make the biggest crater? Does the height matter? After each trial, we’d measure and record results, introducing them to basic data collection.
This hands-on method encourages questioning, hypothesising, testing, and analysing—all key science skills. I would also link it to literacy by having students write a “Moon Mission Report” describing their findings. By combining science, maths, and communication skills in a playful yet structured activity, I’m building the foundations for scientific thinking while making learning memorable and enjoyable.
-
Theme selected: hands-on classroom activity- animals in the cold. I would begin a lesson on animals in the cold by setting up a small world play area representing a cold climate like the Arctic. This area would include snow-like materials and various animal figures, some suited to the cold, like a polar bear and a penguin and others that are not, like a cat or small dog. We would begin with a general conversation about the weather we experience here and compare it with colder weather such as snow and ice. Using a globe, I would guide the children in identifying the North and South Poles as places where it is very cold all year round. We would then return to the animals in the play area and discuss where each one might live and why. I would ask questions like, “Could a small dog live in the snow?” and “Why does a polar bear live in the cold?” We would explore how cold-weather animals survive looking at features like fur, feathers and blubber. I’d explain that polar bear fur and penguin feathers are greasy to keep out water. I really liked the idea of using Vaseline to show the children how the water rolls off as seen in the activity pack and would rub it on the children’s hands and drip water on them. They would observe how the water rolls off, just like it does for these animals. We’d conclude by discussing how these animals have adapted to live in such extreme conditions.
-
I really like how interactive and hands-on your activity is! Using a small world play area and connecting it to real-world concepts like the poles makes the lesson very engaging. I also love the Vaseline experiment—it’s such a clever way for the children to see animal adaptations in action, making the learning fun.
-
-
ESERO 7 -Animals in the Cold
I like this activity because it helps children understand how animals survive in very cold places. Starting with a talk about different kinds of weather is a good way to get them thinking, and showing pictures of penguins and polar bears makes it interesting. The Vaseline and water experiment is easy to do and shows clearly how a greasy layer helps keep animals dry.If I did this in my classroom, I would let the children try different “warm” materials to see which works best, like cotton, wool, or foil. We could link this to how people choose clothes in winter. I might also show short videos of polar animals so they can see them in their real homes.
For a STEM project, the children could create their own “made-up animal” with features to survive in a cold or hot place. This would mix science, creativity, and problem solving.
-
I really like how you’ve built on the Animals in the Cold activity with extra layers of investigation and creativity. The idea of testing different “warm” materials is a great way to extend the learning and give the children more ownership over the experiment. Linking it to how people choose clothes in winter makes the science more relatable to their everyday lives. Showing videos of polar animals in their natural environments would definitely bring the topic to life, and I think your STEM project idea of designing a “made-up animal” is fantastic — it blends scientific thinking with imagination perfectly. It’s the kind of activity that children will remember and talk about long after the lesson.
-
-
I would use the Hot and Cold activity with my 2nd class to explore how temperature affects the rate at which ice melts. This activity provides a clear, hands-on introduction to fair testing, prediction, and observation. We would begin by placing equal-sized ice cubes in two locations — one in direct sunlight and one in shade — and predicting which will melt faster. The children would observe and record changes over time, noting differences in melting speed. We would then discuss why the results occurred, introducing the concepts of heat transfer and the Sun’s energy. This activity lends itself to maths integration through timing, measuring, and creating simple bar charts. It also links to geography and SPHE through discussions on seasonal changes and sun safety. The clear visual results help all learners, including those with additional needs, grasp the concept quickly while fostering curiosity and investigative skills
-
The activity I would choose would be based on the lesson Hot or Cold using the sun https://esero.ie/wp-content/uploads/2015/01/12_Hot-and-cold.pdf.
For infants, I would set this lesson up so that in the yard I would ask them to find the place that was hottest, or coolest, by walking around. We would then put discuss times we were very hot (eg. at the beach) or very cold (e.g. during snow). What was our body like? What clothes did we wear? How did we react?
I would give each child 2 icecubes and as them to place them in the hottest and coldest spots they can find. I would ask them to predict what they think would happen to each of the icecubes. I would also ask them to estimate how long they think we should leave them out for, and come back at 2 or 3 of these suggested times. On returning to collect the results of the experiment, I would ask the children to explain why one ice cube melted faster than the other. I would especially emphasis the use of new vocabulary during this lesson, e.g. “Which ice cube had more sunlight?”, “Were the ice cubes the same equal size at the beginning?
I would follow this lesson up next with a second experiment, based on insulation https://www.seai.ie/sites/default/files/plan-your-energy-journey/schools/schools-documents/Hot___Cold_lesson_plan.pdf.
In this experiment, the children would wrap the icecubes in different materials and predict which icecubes would melt the fastest. I would use the worksheets recording data on what is a good/bad insulator and time taken to melt from this resource. To conculde this lesson, I would introduce the children to the idea of saving energy in the home and the use of solar panels https://www.youtube.com/watch?v=KE4blc-4jqE
-
Niamh,
the SEIA have some lovely material, I’d suggest one tweak to the worksheet –
“What I Think Will Happen” & WHY
Una Leader from Lifetime Lab has described to me how she carries out the warm sock around an ice cube activity – she says it really challenges children to explain where they think the heat is coming from that will melt the icecube.
-
-
-
I think hands on activities lends itself perfectly with the theme of space to integration with Aistear. I would have a “design a rocket to send teddy to the moon” activity, this links beautifully with the scientific skill of design & make. I would include target vocabulary about the different parts of a rocket (nose, fins, fuel, module).
For stars, I love doing a “Constellation Light Box” activity. Use shoeboxes with tiny holes poked in the lid to represent constellations. Inside, place a small torch or fairy lights. When the lights are on and the classroom is dimmed, the constellations shine through! Kids can learn about real constellations or make up their own, even introducing the names of some constellations and show their shapes. It’s magical and gets them talking about patterns in the sky. this topic can only really come to life if the children see the constellations with their own eyes so I would involve parents by sending a newsletter home explaining how they can find the constellation at night.
For a bit of fun at the end of a teaching unit about moon phasesI would show the pupils to old ad for Jaffa cakes and give each child a jaffa cake biscuit (or more likely oreos) to bite and create different moon phases as they eat more and more of it.
-
Noelle – the ad is just fun!
-
-
I have chosen the hands on activity ‘Where do we live?’ I will be teaching First Class so I have based it around this.
Begin with a short walk to observe different local homes, noting materials and features. Back in class, pupils sort photo cards of Irish homes by type, material, or location, developing classifying skills. Next, they place sticky dots on a local area map to record where they live (no personal details), spotting patterns in housing. For a STEM challenge, pairs build model homes from recycled materials, considering stability and suitability for the Irish climate. Finally, pupils share their creations, explaining one feature that makes their home suitable for where they live. This links to environmental awareness and care, encouraging observation, questioning, recording and communication. As an extension, compare human homes to animal habitats in Ireland, highlighting similarities and differences in shelter needs.
-
Órla,
do you have a source for the photo cards of Irish homes? I found this one:
https://www.twinkl.ie/resource/roi-gl-17-types-of-homes-gaeilge-display-photos
and you could use this for older buildings:
and they have detailed architectural guides for different areas of the country at https://www.buildingsofireland.ie/publications/
as an example: East Cork: https://www.buildingsofireland.ie/app/uploads/2019/10/East-Cork.pdf
or would you take screenshots from google maps?
-
-
For the purpose of this activity I have chosen the online tool stellarium.org to help teach the children about the night sky.
Using Stellarium in the classroom looks like a brilliant way to get students excited about astronomy. The free website lets them explore the night sky in real time, spotting stars and constellations, planets, and other celestial objects without needing expensive equipment. I’d start the lesson by showing them how to use the basic features—time controls, zooming in on planets, and switching between different constellation views. Then, in small groups, students could pick an object to track, take screenshots of its movement, and share fun facts they discover.
For a STEM-focused SSE, this activity could help build tech skills, encourage teamwork, and show clear links between science, maths, and technology. We could gather student feedback on what they learned and how the software helped them understand space better. In future, I’d love to connect Stellarium to an actual telescope or even run a “virtual stargazing night” for families to get the whole school community involved.
-
Edel – a useful keyboard short cut is 8 – it brings the display back to the computer time and date.
I like the idea of screenshots to share the Stellarium view – use a screenshot from your own system – I think the Stellarium screenshot save still has a few bugs – I can never find the screenshots that I take using it.
-
-
-
In my class classroom, I would use the hands on activities as an engaging, hands-on way to explore our planet’s structure, surface features, and environmental systems. For example, we could create a 3D Earth model using layers of coloured clay to represent the core, mantle, and crust, allowing pupils to physically “cut” through and see what’s inside. Outdoors, we could map a mini “Earth walk,” where students identify land, water, and vegetation zones in our schoolyard, then compare their observations to a globe.
To deepen the STEM focus, I would integrate simple experiments—such as demonstrating erosion with soil, water, and trays. Further steps could include using digital tools like Google Earth for virtual exploration, inviting a local environmental scientist to speak, and linking our findings to climate change and sustainability projects, fostering curiosity and real-world connections.
-
A great hands-on project would be to create a simple weather station outdoors with the children. This would not only introduce them to basic engineering concepts but also provide a practical way to observe and measure weather patterns regularly.
Students could work together to build their own instruments from everyday materials. For example, a rain gauge could be made from a clear plastic bottle marked with measurements, while a basic anemometer (to measure wind speed) could be assembled using small plastic cups fixed around a central stick that spins. This stick could sit inside a tube secured into the ground, allowing free rotation.
To monitor wind direction, children could craft a wind sock using an old trouser leg stitched at one end, held open with a circular wire frame, and mounted on a pole—similar to how the anemometer is set up. A simple compass rose could be placed nearby to help identify the wind’s direction. An outdoor thermometer could be attached to a nearby structure like a fence.
Students could also take on the challenge of choosing the most effective spot for the station, thinking about factors like shelter, sun exposure, and elevation. This encourages critical thinking and teamwork. Visiting the weather station for a few minutes each day would allow them to track and compare seasonal changes over time.
Ultimately, this could grow into a wider school project that benefits multiple classes and supports cross-curricular learning in science, geography, and design technology.
-
Ciara,
SFI, now part of Research Ireland, used to have a project on “Greenwave” which had a useful selection of weather instrument making.
Currently you can find this resource from ESERO, but it is designed for 3rd/4th class children. There is this make a rain gauge for younger children.
The Phoenix Mars lander had a wind speed indicator – a “telltale”. https://www.jpl.nasa.gov/images/pia10756-how-phoenix-measures-wind-speed-and-direction/
-
Hi Ciara, I really like your weather station idea — it’s such a practical and engaging way to connect science learning with the real world. I think the fact that children get to actually build the instruments themselves makes the learning much more meaningful and memorable. Using everyday materials like bottles, cups, and fabric not only keeps costs low but also encourages creativity and problem-solving. I like how you’ve included the decision-making process of choosing the best location for the station — that’s a great way to build observation skills and critical thinking. Visiting it daily to track changes over time is perfect for developing a routine of scientific observation, and it’s lovely how this could become a whole-school project linking science, geography, and engineering.
-
-
I would use hands-on themed activities to create meaningful, memorable STEM learning experiences that spark curiosity and promote problem-solving.
I would implement a classroom weather station would provide further interactive learning. Children could examine different weather types and select appropriate clothing items real or paper cut-outs for sunny, rainy, windy, or snowy conditions. By explaining their choices, they would practise oral language skills and apply scientific reasoning to everyday scenarios.
To explore geography in a tactile way, we could create a large Earth model using a balloon and modelling clay in blue, green, and brown to represent oceans and continents. This visual and physical representation would help children understand land–water distribution and introduce the concept of location. We could extend this by moving from the Earth to our own country, town, school, and classroom, reinforcing spatial awareness.
To support a STEM-focused SSE, I would document these activities, share examples with colleagues, and invite discussion on integrating similar challenges across subjects. Professional development sessions and shared planning could ensure that active, inquiry-based learning becomes a regular part of our science curriculum.
-
-
I chose the activity set Weather (Hot and Cold) I would start with simple questions like ‘what do you think the weather is like today?’ ‘do you think it is hot or cold?’ ‘how do we know?’ I would hold up a large poster that says ‘hot’ and the children do simple actions to show they are hot. I would then do the same for ‘cold. For a hands on activity, I would set up two bowls of water; one with warm water and one with cold water. The children would feel the water in both bowls and describe them using words like hot, warm, cool, freezing, cold. The children would decide which bowl would cause an ice cube to melt quicker when placed into the water. We would then play a sorting game using the ‘hot’ and ‘cold’ posters from earlier. Each child is given a picture of a hot or cold thing and they must place it under the correct poster when prompted. A short discussion/questions could follow this. We would then create a hot/cold collage with magazine cut outs. A hot/cold hunt worksheet could be sent home to complete with parents.
-
Grace,
you have described a gentle, yet informative series of activities for young children to experience and connect with “hot and cold weather”.
This connects to both SESE Science – Strand: Energy and forces>strand unit Heat
The child should be enabled to
• recognise the difference between hot and cold in terms of weather, food, water and the bodyand SESE Geography – Strand: Natural environments>Strand unit Weather
The child should be enabled to
• observe and discuss a variety of weather conditions using simple vocabulary
rainy days, sunny days, foggy daysand the next step of exploring the effect of warm water on an ice cube gives access to
Strand: Materials>Strand unit Materials and change
• explore the effects of heating and cooling on everyday objects, materials and substances
ice-cream, butter, chocolate, water.
-
-
I would use the Investigating Children’s Coats activity to explore materials, insulation, and suitability for different weather conditions. I would begin by asking the children what makes a “good” coat and when we might need different types. Working in small groups, they would examine a range of coats, noting features such as fabric type, thickness, fastening, and lining. We would then design a fair test to see which coat keeps a teddy warm the longest by placing hot water bottles inside each and checking the temperature after a set time. This investigation promotes questioning, predicting, measuring, and recording skills. After analysing the results, pupils could design their own “perfect” coat for winter or rainy days, taking into account practicality and style. This activity integrates science, maths, and design while encouraging children to think critically about everyday objects and their purpose.
-
-
Hi Clodagh,
This is a lovely idea and actually quite similar to an experiment I did with my senior infants, in which we designed an umbrella for our “Weather Bear”, but I will definitely use it again for the idea of a coat. Children worked in groups of 6 to analyse different materials, and predicted their reaction to water. we used fabric, tin foil, cotton wool, bubble wrap, cling film and tissue. They had a great fun predicting and recording their results, and then we ‘designed and made’ our umbrellas based on our findings. It worked very well as the children could all relate to the topic!
-
-
-
To begin the lesson, I would talk to the children about different kinds of weather—sunny, hot, cold, snowy—and ask them to share what kind of weather they like best. I would explain that in different parts of the world, people experience different types of weather. Some places are warm and dry, while others are very cold and snowy.
Next, the children would help brainstorm animals that live in cold places like the Arctic or Antarctic. I would show them pictures of animals such as polar bears, penguins, and arctic foxes, and ask: “How do you think these animals stay warm?” We would note the responses on the board and discuss some of the children’s ideas.After sharing ideas, I would explain that these animals have special adaptations to help them survive in the cold. For example, many animals have a thick layer of fat, called blubber, to keep them warm. Penguins also have thick feathers, and bears grow a heavy coat of fur in the winter.
To help bring it to life, I would show a short video that shows these animals in their cold habitats and how they stay warm—last year I used different videos from National Geographic. The children really enjoyed these videos and we had great discussion after them.
As a follow on activity to this lesson the children would work in pairs to build an Arctic shelter for an animal. I would Challenge students to build a small shelter to protect the animal from “cold” (ice cube or air from a fan).We would test which shelters keep the animal or ice cube from freezing or melting.
-
Katie,
I like how you have structured this to look firstly at “cold places” of the Earth, without getting into seasonal change. That makes a lot of sense, since it keeps the ideas clear and simple for young children.
I’m less clear on what “We would test which shelters keep the animal or ice cube from freezing or melting.” involves — is the ice cube a source of cold and is outside – trying to make the animal inside cold? or is the icecube acting as the animal and to keep it from melting we need to stop heat flowing from the outside to the inside – which is more of a case of keeping something cold rather than warm.
-
-
I would choose Weather – Animals in the Cold
I have taught younger classes previously about animals in the Artic and Antarctica, and each time the children really engage and show great interest in the topic. I would start by showing the world map and globe, and by pointing out Ireland, the continents and then the Artic and Antarctica.
I would talk about weather in Ireland, and then in these places and we could differentiate, and also discuss what animals like cold or hot weather, and whether or not they would survive on colder areas.
Next we would analyse why animals live where they do, and how they survive there and what tactics they use. I would discuss the layers that certain animals have to keep them warm. Next I would carry out the Vaseline experiment on the children’s hands, and the children will learn how the animals survive.
Lastly the children will write a factfile on one animal they learnt about, and we would create them in our Art lesson.
-
Michelle,
you can add a deeper layer of inquiry to the vaseline activity by treating it as the “engage” section of the Inquiry Framework.
Once children are familiar with the demonstration they will have their own questions. They might wonder if more Vaseline makes your hand ‘more waterproof.’ Or, they could consider if there is a minimum amount of Vaseline and adding more makes no difference.
For each prediction, they can then carry out a simple investigation to confirm their thoughts.
They might need to re-design the activity to be able to measure “waterproof-ness” – perhaps by having something that changes colour when it gets wet (sugar paper perhaps?).
-
-
The characters of Marvin and Milo are excellent and demonstrate really fun experiments. I would print off templates of the characters and have them displayed on the SESE board. There are so many experiments that would link in perfectly with any topic it seems. They are child-friendly, colourful, visual and the experiments don’t need a massive amount of equipment. I also love how they use the words Do Try This At Home at the top of their pages. It encourages observation, curiosity, prediction and investigation. At the bottom of the page, it shows what keyword is used in the experiment. If a new experiment appears that Marvin and Milo have not tried out, it allows the children to wonder how these characters would attempt the experiment.
The children can take on the role of the characters too when performing the experiments and reverse the roles so they are attempting it a few times.
-
Hands on classroom themed activities are so beneficial to help children understand and work on more abstract concepts, like the Sun. The lesson Hot and Cold would be useful. I would begin a lesson with a KWL chart to elicit what the children already know about the Sun and gauge their understanding. Then, with the use of a picture book like When The Sun Goes Home, we would have a discussion about the sun’s “jobs”- does the sun just give us light? Is there anything else it does for us? I like the idea of a walking debate for some statements about the Sun as well; The Sun is very big. •You can nearly touch the Sun. • The Sun gives light. • The Sun only shines in this country. • The Sun gives off heat. I think these are very helpful and have the added benefit of some movement during classroom activities. After this, the ice cube activity could be utilised. The children should have a good concept at this stage of the lesson about which ice cube they think will melt more quickly. I would encourage the children to watch the ice cubes in both bowls. What can they see? Which ice cube is melting more quickly? An extension activity could be the playground for a follow up lesson.
-
-
Again I would pair 5th and 6th class with their buddies in the infants class to help with this lesson. Our school has a set of chromebooks which would be used in the lessons. My class would have been trained in advance as to how to use ESA kids and the Stellarium interface. This would allow them to support the younger class in exploring our night sky. I would then have them continue to discuss them and then complete a worksheet drawing their favourite constellation and conclude the lesson by having them draw their own constellation which would be named and hung on their classroom wall. This buddy system helps to instill a love and passion for science in both classes and the sharing of information which is as positive for the scientific community as it gets. It also allows the older children to develop leadership skills.
-
Hands on classroom themed activities – Animals in the Cold
For this activity, I would begin the lesson by looking at pictures and short video clips of polar bears, penguins, and seals. I would ask the boys in my class, “How do they stay warm?” and gather the boys’ ideas on a KWL Chart.
To make it hands-on, we would run an experiment using two bowls of icy water — one for bare hands and one with a “blubber glove” made from a plastic bag filled with vegetable shortening. The boys would time how long they can keep their hands in the water, turning it into a friendly “cold challenge” to link with their love of sport and competition. We would record observations, compare results, and discuss how fat, fur, and feathers help animals survive.
To extend the activity, the boys could colour and cut out animal outlines, adding warm features like fur or feathers with crayons or collage. We could finish out our KWL chart with what we have learned as the boys complete the art activity.
-
I am focusing on the “Where do you live?” activity. I believe this activity links well with Aistear and the SESE curriculum while providing an excellent opportunity to develop science skills in an age appropriate and practical way.
In my classroom, I would start by inviting the children to describe their own homes. They could share what their homes look like, who lives there, and the different rooms or features they have. We would then expand the discussion to the wider community, exploring different types of homes and places in the local area. This would help to build early geographical and spatial awareness.
The children would then have time to design and create their own homes using modelling materials such as playdough, junk art, or building blocks. We would display the houses together to form a class village. This process would encourage creativity, fine motor development, and early skills in observation and comparison.
As an extension, we could talk about other areas and space, although people do not live there, it will help the children gain a better understanding of distance and the wider universe. -
Introducing Stellarium to a junior classroom offers an exciting way to spark curiosity about space in young learners. I would use Stellarium to support an early exploration of the day and night sky, helping children visualize how the sun, moon, and stars move. Starting with a class discussion about what children notice in the sky during the day versus night, I would then guide them through Stellarium on the interactive whiteboard. Together, we could “travel” through time to see how the sky changes, identify key constellations, and observe how the sun rises and sets.
To extend this into a STEM-focused SSE (School Self-Evaluation), I would collect feedback from students and use their engagement levels as an indicator of learning. Further steps might include integrating more inquiry-based learning, such as asking children to track moon phases over a month or draw constellations based on Stellarium views. Linking with art, literacy, and digital technology, this cross-curricular approach fosters curiosity and develops early STEM skills in a meaningful, age-appropriate way.
-
Stellarium looks like a great resource that I hadn’t heard of before but I would definitely use aswell Grace. I like that kids can instantly see what the sky looks like from their own location. This makes constellations, planets, and stars feel real and connected to what they see outside at night. I also like that time travel feature.
-
-
-
Online resources and tools – ESERO lesson 7 animals in the cold
I’d start by introducing the kids to animals that live in really cold places, like penguins, polar bears, and seals. Using the ESERO lesson, we’d explore how these animals survive harsh conditions—talking about things like thick fur, blubber, and special behaviors. I’d include videos and pictures to make it engaging and real for the kids.Next, we’d do a hands-on activity where students test materials for insulation. For example, they could wrap “animal paws” (maybe ice cubes or small objects) in different materials like cotton wool, foil, or bubble wrap and see which keeps them warm longest. This experiment introduces scientific thinking—forming hypotheses, testing, observing, and discussing results.
To push it further towards STEM, I’d encourage the students to design their own “cold-weather animal” with features that help it survive. They could build simple models or draw designs and explain their choices based
-
I chose hands-on classroom activities because I’ve seen how much my students love exploring and experimenting when they can touch, build, and test things themselves. In my classroom, I would use activities like simple circuits with batteries and bulbs, experimenting with plants to see how they grow under different conditions, or coding small robots to complete challenges. These activities get the children thinking critically, working together, and asking questions, which really develops their STEM skills.
For a STEM-focused School Self Evaluation, I would observe how students approach problems, how they work with their peers, and how they apply what they’ve learned to new situations. I would take notes on areas where they show initiative or need more support and use this to plan future lessons. I could also encourage students to keep a learning journal or create a small class “STEM showcase” so they can share their discoveries, reflect on their progress, and feel proud of their work.
-
Emma – hands on activities can be a powerful part of the Inquiry approach – they can be used to engage the children, acting as a “prompt” or can be used by the children to explore and wonder around a topic.
The hands on activities from this module were around the theme of weather
Where Do You Live? (ESERO)
Activity Set: Weather
Animals in the Cold (ESERO)
What Clothes to Wear (ESERO)
Investigating Children’s Coats (Curious Minds)
Hot and Cold (ESERO)is there one of those that you think could suit your new class of junior infants?
-
Hi Emma,
Although it requires more planning, hands on activities are always best in the classroom. Children are always more engaged when they are integral in their own learning process. I also love your idea of using a ‘STEM Showcase’ This would definitely increase pupils interest and enable students to feel proud of their scientific work.
-
-
I would help the children to locate our own country on a globe or map and then look at images of different climates, focusing on cold environments. I would introduce Animals in the Cold by showing pictures of polar bears, penguins, and arctic foxes, discussing how they have adapted to their environment.
We would discuss what clothes we wear, suitable for our weather. Children would sort a selection of real clothes according to the weather they suit. We would investigate the children’s coats, pupils would test their own coats for warmth and waterproofing, using thermometers, spray bottles, and touch observation to introduce fair testing in a simple way.
We would place ice cubes in sunlight and shade and record melting times, reinforcing how temperature affects materials, practicing their skills observation, prediction, and discussion while connecting science to everyday experiences. It encourages curiosity, scientific thinking, and practical problem-solving skills in an engaging, hands-on way.
-
I believe a STEM-focused SSE with hands-on classroom themed activities would be a great place to start. For example, I could use the question “How do animals keep themselves warm in the cold?” to guide a series of hands-on investigations. One key activity involved could be creating a “blubber glove” to model how marine animals use fat as insulation. This experiment allowed pupils to make predictions, test ideas, and analyse results in a meaningful context. The class could discuss their findings, especially when comparing their observations and discussing how different animals survive in extreme temperatures. These types of activities support the development of scientific vocabulary and provide opportunities for integration with Maths and Literacy. Cross-curricular planning like this as well as with other subjects like art that I mentioned in other modules is a great way to cement children’s learning on a topic. This approach aligns with a SSE focus on increasing active learning and inquiry in Science and STEM, and it can be used as a model for future thematic STEM planning.
-
The hands on classroom activity I have chosen is ESRO “What clothes to wear” with senior infants. The lesson is hands on and provides lots of opportunities for discussion. I would begin with a game of charades to engage the children, they will act out the scene at their place. I will call out scenarios to do with the weather- you are walking and it starts to rain, it is very cold/hot, there is ice on the ground ect. I will hand out the four images from the lesson pack to each child and they will discuss them in their small groups. They will colour the pictures and I will ask them questions about what they see, “is it hot/cold, what is that person wearing, why?” This will lead onto discussions about the seasons. I will set up four groups, with a box of clothes and pictures of clothes, and a cardboard box for a suitcase. I will put up a picture of each season on the board, we will discuss the type of clothes the children think they would wear on the beach in the Summer, building a snowman in Winter, going to the park in Autumn and picking daffodils in Spring. I will engage with further discussion with the groups to conclude that the sun makes us warm so we don’t need as many clothes in summer and in Winter we need clothes to keep us warm.
-
That’s a brilliant choice, Siobhán. I really like how you’ve planned this lesson to be so interactive and discussion-based. Starting with charades is such a clever way to get the children moving and thinking about weather in a playful way. The small-group work with the pictures will give them lots of opportunities to share ideas, and the colouring element makes it creative and age-appropriate.
Your seasonal suitcase activity sounds fantastic. I can just imagine how engaged the children will be sorting through the clothes and deciding what to “pack” for each season. It’s such a practical way of helping them connect clothing choices with weather and seasons, while also encouraging problem-solving and collaboration.
The way you bring it all together with discussions about the sun and warmth is really clear and meaningful. It’s a lovely balance of hands-on learning, creativity, and scientific thinking.
-
-
Hands on classroom activities- Activity set: weather – what clothes to wear in hot and cold weather.
Activity 1.
Black vs. White Shirt Heat Test
Materials: Two bottles or jars, black cloth, white cloth, thermometers, rubber bands.
Method: Wrap one bottle with black cloth and another with white cloth. Place both in the sun or under a lamp for 15–20 minutes. Measure the temperature inside each bottle.
Observation: Dark colors absorb more heat; light colors reflect it. That’s why we wear lighter colors in summer.
Activity 2
Breathability Test
Materials: Cotton fabric, plastic (or polyester) fabric, spray bottles with water.
Method: Spray equal amounts of water on each fabric, then wave them in the air. Observe which dries faster.
Observation: Natural Materials allow evaporation and cooling, while man made materials trap heat.
Activity 3
Insulation Experiment
Materials: Hot water bottles or jars with warm water, different fabrics (wool, cotton, fleece), thermometers, stopwatch.
Method: Wrap jars with different fabrics, then measure how long they stay warm.
Observation: Wool and fleece trap air and keep heat in.
I would follow up these activities with children documenting their finds through drawings and labeling.-
Emma,
this activity set strikes me as quite challenging for a very young class, but very doable with 4th or up. It is similar to this Curious Minds activity, suggested for 5th and 6th: https://www.sfi.ie/site-files/primary-science/media/pdfs/col/keeping_warm_activity.pdf
The rather prescriptive style of the activities suggests to to me that they could be used as the prompt – and then the children can design their own experiment to further investigate some aspect of the fabric that interests them.
I’m unsure about Activity 2, it has a title of breathability, but seems to be about how fast clothing dries. I know that man-made sports shirts dry much faster than cotton t-shirts, but am less sure of how that is related to breathability.
This article goes into it in more detail: https://www.rei.com/learn/expert-advice/how-to-pick-the-most-breathable-fabrics.html
-
-
Using the theme of weather and ‘Animals in the cold’
I would adapt and complete the following activities with the pupils in my class;
– Firstly we would brainstorm the various weather types and complete a matching activity where the pupils would match weather word to picture
-We would watch a video of a polar bear and discuss his cold environment. We would then contemplate how the polar bear manages to stay warm using you tube video and images
(https://www.bing.com/videos/riverview/relatedvideo?q=story+about+polar+bears&mid=560F75F56CD3ED676766560F75F56CD3ED676766&FORM=VIRE)
-Icy water experiment using a bowl of icy water and some cooking fat. They would test how long they could keep finger in water when icy cold and then observe the difference when a layer of fat is applied.
-I would allow the pupils to reflect om their learning and perhaps doddle images based on the lesson in their scrapbooks. -
I feel an SSE based on STEM and more specifically hands on classroom activities is a great idea. An example of a great focus for the SSE would be ‘We aim to evaluate and improve how our junior classes engage with STEM through inquiry, observation, prediction, and hands-on problem-solving’. To get a baseline of how STEM activites are taught in the school we could gather pupils opinions on science/stem through surveys, teacher observations, samples of students work and also STEM activity logs (how often stem activities are happening during the year). Objectives to improve could be to increase hands on STEM activites, boost student engagement and vocabulary related to STEM topics and to strengthen collaboration and problem solving.
I would go back to an activity I mentioned in a previous module on ice. We would try to save an ice cube.
• Objective: Test materials that insulate.
• Challenge: Which material will keep an ice cube from melting the longest?
• Materials: Ice cubes, paper, tinfoil, cloth, plastic wrap, etc.
• STEM Link: States of matter, temperature, material properties.
• Math extension: Time tracking with timers/clocks. -
I think hands on classroom themed activities are a great way to get the children thinking scientifically and encourages them to discuss and try solve real world problems. For the younger classes they can also be easily incorporated into the play centres during Aistear. For themes like weather the role play corner could be a weather station where the children practice giving weather reports using the map of Ireland. If you have access to iPads the children could also record themselves doing this. Another table could be looking at various materials to make clothes to suit the different weather.
I also like the animals in the cold activities. For first and second class this could also be extended to include animals in warm places such as deserts and comparing these animals and their adaptions. The children could explain why each animal lives where it does and why it doesn’t live in the other environment. If the class has access to shared iPads they could also research adaptations of select animals from these environments.
I have also used the switch zoo animal game online which allows you to combine 3 animals together to create a new animal. eg. head of a lion, body and legs of a polar bear, tail of a duck etc. The children made their own animal and had to pick what environment that animal should live in and explain their choice based on their animals appearance and adaptations. -
-
I would choose Hands-on Classroom Themed Activities as they are central to how I teach science in the early years. Children learn best through doing, and these activities provide meaningful opportunities for them to explore, question, and discover in a practical way. One example I look forward to using again is the “Blubber Glove” experiment, where pupils place their hands in bags filled with lard to experience how animals stay warm in cold climates. Activities like this bring abstract concepts to life and allow children to link real-world ideas with sensory experiences.
In my classroom, I plan to continue integrating hands-on experiments regularly across SESE themes, using everyday materials to ensure accessibility. These activities also support group work, language development, and the use of early recording skills through drawings, photos, or simple sentence writing.
As part of a STEM-focused SSE, I would gather evidence of engagement and learning through observation notes, pupil work samples, and reflective discussions. This approach not only enhances science outcomes but also supports whole-school targets for active learning and cross-curricular integration.
-
Incorporating hands-on, classroom-themed activities is a powerful way to enhance student engagement and deepen understanding in STEM. One recent activity I used was a “Build Your Own Solar System” project where students created scale models using everyday materials. This not only reinforced their knowledge of planetary order and relative sizes but also introduced them to the concept of scale, a key STEM skill.
To move further toward a STEM-focused SSE, I would embed more inquiry-based learning tasks that span multiple disciplines. For example, combining coding with environmental science—using sensors to measure classroom temperature and interpret the data—can develop both computational and analytical thinking. I also plan to introduce reflective STEM journals, encouraging students to record hypotheses, observations, and outcomes. -
Lesson Title: “Hot or Cold? Dressing for the Weather!”
Class Level: Senior Infants
Strand: Environmental Awareness and Care / Science – Materials
Theme: Weather and ClothingObjective:
To help children understand the difference between hot and cold weather.
To investigate which types of clothing keep us warm or cool.
Introduction (10 minutes):
Begin with a short discussion: “What’s the weather like today?” Show pictures of different weather (sunny, rainy, snowy). Ask: “What do we wear when it’s cold? What about when it’s hot?”Main Activity (20 minutes):
Invite children to bring in or examine their own coats. Ask them to feel the inside and outside — Is it soft, thick, fluffy, waterproof?
Sort coats into groups: warm vs light, with/without hoods, zips vs buttons. Discuss why different features are useful in different weather.Experiment (5 minutes):
Place a hot water bottle inside two types of coats. After 5 minutes, check which one stayed warmer.Conclusion (5 minutes):
Talk about why it’s important to dress for the weather and how clothes help keep us safe and comfortable.-
I really like this lesson idea! The coat experiment is such a clever way of making the learning hands-on and giving the children a clear result they can see and feel. I think senior infants would really enjoy sorting and comparing the coats too – they’d love getting to handle them and talk about the different textures.
I could definitely see myself trying something similar in my own class. You could even extend it by linking it to animals, like comparing how penguins or polar bears keep warm in cold weather. I think that would tie in nicely with the theme of materials and protection.
Overall, I think this is such a practical, engaging activity – it makes a big concept like “why we dress for different weather” really simple and memorable for young children.
-
-
In my classroom, I would use a hands-on weather activity to help children notice patterns in their everyday environment. I would begin by setting up a simple class weather station. Each morning, a “weather helper” would look outside, check the sky, and record what they see using symbols (sunny, cloudy, rainy, windy). Over time, we could build a class weather chart together and talk about which type of weather we see most often.
For the practical element, children could explore “weather in a bottle” for example, shaking a jar of water with shaving foam and food colouring to show how rain falls from clouds, or blowing through straws to make a windy day.
To extend the learning, we might link the weather to our own choices: “What clothes would you wear on a frosty day?” or “How do animals keep safe in hot or cold weather?”
This approach builds observation, prediction, and early STEM thinking in a playful way.
-
A fun and active weather-themed activity that I used with senior infants this year. We start by having a brief chat about different types of weather—sunny, rainy, windy, snowy, stormy—and asked the children what kind of clothes or actions go with each one.
We then played a little movement game: I would call out a type of weather and have the children respond with a matching action. For example:
Sunny – stretch arms up like the sun and smile
Rainy – pretend to hold an umbrella and tiptoe around puddles
Windy – sway side to side like trees blowing
Snowy – shiver and pretend to throw snowballs
Stormy – stomp feet and clap hands like thunder and lightningWe added music and weather sound effects to make it more fun for the children. This game helps children link weather types with physical responses and encourages listening, imagination, and movement—all while learning about the weather in an enjoyable and active way.
-
-
Talking about animals is a popular topic in Infants so I have opted to consider the ESERO lesson plan looking at Animals in the cold. The lesson suggests using a story set in a cold country as a stimulus and so I would use Julia Donaldson’s “Jonty Gentoo – The Adventures of a Penguin”. Not only does it introduce us to penguins, (and polar bears), it also introduces us to the North and South Poles and hot and cold seas. After reading the story we could name how many different types of weather Jonty experienced on his travels. As we identify each type of weather we would identify how we would cope in such conditions before concentrating on the extreme cold weather that penguins and polar bears experience at the Poles. We would then discuss how we would keep warm if we were going to the North or South Pole and then link this, as suggested in the lesson plan, to how the penguin or polar bears keep warm. We learn that penguins and polar bears have three ways of keeping warm and we can explore how each of these work.
1: Thick fur or feathers – like a heavy jumper or a coat, hat, scarf and gloves. The children can put on heavy clothes or select suitable clothes from the dress-up box to demonstrate this
2: The penguin’s feathers and the polar bear’s fur are covered in a layer of grease which works to keep cold water out. The children will coat one hand with Vaseline and compare what happens to the greased hand when water is dripped onto it as opposed to dripping water directly on to their bare hand
3: Penguins and polar bears also have a thick layer of fat under their skin. This layer of fat helps them to stay warm in very cold places. We can explore this by making a fat glove. You will need three zip lock bags (1 bigger than the other two). Half fill the smaller bags with cooking oil. Making sure they are properly sealed, put the two bags of oil into the bigger bag to make a fat glove. Next you will need two bowls of very cold water – you might even add ice cubes to the bowls to really get the idea of the icy cold in the North and South Pole. The children can take turns to wear the fat glove on one hand and keep their other hand bare and put their hands into the bowls and see what happens – does the fat glove work?
I would envisage that activity 1 would be an independent station while activities 2 and 3 would need teacher support. The activities could be rotated over a class or over a week and combined with two other independent stations linked to Weather – for example dressing a paper doll for a trip to the North Pole or sorting pictures of a variety of clothes and accessories into the correct weather group or a geography activity – draw a map showing Jonty’s journey (remembering the children are in Infants!)
This is a link to Jonty Gentoo:
https://www.youtube.com/watch?v=UWtTalB-zPUusing the from hot and cold countries are a popular
-
This sounds like a really fun and engaging lesson, Mary. I love how you’ve used Jonty Gentoo to introduce penguins, polar bears, and the Poles while exploring weather. The hands-on experiments, like the Vaseline and fat glove activities, are brilliant ways for the children to experience the science themselves. I also like your mix of independent and teacher-supported stations. It gives the children choice while keeping them guided.
-
-
-
I feel like an SSE in STEM would be really beneficial at the moment considering the new parameters in the new primary curriculum.
These are the details I think that would be important to consider in undertaking this process.
Step 1: Gathering evidence
-as part of Croke park hours, teachers could gather together in small groups and establish what is working well/not working well/could be better about SESE in their school. I think it would be important for the teachers to discuss whether the books they are using are aligned to the way that STEM should be taught etc.
-small groups of students from each class could be taken from each class and asked about what they like/don’t like about how these subects are taught in school. We have used smiley face ranges for the infant classes to partake in situations like this; they colour green if they like it, red if they don’t etc.
-Have an evening for parents in the school; explain what STEM is, how it applies in the 21st century and its prevalence in the new curriculum. I think it would be important for them to know the context before they comment. They can then be invited to give their opinions. An online poll through Google Docs could also be sent to parents who did not get to make it on the night.
-All of this information could then be collated into graphs/pie-charts etc to see areas where we believe we need to work.Step 2: Analyse the evidence:
– Teachers should meet again to analyse the result of the surveys.
Questions should as; are we using the process of inquiry, are we allowing the children time to investigate and explore, are we using enough hands-on activites or are we too book-focused. Are we allowing problem-solving/enough design and make activites. Are we establishing enough links with Maths etc.Step 3:
Teachers should meet again to pick some key areas that they would like to work on in the coming year. I think at this point, it would be important not to pick too many targets. There would also need to be an agreement of how thes targets would be assessed at the end of the year; they would need to be SMART targets. The new curriculum and the statements of effective and highly effective practise would need to really inform the discussions here. I think it would also be important to discuss the areas that a school are doing well in. It is so good for group morale to do this.Step 4/5
-A smaller group of teachers may be appointed to spearhead the project; draw up a plan of sorts and to document what came out of the previous few steps. This should be shared with parents to help them feel that they are a valued part of the process.Step 6:
-The school body should decide what individuals will be in charge of monitoring the plan, when it will be reviewed etc.-I think throughout the SSE process, it would be important to have a positive focus on the process and to highlight successes rather than failures. I think that it would benefit staff for a padlet of resources (the process of inquiry document/science glance cards, curious minds, etc) to be made to support them in the process or getting in a speaker to provide CPD. It would be really positive if teachers were asked to give short presentations of something that worked well in their classroom etc.
-
I would use the Astronomy picture of the day in infants as one of my morning meeting oral language pictures. I usually find funny or interesting photos to put on the board during this time and I will ask the kids prompt questions based on a sentence structure we are using. Eg: we were using the 5 w’s so I would get them to describe what they saw using those. Or I might ask; who do you think took the photo? What time of the day do you think it was taken? ‘Where do you think it was taken? Why?. I think these would provide lots of lovely conversation ideas, especially after a scheme of work on the stars/space etc. In the older classes, pictures such as these could be used for a visual arts activity where you print them, cut them in half and then get the child to use their knowledge of colour mixing to make the other side of the picture.
Another good experiment for teaching about how penguins stay warm is to do the penguin blubber experiment with butter, ice and sandwich bags. It’s a great novelty. Then that could be followed up by putting vaseline on their hands to show how the water rolls off.
-
-
Hi, the activity that I’m going to use is about animals in the cold. I have created this activity with a senior infant class in mind. To start off, I am going to use a story as a stimulus to help children understand animals in the cold. The story I have chosen is The Emperor’s Egg by Martin Jenkins, which shows how emperor penguins survive in icy places and how the father penguin keeps the egg safe on his feet.
After the story, we will chat about what penguins need to stay warm and how we keep warm with coats, hats, and scarves.
Then we will play a movement game: waddling like penguins, flapping wings, and balancing a pretend egg on our feet just like in the story.
For the hands-on activity, we will use simple shapes to make penguins—big circles for bodies, small circles for heads, ovals for wings, and a triangle for the beak—glued together to form a penguin family with a paper egg at the parent’s feet. We will share our penguins and remember how animals stay safe in the cold.
Thanks, Michelle.
-
-
Module 4:
In Module 4 I found the activity set Where do you like and weather to be very interesting. The activities are simple, easily followed and the main thing is the children will be active and involved throughout.
Weather plays such an important role in our daily lives from what we wear to how we travel so it is important that the children understand this. The ESERO resources will be very useful. For example the Animals in Cold lesson. Before starting the lesson I would get the children to listen to story of The Curious Polar Bear. This will help to create a word bank and create a starting point for the lesson. To further develop we would then explore how animals survive in different climates and how they adapt to weather changes.
To conclude I would include and art lesson getting the children to create a display of animals and weather.
-
Activity Set ‘What Clothes to Wear’ – Seasons. This would be a great lesson for my class as we have a dressing up box, they love movement, hands on activities and storytelling
Dressing Up Box/Role Play: The seasonal activity from the pdfs would be great for vocabulary development and integration with Irish, drama and they colour the pictures at the end
‘Rain, Wind and Storm’ Weather Story – Intearctive story telling that nicomporates movement, sound & drama. This would be great for all children in my classroom as it helps children visualise weather changes.
Other resources and activities
Season song by pancake Manor
Bua na Cainte has some rhymes can can be integrated
Book, Maisy wonderful Weather Book
Games Weather bingo in english or irish
We like to play a parachute game with a ball ithat represents a ship and I narrate a story e.g Joe is fishing the dsun is shining the waves are low etc
-
The activity set I would like to try with my class is based around the resource no 11 from Esero – ‘What Clothes to Wear?’ In this lesson the children would -identify different kinds of weather: rain, wind, thunderstorm, and sunny, know the different types of clothes worn in different seasons and be able to explain why. They would also establish that different types of weather occur more often in certain seasons.
Initially hand out the colouring pictures for the children to colour in. Afterwards discuss the pictures, eliciting language like: hot, cold, rain, snow. Check if any pupils have prior knowledge of the season names. Use the pictures to explain the four seasons and a visual on the board with the names of the seasons would be helpful at this point. Discuss what clothes and what colours we associate with each season.
In groups the children can then have fun using a dress up box. Challenge them to dress a peer appropriately for the different seasons.
Finally, I would give the children a template of a coat or a hat and mittens and allow them to design their own. -
-
For this assignment I would choose the Hot and Cold activity from the Weather set. I would begin by asking the children what they think might happen to an ice cube placed in the sun compared to one in the shade. They would make predictions before we set up the investigation together. Groups could then place ice cubes in different locations, observe closely, and record the changes over time. This simple activity provides a perfect introduction to fair testing and encourages children to think about how heat and shade affect our environment. To extend learning, I would ask students to photograph or film their experiments on tablets, creating a digital record for reflection. My concern would be managing materials and ensuring fair conditions across groups, but with careful planning this can be overcome. The activity supports SSE by developing key science skills such as questioning, predicting, and observing, while also linking directly to our Digital Learning Plan.
-
Children are so much more engaged in their learnign when it involves a hands-on activity. There were so many brilliant activities to choose from in this module. I could really visualise myself using the ESRO ‘Where do you live’ activity. It has so many cross curricular links.
I love the idea of the children explaining their own house. Using the communication tool SeeSaw would allow us to request that parents send in a picture of the outside of the children’s house for display. The children take such pride when something linked with their home life is displayed on the board.
We operate a ‘buddy system’ in our school where a junior infant is paired with a Rang 6 cailín/buachail. The building element on the ESRO activity could be completed with a buddy, encouraging the development of topic specidfic langauge!
-
I love each of the ilustrations of MArvin and Milo. They are such a brilliant hook to interest the children. They are so visual and even make me want to complete the activities!
I love their example of the Balloon Rocket. It is such a hands on activity that could have great success. I would ensure we complete this activity with our buddies from Rang 6 as older hands helping would leave to even more success.
We would sketch what we think might happen/ what our balloon rocket will look like/ what materials we need.
We would predict how far it might fly.
We would complete the building and test it out!Through reading everyone’s posts, I really see how much of an emphasis should be placed on the discussion after any SESE activity. It allows for consolidation of learning and it is often where most of our best ideas and learning takes place.
THe children in our junior infants classes love exploring any activity with their older buddy so combining these abive would lead to great success!
-
Online resources and tools
I’d use the Stellarium-Web.org with my SET children and aim for them to share it with their relevant class. I teach in a large town so the children may not have the clearest view of the night sky. Kids love the magic of stars, Planets and space and Stellarium would go down a treat.
We could download the app on the school ipads and head outside. We could then observe what stars and Planets would be visable to them once home at night and send the relevant information home. It allows us to see the constellations, Planets and the movement around us that we may not be aware of. Screennshot could be taken every few days to show the change in the sky.
The activity could be linked withmany subjects including studying famous artistic creations, SESE (N,S,E,W), SPHE, History (space exploration), Maths (distances/time), History (space exploration), Maths (distances/time) during space week.
Follow on activities can be found on Nasa.gov/learning-resources (search bar)
Marvin and Milo and ESA kids also offer some fantastic resources. It also had an audio version of its informative pages.I must test it out on our own kids soon! I’ll share these resources and ideas in school and aim to have a great space week and science week soon.
-
-
Steellarium app in my opinion could be a powerful tool for learning about space because of how realistic the night sky is and the tools teh app has. I like the way you can choose any location and time, making abstract ideas like stars, planets, and constellations easy to see and understand. Its interactive visuals would help keep pupils engaged and help them remember what they learn by linking facts to images. The fact the app can be used on tablets, computers, or whiteboards, making it accessible in class, while students can explore the sky in ways they normally couldn’t during the day. By encouraging curiosity and hands-on exploration, Stellarium supports science curriculum goals and brings the wonder of astronomy directly into the classroom without huge cost implications.
-
Sabrina,
I’m glad you appreciate Stellarium, it is a powerhouse in the planetarium community. It is still under development and there are a range of supports that can be used with it, particularly from US Professor Patricia Reiff. You can find links to these supports from the D.O.M.E project, a recent Erasmus+ project that BCO were engaged with on building cardboard planetariums.
https://dome.nuclio.org/wp-content/uploads/2024/07/D.O.M.E.-QuickStartGuide-Stellarium.pdf
-
-
Task 4: Online resources and tools
For this lesson, I would use the Marvin and Milo online animations to introduce junior infants to basic science concepts like air and how it affects our environment, including weather. The short animations are bright, simple, and fun, which makes them perfect for keeping young children engaged.
I would start the lesson by showing a Marvin and Milo animation about air and wind, pausing to ask children simple questions like “Can you feel the wind today?” or “What happens when the wind blows?” After watching, we could use an online interactive tool or mini game from the Marvin and Milo site to explore how air can move objects or create patterns.
I would guide the children through the digital activities, making sure they understand what is happening, encouraging them to describe what they see, and connecting it to their everyday experiences with weather and wind. This approach makes abstract science ideas more concrete, fun, and memorable.
-
-
Sinéad,
can you link to the mini games and animations from Marvin and Milo? I must have missed them and can only see pdfs and outlines of activities. Which cartoon are you thinking of that references air and wind? Much as I like Marvin and Milo, it could really use a topic index.
There is a Curious Minds activity about moving air at: https://www.sfi.ie/site-files/primary-science/media/pdfs/col/moving_air.pdf
this would make a suitable inquiry investigation with plenty of suggested prompts and fair testing challenges built into the possible activities.
-
-
I believe that hands on activities and resources are some important for teaching all curricular areas.
For example if we were to fucus on the activity ‘What clothes to wear’ several hands on activities jump to mind.
I have brought in various clothes and props to dress a teddy or the children themselves. We then discuss why some clothes are suitable/not suitable for various seasons and climates. Children can then be split into groups, given a card for each season and split clothes into their suitable season.This can be further developed to explore according to the weather. Children could be given a variety of materials and explore which is better for keeping you dry. A small water gun and various different materials. Children could also record their results.
Activities like this are meaningful and memorable for children rather than completing a page in the book. -
Assignment
In my opinion and from my teaching experience I have found hands-on activities are important for learning about Earth because they make big ideas easier to understand. Instead of just listening or reading, kids get to touch, see, and try things for themselves—like building a model of the Earth, planting seeds in soil, or making a mini volcano. Doing these activities helps them stay interested and remember what they learn, since they are part of the experience, not just watching it. It also lets them explore, ask questions, and solve problems in fun ways. By using their senses and being active, children connect what they learn in class to the real world around them.
Here is an example of a hands-on lesson for: Animals in the Cold -How animals survive in cold places (e.g., Arctic/Antarctic) that I have used with Junior Infants.
Learning Objectives
- Pupils will learn that some animals live in very cold places.
- Pupils will explore how animals stay warm (fur, feathers, blubber)
- Pupils will use a hands-on activity to test how animals adapt.
Materials Needed
- Pictures of cold-weather animals (polar bear, penguin, seal, Arctic fox)
- Two bowls of water (one with ice, one room temperature).
- Ziplock bags, vegetable shortening (or margarine), rubber bands.
- Gloves or plastic bags for hygiene.
- Paper and crayons for drawing animals.
Introduction (5 min)
Show pupils pictures of polar animals. Ask: “What do you see? What might it feel like where they live?” Talk briefly about ice, snow, and very cold places.
Main Activity (15 min) Hands-on Experiment: Blubber GloveFill one ziplock bag with shortening, place another empty bag inside to create a “glove.” Pupils put one hand into the “blubber glove” and dip it into the icy water. Then they try the same with a bare hand (very quick dip only!). Compare: Which hand feels warmer? Explain: “Seals and polar bears have a thick layer of fat called blubber to keep them warm.”
Follow-up Activity (10 min)Pupils draw their favourite cold-weather animal and colour in features that keep it warm (fur, feathers, fat). Optional: Build a “penguin huddle” with children standing close together to feel how body heat is shared.
Plenary / Closing (5 min)Recap: “What helps animals stay warm in the cold?” Emphasise adaptations: fur, feathers, blubber, huddling.
Extension: I like the idea of dressing teddies for the weather. I would bring in a selection of small baby clothes and get pupils to dress the bears for living in the cold. Then we would have a discussion about what each is wearing an why.
STEM LinksScience: Animal adaptations.
Technology: Use magnifiers to look at feathers/fur (if available).
Engineering: Build a simple shelter for a toy animal using blocks/cotton.
Maths: Count and sort animals (who has fur, who has feathers?). -
I chose to explore ESERO lesson 5 “Where do you live?”. Here is how I’d present it to my Junior Infant class.
1) Relate it to their previous and existing knowledge- My Home & My School
Begin with a circle time chat: “Where do you live?”
Children share their type of home, for example, house, apartment, farm etc. and I can build a picture map on the board using printed photos of house types from Twinkl.
Add school as another place where they all “live” together part of the day.
2) Make It Visual – Expanding Circles
Show them nesting circles or boxes: Me → My Home → My Street → My Town → My Country → Planet Earth.
Use a globe or inflatable Earth ball and say: “We all live here, on Earth!”
Encourage them to spot Ireland on the globe.
3) Creative Activity – Draw Where You Live
Children draw a picture of their home.
On a big class mural or display, layer their homes into “Our Street” → “Our Town” → “Our Earth.”
We could stick a photo of Earth from space in the middle to show the “big picture.”
4) Playful Drama – Astronaut’s View
The children will pretend they’re astronauts looking down from space.
I’ll ask: “What can you see? Houses? Fields? Oceans? Clouds?”
Children can act out waving to Earth from a spaceship or pointing out where they live.
5) Link to Maths & Science
Sorting: houses vs. apartments, town vs. countryside.
Counting: how many children live in houses, on farms, in apartments.
Science: introduce vocabulary (Earth, planet, home, world).
-
Valerie,
did you know that there are cameras aboard the ISS showing the view it has of the Earth?
https://www.youtube.com/watch?v=H999s0P1Er0
and there is a pre-recorded set of clips at https://www.esa.int/ESA_Multimedia/Videos/2021/04/Earth_views_from_space_1_hour_long_in_4K
and here is a super introduction, with ESA’s Samantha Cristoforetti describing what she does in space:
https://youtu.be/Lzjz7pDfS_4?si=nYM7bkOX_vCMCG_q
Hello I’m European Space agency astronaut Samantha Cristoforetti.
Onboard of the International Space Station.
And right now and I am enjoying my favourite past time up here:
looking out of the window at our marvellous planet Earth.
You know, we fly around the Earth once every 90 minutes,
an hour and a half,
so 15 to 16 times every day.
Every time we fly around the Earth
we have a sunrise and a sunset
and we can enjoy all the diverse views and landscapes,
the different seasons, the mountains, the oceans, the deserts, the cities.
It’s just so beautiful!
You know when I’m on Earth,
when I have a quiet moment, I like to read
so I will find a quiet place and open up a book.
But when I’m up here strangely enough I don’t read much.
And I think that’s because
I recognise I’m only in Space for a short amount of time and
in the little free time I have I want to take advantage of this marvellous beauty.
And take pictures so I can share.
I like to find places of Earth where I’ve been, where I want to go,
that I’ve read about, that I’ve heard about
or maybe just where my family and friends and loved ones live.
So how about you?
What hobbies do you have?
And what hobbies do you think you would try out up here in Space?
-
-
The activity I would use is the one related to hot and cold. In this activity there were ice cubes used but I would alter it slightly to include more options. I did a variation of this in my class last year that worked well. We filled latex gloves with ice and green food colouring to make the Hulk`s hand. Then we talked about different ways to melt them and tested what we predicted would happen to each. We talked about leaving it beside the radiator, on the window sill, in the yard, covering it with salt in the classroom and squirting it with water. We carried out the experiment, timed it and checked each hand regularly with a group of children taking responsibility for each one. It proved to be great fun and a brilliant way to get them talking and discussing the changes taking place and why. We also recorded our findings and presented them to the class.
-
Hands-on classroom activities with the following themes: Where Do You Live? Activity Set: Weather
– Animals in the Cold.
– What clothes to wear?
– Investigating Children’s Coats
– Hot and Cold
Weather Watcher activity: Using ESA’s webpage containing lots of videos and stimuli and prompts for the students. I think the younger students in particular would really enjoy ‘Being a Weather Watcher’. I would show them this video https://www.youtube.com/watch?v=Uo8lbeVVb4M . Each day the children can write or draw pictures in a journal. I would explain to the children that whilst weather can be unpredictable it generally does follow a pattern for eg. Mild, sunny summer and cold, wet winter. The video explains some common vocabulary-meteorologist, thermometer, temperature. Children could easily set up a weather station; rain gauge, thermometer, wind socks and use their journals to identify patterns. I think they would really enjoy this activity. Mini-meteorologists! This lesson links in well with Maths and uses skills such as recording, predicting, analysing.
-
I teach junior infants so in this instance I believe the hands on classroom themed activities would suit me and my class best. I think hands on activities really engage the children and gives them a more concrete understanding of the task at hand.
I would start by pairing or grouping the children and getting them to sort cards/objects based on whether they think they are hot or cold (sun, fire, ice cream, snowman, etc.) Then I would move on to melt the ice-cube experiment. I like to freeze small objects inside the cubes as it is more visual for the kids. I let the children try melt some of the ice using warm water, some in their hands, we leave some in the sun and some ice cubes in the shade. We discus which melted faster? And why do you think this is?
I would then move on to Hot & Cold weather. Based on their age we much discuss the clothes we wear in hot and cold temperatures. The children would also create their own daily weather chart discussing the different symbols they could use tor different weathers.
I think this activity ties into SESE and literacy. Children are describing, discussing and explaining what they observed during the experiment. For the STEM-focused School Self-Evaluation, I’d observe how well the kids understand weather and how would they dress for different types of weather. I’d look at their work, listen to their discussions, and figure out what’s working well and what could be improved.
-
I really like your hands-on approach for junior infants! Starting with sorting hot and cold objects is such a simple but effective way to get kids thinking about temperature. I love the idea of freezing small objects in ice cubes—it makes the melting experiment so visual and fun. Letting the children try melting the ice in different ways really gets them curious and experimenting on their own, which is great for STEM learning.
I also think it’s smart to move from the experiment to talking about hot and cold weather and what clothes we wear. The daily weather chart is a fun way for kids to practice observing, describing, and even using symbols to represent different types of weather.
For the SSE, I like that you’re focusing on seeing how well the kids understand weather and how they decide what to wear. It’s a nice mix of science, discussion, and creativity all in one lesson, and I’m sure the children would really enjoy it.
-
-
I think the “Where do you live?” activity is a fantastic way to connect children’s everyday experiences with broader STEM ideas. I would use it in my classroom to help children see how their own homes fit into a bigger community and how villages (or towns) need many different features to function. Starting with their own houses makes the activity very personal, and the drawing task gives even the quieter children a chance to share what’s familiar to them.
The model-building stage is especially valuable because it lets children use fine motor skills while thinking about design and structure. From a STEM perspective, this is an early introduction to engineering—constructing something with attention to features like roofs, doors, or gardens. When all the houses are placed together as a village, the discussion about “what’s missing” naturally introduces systems thinking: children begin to recognize the connections between daily needs (like bread) and the wider environment (fields, bakeries, shops).
As a further step toward a STEM-focused SSE, I would extend the activity by adding simple technology elements. For example, children could use tablets to take photos of their model houses and label them digitally, or even design an “ideal eco-house” with solar panels and gardens. We could also introduce basic mapping skills, plotting where different buildings belong within the village. Over time, this could lead into projects about sustainability—how energy, water, and food reach our homes—which would tie in beautifully with science and geography.
This lesson provides a foundation for children to see their place in the world, while also encouraging creativity, problem-solving, and early STEM thinking.
-
-
Hi Caoimhe,
Great reflection! I like how you show the activity starting from children’s own homes and then expanding to the wider community. The way you link it to engineering, systems thinking, and sustainability is really clear, and your ideas for adding technology and eco-houses make it a strong STEM-focused lesson.
-
-
Module.4
Hand on Activities are a great way to encourage early STEM thinking and problem solving in the Junior Classrooms.Investigating children’s coats.
Hook the children by introducing a problem teacher forgot her jacket and she needed one for yard, what could she use in the classroom to help make a jacket for her. What would it need to do, look like etc.
Show the children picture of different coats and what they have in common- materials, feathers, hood etc?
Ask the children to test different materials and what would be the best materials teacher could use for her jacket.
Materials like Bubble wrap, cotton wool, feathers. Work with teacher or pupils from their buddy class in seeing how long the water stays warm when it is wrapped up and covered in these materials.
Extension the children can make a coat using these materials and putting them on our small world people or they can design a coat using a coat template during the Art Lesson.
STEM skills developed in this lesson are predicting, data recording, analysis, team work and problem solving.-
-
-
Hey Triona. This is a fantastic activity in my opinion because it makes learning purposeful and engaging. The real-life problem hook is very relatable for young children, and the hands-on testing of materials builds curiosity – they will love it! I really like how it integrates STEM enquiry skills with creativity, teamwork, and cross-curricular links to art.
-
-
-
-
To start, I would display NASA’s Astronomy Picture of the Day on the interactive whiteboard for the students. I would ask the children what they observe, encouraging them to describe the colors, shapes, and patterns, which would ignite their curiosity about the night sky. Following that, I would facilitate a drama game where the kids would pretend to don space helmets, crouch like rockets, and count down before taking off to “float” among the stars.
Next, I would lead a straightforward STEM activity. Using straws and star stickers, the children would connect the straws to create their own constellation on black paper. This engaging task would make the idea of constellations tangible while fostering creativity and fine motor skills. To conclude, I would invite the children to present their constellation to the class.
-
I believe the school self evaluation process needs to be used to examine STEM practice in a school because STEM is an area that has changed greatly in recent years. It is important to find ways to improve science teaching and learning with reference to modern science skills. The first step would be gathering and analysing evidence of good practice relating to science in the school. A school’s participation in Curious Minds Award program and staff participation in whole staff CPD workshops could be two targets for a SSE. Another target could be ensuring all teachers engage in practical investigation when they are engaging in scientific activity of any kind within their classrooms. Teachers could be supported by school leaders to the scientific approach of observing, hypothesising, predicting, investigating and analysing. A uniform school wide approach to this scientific approach would be best. Using ESERO’S Framework for Inquiry would be best to use. A STEM Improvement Plan would be a great idea to create an achievable timeframe for the achievement of targets. The SSE would then allow the school to report to the whole school community about the STEM strengths in the school as well as its priorities for improvement and development.
-
In my first class classroom, I would use Stellarium and Stellarium-web.org to spark curiosity about the night sky, allowing children to virtually explore constellations, the Moon, and nearby planets in an engaging and accessible way. To build on this sense of discovery, I would incorporate stories and resources from ESA and ESA Kids, which present complex space concepts in child-friendly language with engaging visuals. The cartoon characters Milo and Marvin would be especially valuable in making these ideas relatable, as children connect easily with friendly characters who model curiosity, teamwork, and problem-solving. Their adventures could be used as prompts for storytelling, creative writing, or art projects, encouraging pupils to imagine themselves as space explorers. Looking ahead, I would take further steps toward a STEM-focused space science education by designing simple experiments, constructing models, and creating cross-curricular projects that link science with literacy and the arts. This approach supports the Irish curriculum while also fostering imagination, collaboration, and an enduring interest in discovery.
-
Online resources and tools can significantly enhance the learning environment in classrooms in many ways.
The internet provides access to an unlimited amount of resources. Whether teaching about space or a specific country or any other topic there is a wealth of information and images on the internet.
When teaching space I would begin by showing the children some clips from the ESA kids website. They could then explore the website in pairs by playing games, watching videos and reading some facts.
There are numerous apps and games for kids on the theme of space that would also be of great use in the classroom and would definitely generate interest on the topic. Some of these include ‘Space by Tinybop’, ‘Star Walk Kids’ and ‘Nasa Kids’ Club’.
YouTube is a great online tool for teaching and learning. During science week I often spend a few minutes showing my class clips such as ‘astronauts floating in space’ which they thoroughly enjoy.
While online resources and tools are invaluable, I believe that it is also important to include regular hands on activities to provide the best learning opportunities. The wealth of online tools available should be used in conjunction with this to create the most meaningful learning environments.
-
In first class, learning is best when we can see, touch, and explore! Young children understand the world around them by playing, experimenting, and using their senses. Hands-on activities help little ones build their fine motor skills, spark curiosity, and make tricky ideas easier to understand.
For our hands-on activity about animals in cold places, I set up a keep the ice cold experiment in class. I gave the children small ice cubes and different materials like cotton balls, foil, and fabric to see which ones would keep the ice from melting the longest. The children predicted which materials would work best and then tested them. They observed the ice slowly melting and talked about why some insulation kept it cold longer.
After the experiment, we discussed how animals, like polar bears and penguins, have thick fur, fat, or huddle together to stay warm in icy places. This helped the children connect what they observed in the experiment to real-life animals. The activity supported scientific skills like making predictions, observing, and sharing ideas.
Next, I plan to link it to a STEM-focused project by creating a simple class chart showing which materials worked best, helping children see patterns and practice early data skills.
-
-
Hello,
This was another very informative module. An activity that I would be keen to try this year with my Junior Infants class would be the Hot and Cold: Use the Sun activity from the ESERO resource pack. Having introduced the children to the sun and the moon in an activity to explore day and night, this lesson would really expand on the topic by introducing the children to the concept of the Sun as a source of energy, a source of heat. I would also link this lesson into the concept of weather. I really like the idea of the melting ice cube. I think that this is a really simple and effective method of introducing the children to the concept of heat and its effect on solids to liquids. I have previously explored this concept in a similar lesson using a chocolate button – the kids loved this, and enjoyed eating the melted buttons!
-
Based on this module, module 4, I will teach two science activities to help junior classes explore the characteristics of hot and cold places and the animals that live there. This will be hands on approach.
Activity One: Exploring Hot and Cold Places
Children will examine pictures, videos, and simple maps showing deserts and polar regions. Using thermometers and ice cubes, they will make predictions about how quickly ice will melt in different parts of the classroom (near a heater, in the shade, by the window). This practical enquiry will encourage them to predict, test, observe, and record results. The activity will link to STEM through measurement (time and temperature) and simple data handling, allowing children to compare conditions in hot and cold places. They will then discuss how people dress differently depending on climate, developing connections between science and everyday life.Activity Two: Animals in Hot and Cold Places
For this activity, children will investigate how animals are adapted to survive in contrasting environments. I will provide a range of images and models of animals such as camels, penguins, and polar bears. In groups, the children will sort the animals into “hot place” and “cold place” categories, justifying their choices. To explore insulation, we will carry out a simple investigation where children dip their hand into icy water with and without a “blubber glove” (a bag of fat). They will observe and compare which keeps their hand warmer for longer, encouraging skills in predicting, fair testing, and drawing conclusions.After this we could play a game similar to headbanz where children pin a picture of an animal studied and other have to describe the animal by its characteristics.
Through these two activities, children will not only gain knowledge of habitats but also practise enquiry skills including questioning, observing, measuring, and recording. The combination of hands-on STEM tasks and discussion will help them make meaningful links between climate, environment, and living things.
-
I would use the Hot and Cold Activity in the classroom on a sunny day by showing two identical bowls with ice cubes—one I’d place in the bright sunlight and the other tucked into the shade. I’d ask everyone, “Which ice cube do you think will melt first?” and let them all stick their name cards beside their guess. Then, we’d watch! As the ice cubes melt, I’d bring everyone outside to feel the difference between the sunny and shady spots—standing in each place and talking about what it feels like on their skin. By the end, we’d chat about what happened with the ice cubes and the sunshine, pointing out that the Sun doesn’t just give light—it warms us too and makes ice melt faster. We’d talk about how important the Sun is—without it, Earth would be freezing cold. Next I would set up two corners of the room for a game: one is the Hot Corner with red paper, and the other is the Cold Corner with blue paper. I’d tell short little stories like someone at the beach in sunshine (hot!) or kids pulling sledges in winter (cold!), and they’d run to the red or blue corner. Once they choose, I’d invite them to act out the feeling—pretending to pant or shiver—and then tell us why they picked that side. It’s a simple but fun way for them to think about hot and cold situations.
-
-
Online resources and tools
How would you use the activity in your classroom? Or What further steps might you take towards a STEM focused SSE?
Post a reflective piece (150 words min) to the forum as a reply to this post.From doing this course, I cannot believe the amount of online resources and tools that are available to explore the many aspects of space!! One of the resources which I found extremely fascinating was Stellarium. I really think children would be highly engaged with this resource and can use it independently to explore space. In particular I loved the North Star Guide. The online resource is so versatile and can be used at all class levels and in whatever aspect of space or the solar system is being explored. For example, the planets are explored in our school in 2nd class and then in more depth in 4th class. For me, resources that can be used at many class levels really fits into STEM and SSE plans in the school and are worth exploring. From simulating planetary motion, observing solar eclipses and identifying constellations, this resource has something for every class level and also links in with Digital Literacy!
-
-
For this module, I chose the Hot and Cold activity from the Weather set. I love how simple it is to set up, but at the same time, it teaches children such an important science skill: how to test an idea fairly. The pupils get to compare how ice melts in the sun and in the shade, and it’s the kind of activity that grabs their attention because they can see the results happening right in front of them. I know my class would enjoy making predictions, watching closely, and then talking about why one ice cube disappeared quicker than the other.
I would use this as a way to link science to everyday life, talking about how the sun affects what we wear and how animals adapt to hot and cold places. It is a hands-on way to build curiosity and confidence in science, while also supporting our School Self-Evaluation focus on STEM learning.
-
-
I would choose the ‘ What clothes to wear’ lesson. I always find this such an interesting lesson with children as it is always surprising how some children, even older ones, don’t naturally grasp the link between clothing and the weather. It is also such a beneficial one in terms of giving them some ownership and responsibility.
I would begin by discussing key vocabulary hot / cold /rain / snow / sun. Encouraging the children to create actions to show their meanings and eventually, linking to images.
I would then present the children with a range of coats (light denim jacket, woolly coat, raincoat etc.) ask the questions ‘What would you wear in this weather? and why?’ The children would have plenty of opportunities to feel the coats.
We would then investigate which coat is best for each given weather. The children will be given coat samples (wool / cotton / plastic / polyester) and asked to test it for waterproof, warmth and wind by spraying it with water / wrapping it in ice and using a fan to see if they pass through.
We could record the results using a simple chart to link to maths learning and reinforcing the idea that different materials have different properties and we chose different coats for each weather.
-
-
Using Stellarium with my senior infant class offers an exciting opportunity to explore the night sky in a safe, interactive way. I plan to introduce the tool by projecting the program onto a screen and guiding the children through simple observations, such as identifying the moon, the sun, and bright stars. I can demonstrate how the sky changes from day to night or across seasons, fostering curiosity about time and space. By allowing the children to “navigate” the sky using the program, they can make personal discoveries, which encourages engagement and questioning. I will use storytelling alongside Stellarium, linking constellations to familiar characters or animals, making abstract concepts more tangible. Reflecting on this experience, I realise the importance of balancing technological interaction with discussion, ensuring children can articulate what they see. Stellarium is a valuable tool to spark wonder and lay early foundations for scientific thinking.
-
I really like the practical activities based on stars and constellations. It would be great to do some of the activities at night with the children with a clear sky but still the Stellarium Online Star Map could still be used with the children in school. The children could find the school on the Stellarium map with ipads and then go outside to ‘view’ the stars. Even this simple activity would help the younger children appreciate that the stars don’t ‘come out’ at night but are always there, we just can’t see them!
With black sugar paper and white tipex pens they could then draw what they se on the map in relation to the school and their viewpoint. Back in the classroom constellations could be ready for the children to identify and then name on their sheets.
Another practical activity I would love to do with children in my class is the fruit and vegetable scaled solar system. I love the simple visual way it allows children to see the relative sizes of all the planets in comparison to the sun.
Mind Map:https://www.canva.com/design/DAGwue_ehM4/SjvJECd-58toerVpsJ9WOw/edit?utm_content=DAGwue_ehM4&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton -
I would choose Hands-on classroom themed activities as I believe active, practical experiences make STEM learning more engaging and memorable for children. In my classroom, I would set up simple inquiry-based experiments linked to real-world themes, such as building small bridges from everyday materials when exploring forces, or creating simple circuits with batteries and bulbs to understand electricity. These activities encourage problem-solving, collaboration, and resilience, as children test ideas, make mistakes, and refine their approaches. I would also integrate opportunities for reflection by asking pupils to record predictions, observations, and outcomes in a science journal. This helps them to develop key science skills such as questioning, recording, and evaluating. Looking forward, I see these activities as valuable evidence for School Self Evaluation in STEM, as they highlight children’s engagement and learning in a hands-on context. They also support the SSE process by identifying strengths in practical science learning and areas where further resources or planning might be needed.
-
For this module I would go with a hands-on activity because I think children always engage so much better when they are actively involved. I feel this lesson would suit all classes at the junior end of the school as it is very easy to adapt to different levels.
I would choose the “What Clothes to Wear” lesson from the Weather activity set. To start, I would bring in a mix of clothes such as hats, shorts, jumpers, jeans and t shirts. The children would be invited to sort them into summer or spring and winter or autumn piles. I would ask them to explain why they placed each item where they did and encourage them to think about the materials and how that might affect the time of year they are worn.
Next, I would divide the class into four groups and give each group a season. They would design a piece of clothing for their season and then present it to the class, explaining their choices. I think this would make the lesson active, creative and a lovely way to link everyday experiences with seasonal change.
-
For this module, I would focus on Hands-on classroom themed activities. I believe that learning in STEM is most powerful when students can physically explore concepts rather than only hearing about them. For example, if we were learning about rockets, I might have the class design and test paper rockets using straws or simple launchers. Students could predict which design would fly furthest, test their ideas, and then reflect on why some worked better than others.
This type of activity encourages curiosity, teamwork, and problem-solving. It also helps children develop important science skills such as observing, hypothesizing, and recording results in a simple chart. Afterward, I would guide the class in a reflective discussion to connect what we learned through play to real-world space exploration.
Going forward, I would like to link these activities with digital resources, such as online simulations, so students can see how classroom experiments connect to larger STEM ideas.
-
For this assignment, I would focus on hands-on activities under the theme of hot and cold. We will start by singing two different songs- Mr.Sun and Brrr to get the children thinking about the theme. I will have two hula hoops and different pictures that children must sort into hot and cold.
We will then discuss the sun and the shade and I will ask the children to go outside and investigate where it is warmest. We will then make predictions for the ice cube experiment where children draw their guesses and discuss. We will then place one ice cube in the shade and one in the sun and observe the results after 30 mins before drawing conclusions. We will finish by playing the when is it hot game. -
I choose the activity investigating children’s coats. Firstly I would discuss the kind of coats they had brought to school that day and what the weather was like. We would take some of the children’s coats as examples and look at its features. The colour, the shape, the features such as a hood, zip or buttons and how they help to make the coat more comfortable or more weather proof.
In a feely bag I would have some different materials for the children to feel and describe. I would model and encourage the use of descriptive words such as soft, stretchy, smooth, rough and so on. I would show them some materials such as wool, nylon, plastic, waxed materials that might be used for making coats.
Then we would describe how our choice of coat may be dictated by the weather. How some coats might be wind/waterproof and some lighter for mild weather.
The children would get an opportunity to design their own coats which they could describe and show to the child sitting beside them. If appropriate their coat designs could be displayed.
-
Incorporating hands-on, classroom-themed activities into my teaching has been transformative in fostering engagement and deeper understanding among students. Activities such as building simple machines, designing bridges, creating parachutes, tinfoil boats, and conducting experiments allow children to explore STEM concepts in a tangible and interactive way. These experiences not only enhance comprehension but also promote collaboration, problem-solving, and creativity—skills essential for the 21st-century learner.
To deepen the impact, I aim to scaffold these activities with real-world challenges and inquiry-based questions. For example, children might be tasked with designing a bridge that can hold a specific weight using limited materials, encouraging them to apply engineering principles and test hypotheses. Reflection journals, peer feedback, and design processes can further enrich learning. I also plan to incorporate digital tools like coding platforms(scratch) and simulation software to extend hands-on learning into virtual spaces.
To further support a STEM-focused SSE in my school, I would take steps to embed STEM principles across the curriculum. This includes integrating cross-disciplinary projects, encouraging inquiry-based learning, and providing professional development for staff to build confidence in delivering STEM content. Additionally, gathering student voice and feedback through surveys or focus groups can help tailor the SSE to meet learners’ needs. Partnering with local STEM organisations or industries could also enrich the curriculum and provide real-world context. Ultimately, a STEM-focused SSE should aim to create a culture of innovation, curiosity, and lifelong learning.
-
I believe that hands on activities and resources are some important for teaching all curricular areas.
For example if we were to focus on the activity ‘What clothes to wear’ several hands on activities jump to mind.
In the past I have brought in various clothes and props to dress a teddy or the children themselves. This in turn leads to some fantastic discussions on why some clothes are suitable/not suitable for various seasons and climates. Children can then be split into groups, given a card for each season and split clothes into their suitable seasons.This can be further developed to explore according to the weather. Children could be given a variety of materials and explore which is better for keeping you dry. Each group could be given a small water gun and a variety of different materials. Children can cover one object in each material and see which material is the most waterproof. Children can predict before commencing the activity and can record their results.
Activities like this are meaningful and memorable for children rather than completing a page in the book. As well as developing their scientific knowledge they are also developing team skills, presentation skills and problem solving skills. -
I have chosen the “Animals in the Cold” hands-on activity to bring STEM themes to life in my junior classroom. We would begin by watching a short video about Arctic animals, prompting a discussion about survival in extreme environments. Using pictures of polar bears and penguins, children would explore how adaptations like thick fur, blubber, and huddling help animals stay warm.
The highlight of the lesson would be a tactile “insulation experiment.” Children would place one hand into ice‑cold water, then coat the other in Vaseline before trying again. This simple demonstration vividly illustrates how a waterproof layer—like an animal’s blubber—protects against cold.
We would then consolidate learning with a colouring worksheet in which pupils illustrate their favourite cold‑weather animal and depict its warmth‑retaining feature.
Finally, we could simulate a “penguin huddle,” letting children feel how clustering conserves warmth.We would also do The Penguin Dance together following the youtube link (https://www.youtube.com/watch?v=uf0uKmKwnKs) on the The Interactive Whiteboard.
.This lesson integrates science skills, sensory exploration, and collaborative learning, offering a multi‑sensory, inquiry‑based approach that effectively blends curriculum objectives with engaging, memorable learning.
-
I would use the Animals in the Cold resource from the ESERO website for an interactive, play based lesson. We would begin by discussing hot and cold weather and how we protect ourselves, what would happen if we did not.
I would show a resource based on Antarctic animals and we would discuss how they live in the cold without coats etc and characteristics of their appearance, habitats and mode of survival strategies in freezing conditions, would it differ to others? We would spend a few days naming, learning about and discussing the animals and habitats. We would do the Vaseline experiment, introducing other materials that might retain heat, and there may be Art stations, based on polar animals. To follow on we would sing songs such as Penguins Jumping in the Snow and it may tie in with Christmas based lessons.
-
- You must be logged in to reply to this topic.