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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. -
Science Skills and School Self Evaluation
1. Identify Focus
It has previously been discussed that as a staff we feel that we are covering the content in the science curriculum but not necessarily developing all of the science skills such as predicting, investigating and experimenting. Therefore, the focus of SSE will be the development of science skills.
2. Gather Evidence
We will gather the thoughts and opinions of parents, teachers and pupils using questionnaires and conferencing as well as assessments. Drawing will also be used with younger children so that they can express their feelings and dispositions.
3. Analyse and Make Judgements
In analysing the evidence, we will look at how the pupils are able to apply their science knowledge and skills to new scenarios and pupil dispositions. Are they motivated and interested in science, how engaged are they in their learning and have they a positive attitude towards science?
4. Report and Improvement Plan
We will then draw conclusions identifying strengths in current practice and aspects of science teaching and learning perhaps specific science skills that need to be prioritised for improvement. A short self-evaluation report containing specific targets will then be produced and shared with the school community.
5. Implementation
All relevant school personnel will then share ownership of the actions to be implemented at individual teacher, class and whole-school level.
6. Monitor and Evaluate
Targets and actions will be monitored and their impact evaluated.-
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Hi Michelle. Thanks for sharing your response and I can agree with some of the points you made. I feel that we are often rushing science lessons, due to timetabling issues, and we do not always leave enough time for predicting, and investigating. Questioning is essential during these stages and science skills are not fully developed without questioning.
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Hands on classroom themed activities
I have chosen to create an action plan for space week for the junior classes in the school. The concept would be (A Day of Space Travel for Space Week). All the junior classes and teachers would be involved. Each class teacher would be given a planet and would have some time to prepare some information and an activity based on space.
On the day of Space Travel each class would visit at least three planets. The children would carry Space Passports and receive a stamp on arrival to the planet(classroom). Junior and Senior Infants could base their Aistear the week before on Space and design a spaceship for them to travel in and also design alien consumes. The activities and information would be tailored to suit class level. Rocket mouse experiment could be done with Junior and senior infants as it’s a quick and fun experiment. Marvin and Milo cartoons could also be read in big book format. All classes could learn the mnemonic (My Very Energetic Mother Just Served Us Noodles) Mercury/Venus/Earth/Mars/Jupiter/Saturn/Uranus/Neptune to help memorise the planets.
First and second class could tackle some Aline Chemistry and make some fizzing and foaming rockets and learn about how to find constellations such as the Plough and the north star.
The concept would be that all children get excited about the day of Space travel and come back to their home classroom with a full passport, having participated in a fun space activity and also learn something about the planet they visited.
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Online resources and tools
<span style=”font-weight: 400;”>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.</span>
<span style=”font-weight: 400;”>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.</span>
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Hi Kevin, this is a great example of how digital technology can enhance children’s understanding of concepts that are difficult to experience directly. I particularly like the potential for children to observe changes over time, recognise patterns and compare what they see at different times of the year.
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This is a fantastic and highly engaging idea for Space Week. The concept of “A Day of Space Travel” gives the children a real sense of purpose and excitement. I particularly like the idea of the Space Passport, as it provides a simple and motivating way for children to record their journey. Receiving a stamp at each “planet” gives a clear sense of achievement and encourages children to participate in the activities. The Rocket Mouse experiment is an excellent way to introduce cause and effect to younger pupils also.
Most importantly, the proposed day creates a shared whole-school experience. Every child becomes a space traveller and every activity provides an opportunity to explore, question, investigate and communicate. The idea of children returning to their home classroom with a completed Space Passport is a lovely ending and gives the day a strong sense of achievement. I think “A Day of Space Travel” could become a memorable Space Week event, encouraging children’s curiosity, imagination, teamwork, scientific thinking and enjoyment of learning while demonstrating that Science can be exciting, practical and accessible to everyone.
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Hi Brid, I really like how this idea makes Space Week a whole-school experience rather than something confined to individual classrooms. The Space Passport would be a great motivator for children and give them a tangible record of their learning throughout the day. I also agree that the Rocket Mouse experiment would encourage curiosity and scientific thinking through hands-on investigation. Overall, it sounds like a fun and memorable learning experience.
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Hi Michelle,
I really like how your SSE plan focuses on developing science skills rather than only focusing on covering the curriculum content. I think skills such as predicting, investigating and experimenting are very important because they allow children to become more independent and confident in their learning. I also feel that from my experience this is where schools fall down due to time constraints, resourcing, etc. I also think that it is necessary for shaping our pupils for the future and jobs, etc.
I also like that you have included the views of pupils, parents and teachers when gathering evidence. Using drawings with younger children is a lovely idea as it gives them a different way to express their thoughts and feelings about science. I love using journals and I think that the children find them hard to use at first but get better with time and practice. I think it is also important that you are looking at children’s attitudes towards science, including their interest, motivation and engagement, rather than only looking at their academic achievement. The final stages of creating clear targets and monitoring progress will help ensure that the SSE leads to real improvements in classroom practice.
Overall I think this is a very practical and inclusive approach that could help create a more engaging science experience for all pupils. I hope that the changes that will come with the new curriculum will help also.
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Activity Set: Investigating Children’s Coats (Curious Minds)
Engage:
I would begin by asking the children to look at the coats they are wearing. We would discuss the different materials and talk about which coats they think would keep them warm and dry. I would also use a feely bag with different fabrics. The children would make predictions before we started.
Investigate:
In small groups, the children would test the fabrics using water droppers. They would observe which materials were waterproof and which absorbed the water. We would record our results and compare them as a class. The children would explain their thinking using new scientific vocabulary.
Take the Next Step:
The children would design a waterproof coat for our class teddy bear. They would choose their materials and explain their choices. We would then test each coat outside in the rain or with watering cans. The children would discuss which design worked best and how they could improve it.
Reflect:
I think my Second Class would really enjoy this lesson. It is practical, fun and encourages teamwork. It also allows children to predict, investigate, test and reflect on their learning.
I also really enjoyed the universe awareness programme and getting the children to draw what they can see in the sky.
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I would choose the hands-on classroom themed activities. I think these would be a great way to get pupils more involved in STEM and make their learning more practical and enjoyable. I would give pupils opportunities to explore a problem, come up with their own ideas, work together and test out different solutions.
I would also use these activities to see how confident and interested the pupils are in STEM. By observing them and getting their feedback, I could identify what they enjoy and where they might need more support.
As a next step, I would work with other teachers to share ideas and resources and look at how we could include more STEM activities across different subjects. We could set some simple STEM goals for the school and review our progress over time. I think this would help make STEM a more regular and meaningful part of learning for the pupils.
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I chose to focus on the Hands-on Classroom Themed Activities. I believe young children learn best through play, exploration and practical experiences. I would use a simple space-themed investigation where the children explore how rockets move by making and testing balloon rockets. This activity encourages children to predict what will happen, observe carefully, and discuss why the rocket moved. It naturally develops the science skills of questioning, investigating, observing, recording and communicating their findings.
To support the learning, I would integrate picture books about space, songs, role play in a space station, and opportunities for the children to draw or build rockets using construction materials. Digital resources such as short ESA or ESERO videos and interactive images of the Solar System would help to spark curiosity and reinforce learning in an age-appropriate way.
This activity also links well with a STEM-focused School Self-Evaluation (SSE). As a staff, we could review how often children are given opportunities to participate in inquiry-based science and STEM learning. We could gather evidence through photographs, samples of children’s work, teacher observations and pupil voice. Reflecting on this evidence would help identify strengths and areas for improvement, such as increasing the use of open-ended questioning or providing more hands-on STEM challenges across the school.
Overall, this module reinforced the importance of creating engaging, inquiry-based learning experiences that develop children’s curiosity, confidence and problem-solving skills from an early age. I look forward to incorporating more ESERO activities into my classroom and contributing to the development of a whole-school STEM culture.
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I mentioned some of the same points in my assigment too about how our school are covereing the science curriculum but definitely not engaging in inquiry based work or investigations. The science skills need to be fostered more and the children need to be given ample oppertunities to develop and progress these skills. I feel like we are too dictated by a text book which don’t tend to lend themselves to covering the acquired skills needed in STEM projects. tasks.
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Hi! I really enjoyed reading your reflection. I think the balloon rocket activity is an excellent choice for Junior Infants because it combines play with hands-on learning in a way that children will find exciting and memorable. It gives them the opportunity to make predictions, test their ideas and talk about what they observe, which are all important science skills.
I also like how you’ve linked the activity with other areas of the curriculum through stories, songs, role play and construction. This makes the learning much more meaningful and gives every child a chance to engage in a way that suits them. Including digital resources is another great idea as they can help bring space to life for young learners.
Your connection to School Self-Evaluation is really strong too. Using photographs, children’s work and pupil voice as evidence is a practical way to reflect on teaching and learning. I especially like your point about increasing opportunities for open-ended questioning as this encourages children to think more deeply and become confident investigators. Overall, your reflection clearly shows how inquiry-based STEM activities can support both children’s learning and whole-school improvement.
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Hi Monica,
The balloon rockets are such a great fit for early years science. Simple enough for little hands to build and test, but with enough going on that real inquiry can happen naturally.
I really like how you’ve involved books, songs, role play, building, plus some ESA/ESERO videos to spark curiosity. That mix makes it accessible to every kind of learner.
Linking it to your SSE really stood out for me. Loads of teachers do a nice one-off STEM lesson and stop there (myself included). You’re using it to actually look at practice across the whole school (how much inquiry-based learning is happening, gathering photos/work samples/pupil voice, spotting gaps such as not enough open-ended questioning). That’s the difference between a nice lesson and something that actually builds change.
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Fantastic ideas put forward Monica definitely worth thinking about.
I really enjoyed exploring the Hands-on Classroom Themed Activities in this module. They reminded me how important it is to provide children with opportunities to learn through practical, meaningful experiences. In my role teaching autistic pupils in a primary school on the outskirts of Dundalk, I have found that many children respond particularly well to hands-on activities that are structured, visual, and engaging. STEM activities provide excellent opportunities for pupils to explore, investigate, and learn at their own pace while developing communication, social, and problem-solving skills.
In my classroom, I would use these activities in small groups, ensuring that tasks are broken down into clear, manageable steps with visual supports where needed. For example, I could introduce a simple engineering challenge e,g bridge building challenge using everyday materials, allowing pupils to plan, build, test, and improve their designs. I would encourage pupils to make predictions, explore different solutions, and reflect on what worked well. Many of my pupils benefit from opportunities to learn through doing rather than through written tasks alone, so I would use photographs, symbols, drawings, and oral discussion to help them record and share their learning.
As a next step towards a STEM-focused School Self-Evaluation (SSE), I think it would be valuable for our school to review the STEM opportunities currently available for pupils across all settings, including our autism classes. Gathering evidence through teacher reflection, classroom observations, pupil engagement, and examples of pupils’ work would help identify what is working well and where further development is needed.
Following this review, we could set realistic targets within our SSE plan, such as increasing the number of practical STEM activities across the school, ensuring that investigations are accessible to pupils with a range of learning needs. As a staff, we could also share ideas and resources that have been successful in supporting autistic pupils, helping to build confidence and consistency across classrooms.
Being located on the outskirts of Dundalk also provides opportunities to strengthen links with the local community. We could invite parents or local businesses with STEM-related careers to speak to the children or organise a whole-school STEM Week where all pupils can take part at a level appropriate to their needs. Celebrating pupils’ achievements through displays and photographs would be beneficial.
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I love the ideas you have presented. I have a very varied ability class and I think the variety of tasks/activities would be very supportive to engage all of the students supporting them to develop scientific inquiry and building knowledge and inquiry. I do find that with science we are racing to get it completing and not spending the time to allow the children to investigate and comment on their findings.
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We know from staff meetings and discussions we need to improve the quality of science teaching and learning by providing regular, hands-on, inquiry-based STEM experiences that develop pupils’ scientific skills and curiosity.
The new STEM curriculum will hopefully aid our progress as well as my completion of this course. Our chosen area for year one of the curriculum enactment is STEM.
Notes on how things are going currently in our school:
• Science is taught across all class levels, but practical investigations vary between classrooms.
• There are opportunities to increase the use of inquiry-based learning and STEM activities.
• Teachers would benefit from additional shared resources and collaborative planning.
• Pupils are enthusiastic about science but need more opportunities to investigate, predict, experiment, and communicate their findings.
Targets
By the end of the school year 2026/2027 we aim to:
• Increase the number of hands-on science investigations in every classroom.
• Ensure pupils regularly develop the key science skills of observing, questioning, predicting, investigating, measuring, recording, analysing, and communicating.
• Strengthen links between Science, Technology, Engineering and Mathematics (STEM).
• Improve teacher confidence in planning and delivering inquiry-based science lessons.
Actions
• Develop a whole-school plan outlining the progression of science skills from Junior Infants to Sixth Class.
• Schedule at least one hands-on STEM investigation each month in every class.
• Create a shared bank of science equipment and STEM resources for all teachers.
• Organise professional learning opportunities focused on inquiry-based science and STEM teaching.
• Encourage collaborative planning and sharing of successful science lessons and activities.
• Hold a whole-school STEM Week or Science Fair to celebrate learning.
• Build partnerships with parents and the local community through STEM challenges, guest speakers, and science events.
• Integrate digital technologies, such as tablets and coding activities, to enhance scientific investigations where appropriate.
Success Criteria
• Pupils demonstrate increased confidence in using scientific skills.
• Classroom observations show greater use of practical, inquiry-based learning.-
Thank you for sharing such a clear and well-structured plan for your STEM curriculum enactment. Your baseline observations are so relatable – resource access and teacher confidence are common hurdles across many schools, but your targets address them brilliantly.
Establishing a skill progression framework from Junior Infants to 6th Class will ensure real continuity for the children as they grow. Setting a goal of monthly STEM investigations is both realistic and manageable, guaranteeing regular hands-on learning without overwhelming staff. Additionally, creating a shared resource bank removes the practical barriers that often make inquiry-based teaching difficult to adopt.
Your focus on hands-on prediction and pupil enthusiasm aligns perfectly with the new curriculum goals -
Laura, that sounds like a great plan. I especially love that it states that a bank of resources will be made available to all teachers and that it is asking for every class to do one hands on STEM activity per month. I feel that some classes are more hands on than others and that by laying out the expectations it will be easier to follow through.
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Hi Laura,
Your assignment plan is very inspiring and really well planned. It provides clear aims for this area and clarity in how these goals can be achieved. Providing pupils with opportunities to explore, to be active and have a voice in this curricular area is so important. I have used Engineering week in school for a number of years and find the resources really engaging.
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Well done Laura on a very comprehensive and detailed STEM plan for your school for the coming school year. I thought you had very smart and achievable goals, really thought increasing the amount of hands on activities which are STEM based with the children being a very good idea. I also liked your idea of bringing in guest speakers and involving the community in the development of STEM in the school.
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I think this is a very positive and achievable plan for improving STEM teaching and learning across the school. I particularly like the focus on providing pupils with more regular opportunities to take part in practical, hands-on investigations. This will allow children to develop important scientific skills such as observing, questioning, predicting, investigating, measuring and communicating their findings.
I also think the emphasis on collaboration between teachers is very beneficial. Creating shared resources and equipment, along with opportunities for teachers to plan and share successful activities, could help improve confidence and consistency across all class levels. The target of completing at least one hands-on STEM investigation each month is realistic and would encourage STEM to become a regular part of classroom learning rather than something that happens occasionally. Overall, the plan provides clear targets and practical actions that could help create a stronger culture of inquiry-based science and STEM throughout the school.
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Weather Activity Set
Overview & Activity Selection
I selected the Weather Activity Set, integrating Animals in the Cold (ESERO 07), Investigating Children’s Coats (Curious Minds), and Hot and Cold (ESERO 12).Classroom Implementation
Using the Curious Minds/ESERO Framework for Inquiry:Engage & Wonder: Pupils examine their own coats, classifying materials, textures, and fastenings to predict which provide the best warmth and rain protection.
Investigate & Fair Testing: Children test ice cube melting rates in sunny versus shaded spots (Hot and Cold). We link this to Animals in the Cold by exploring how natural insulation, like blubber or fur, retains warmth.
Take the Next Step: In small groups, pupils design a seasonal coat based on material suitability, warmth, and waterproofing.
Contribution to STEM SSE
This active inquiry supports our STEM School Self-Evaluation (SSE) by fostering key scientific skills: questioning, predicting, observing, and fair testing. Pupil designs and reflection sheets provide qualitative evidence for our ongoing STEM Improvement Plan. -
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I think my activity would be based on Where Do You Live?
We would begin by reading a book such as ‘You Live Where?!’ by John Hay. It brings the idea that we all live in different places and buildings but they are home for us all.I would introduce the ESERO 5 activities based on Types of Houses. The children could name and identify the type of home they lived in. We would then move on to an art or STEM idea where the children could make their own home from either playdough or Lego or whatever STEM material they would like to choose.
This could then lead on to children making streetscapes with the other buildings they know in their community.
We could then move this on to a Scratch Junior activity where the children create their own streetscape and show themselves coming in or out of their home. -
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What stood out to me in this module was the high quality online resources provided and highlighted. As classrooms are becoming increasingly digital and technology being a component of STEM I think this can be a great way to engage children in STEM and inquiry based learning.
https://esero.ie/resources/?educationlevel%5B%5D=primary-level has an abundance of lesson ideas as highlighted in this module that are clear and easy to apply to any classroom. It would be a great website to share with staff as part of a school’s SSE on STEM
https://www.esa.int/kids/en/home A great site to spark the children’s curiosity about all things Space related. For older classes, teachers could pick out some articles as independent reading before a project or it would be a great early finisher task.
Astronomy picture of the day https://apod.nasa.gov/apod/astropix.html Could be used for oral language lessons, follow on work from learning about stars and as a starting point for space topics.
Planetarium program for browser https://stellarium-web.org/ An amazing resource to show children the sky at different times of the day and from different locations around the world. This video could be shared with other staff members to make it as user friendly as possible https://youtu.be/r2_QnpTnrqE?si=SFFKb062i0Cok-y9 -
I chose Lesson 11: What Clothes to Wear? from the ESERO Seasons activities because it is a simple, practical activity that would work very well with my Senior Infant class. The activity encourages children to think about the relationship between weather, seasons and the clothes we wear while developing their observation and communication skills.
I would begin by talking about the current weather and asking the children what they noticed on their way to school. This would encourage them to make connections with their own experiences before introducing the dressing-up box. I really like that the activity is hands-on and allows children to make decisions for themselves rather than simply being told the correct answers. As the children choose clothes for each season, I would encourage them to explain their thinking using simple Gaeilge vocabulary such as ‘te, fuar, grianmhar, ag cur báistí, etc. and the names of different items of clothing. This would provide meaningful opportunities to develop oral language while exploring scientific concepts.
I also like that the activity naturally develops important science skills such as observing, predicting, comparing and communicating. The children are encouraged to explain why they have chosen particular clothes and to listen respectfully to the ideas of others. These are valuable skills that can be developed across many areas of the curriculum.
I would extend the activity through play by setting up a seasonal role-play area where the children could continue dressing dolls or themselves for different types of weather. We could also keep a simple weather chart throughout the month and discuss whether our clothing choices matched the weather each day. This would help children see that science is connected to their everyday lives.
Reflecting on this activity has reminded me that effective STEM learning in the infant classroom does not have to involve complicated equipment. Some of the richest learning comes from practical, child-led experiences that encourage curiosity, discussion and problem-solving. The ESERO activities provide an excellent starting point for this type of inquiry-based learning and I can see myself using them regularly throughout the year to support both the Primary Curriculum Framework and Aistear in a meaningful and enjoyable way.
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Hi Lorraine, I really enjoyed reading your post and agree with your reflection that effective STEM learning does not have to involve complicated equipment! Often the most effective learning experiences are the ones that are hands-on, child-led and connected to children’s experiences. This activity is a lovely example of inquiry-based learning in the infant classroom and one I could definitely see myself adapting and using with my own class.
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I think this is a really great lesson. Some pupils this year struggled with the weather change and breaking the routine of their usual clothes choices (school jumper and even a coat). We chose to carry out some activities as gaeilge to explore the idea of what clothes we should wear and when but the roleplay would have been a fun edition.
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To introduce this activity, I would begin by exploring the children’s prior knowledge of coats through discussion and questioning. I would ask them about their own coats – what they look like, when they wear them, and what they are made of. To spark curiosity, I would use a “feely bag” with different materials inside. The children would place their hands inside and describe what they feel using sensory language such as soft, rough, or smooth. This would immediately engage their interest and encourage descriptive vocabulary, while linking to the concept of materials and their properties.
During the investigation stage, the children would act as scientists by exploring and testing the properties of different coat materials. They would observe and describe materials using vocabulary such as waterproof, absorbent, soft, and rough. I would guide them to make predictions about which materials would keep us warm and dry, followed by simple tests such as sprinkling water on fabrics to see which are waterproof. They would compare results and group materials based on their properties. This encourages skills such as observing, predicting, testing, and classifying, while developing an understanding of how materials are chosen for specific purposes.
As a follow-up, I would extend learning by asking children to design their own coat. They would consider factors such as weather, materials, and practicality. This supports creativity and application of their learning in a real-world context.
This activity is effective as it is hands-on, interactive, and cross-curricular. It supports language development, scientific thinking, and mathematical skills.
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I like that this activity first of all links to an every day object that the child uses and so it’s a great starting point. The feely bag of materials is a great way to get oral language discussions going and in my experience, the children are always very engaged in an activity with a prop like a feely bag. I love the phrase ‘work as scientists’ as that is the language I use throughout the curriculum ‘work as artists’ etc, it is a lovely way to frame the learning hopefully sets a mindset that aids learning.
The hands on element of testing the material is a great inquiry based method and is such an excellent and motivating way for children to learn.
I like how easily the learning can be extended with the designing of the coat, factoring in different elements. Lots of learning and fun to be had with this lesson.
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I would use the Animals in the Cold set as an inquiry-based science lesson to help children understand how animals adapt to cold environments through the Prompt–Wondering–Exploring framework.
Prompt: I would begin by showing pictures of a penguin and a polar bear and asking the children what they notice about these animals and where they think they live. We would discuss different types of weather and compare hot and cold climates.
Wondering: I would encourage pupils to ask questions such as, How do these animals stay warm? and Why don’t they get cold? Their ideas and predictions would be recorded before the investigation.
Exploring: Children would investigate how blubber, fur and feathers provide insulation by completing the Vaseline experiment. They would observe, predict, discuss results and relate their findings to animal adaptations. The lesson would conclude with pupils sharing what they learned and making connections to how humans keep warm in cold weather. -
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I am so impressed with all the amazing resources being shared as part of the course! I had a good look through the online resources and there is a wealth of information available online that I had never come across before. I particularly like Marvin and Milo. I had a look through the website and can’t wait to try the activities with the children in my school. The cartoon comic strip style is so fun and engaging. I actually showed this one to my own children this afternoon so we could give it a go: https://spark.iop.org/sites/default/files/inline-images/M%26M—Straw-water-Gun_0.jpg My children are in senior infants and sixth class and both children had great fun trying to lift the water from the saucer. The conversation and wondering that it sparked was fantastic. I showed them frame one by itself first so they could try the challenge themselves. Then we reviewed the full comic strip and tried out Marvin’s solution, the children were amazed! I also really liked the explanation provided in the last frame of the comic. I can’t wait to try more of these with the children in school next year!
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I am so impressed with all the amazing resources being shared as part of the course! I had a good look through the online resources and there is a wealth of information available online that I had never come across before. I particularly like Marvin and Milo. I had a look through the website and can’t wait to try the activities with the children in my school. The cartoon comic strip style is so fun and engaging. I actually showed this one to my own children this afternoon so we could give it a go: https://spark.iop.org/sites/default/files/inline-images/M%26M—Straw-water-Gun_0.jpg My children are in senior infants and sixth class and both children had great fun trying to lift the water from the saucer. The conversation and wondering that it sparked was fantastic. I showed them frame one by itself first so they could try the challenge themselves. Then we reviewed the full comic strip and tried out Marvin’s solution, the children were amazed! I also really liked the explanation provided in the last frame of the comic. I can’t wait to try more of these with the children in school next year!
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I couldn’t agree more! I have emailed myself all the links to the drives with the module information. My own children are listening in and watching this course over my shoulder, and they are fascinated with the course content and the fabulous comic strip drawings and experiments. The water gun is so easy and effective. Marvin and Milo are really engaging characters too. Definitely one to bookmark!
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Our school has always had a really strong focus on Maths, and over the years we’ve built a positive culture around STEM through events like Maths Week, Science Week and Engineering Week. While these initiatives are a great success, I think our next step is to strengthen the teaching of Science and scientific skills throughout the school on a more consistent basis.
As part of our School Self-Evaluation (SSE), I think it would be worthwhile to focus on developing pupils’ science skills through our regular weekly or fortnightly science lessons. The new Primary Curriculum places a strong emphasis on inquiry, investigation and developing scientific thinking, so this would fit really well with the direction we want to take.
A good starting point would be a whole-staff discussion to identify what we’re already doing well and where the gaps are. We have completed a resource inventory in the past, but it would be useful to update this, restock equipment where needed and ensure each class level has access to the materials required for hands-on investigations.
I also think some targeted CPD would be beneficial. Building staff confidence in teaching science through inquiry would help ensure the new curriculum is implemented consistently across the school. By combining regular science lessons, appropriate resources and professional learning, we can build on our existing strengths in STEM while giving children more opportunities to develop the curiosity, questioning and investigative skills that are at the heart of the new Science curriculum. We had some really beneficial input from OIDE this year for Maths and it was so lovely to have the time and space to discuss ideas and share and hear from OIDE on what more we could be doing. Input like this would really help steer our SSE plan.
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I chose to focus on the Online Resources and Tools activity because I think digital resources can make science more engaging and accessible for children. In my classroom, I would use interactive websites and videos to introduce a science topic before moving on to practical, hands-on investigations. For example, when teaching about the life cycle of plants, I would use a short educational video followed by an interactive activity where pupils can label the parts of a plant. This would help to build their understanding before they carry out their own planting investigation.
I also think online quizzes and games are a great way to reinforce learning and assess pupils’ understanding in a fun and motivating way. Digital tools can support different learning styles and encourage collaboration when children work together to solve problems.
Reflecting on this activity has reminded me of the importance of balancing technology with practical investigations. Digital resources should enhance learning rather than replace hands-on experiences. Going forward, I would continue to explore new STEM resources and evaluate their impact on pupil engagement and learning outcomes while encouraging curiosity, questioning and scientific thinking.
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Activity: Where do I live?
The activity that stand out to me most is “Where do I live?”
Introduction: As a hook I would start by telling the children that I called to my friends house yesterday and was amazed at how different it was than mine. It had a low roof and stood all on its own. It’s called a cottage. From this I’d start a chat about how there are many different types of house.
Body of lesson: The children will have previously brought in cereal boxes which they will use to cut up and shape into their own house. This can link into recycling. They will need white paper to stick onto the boxes, colouring pencils to draw the doors, windows etc and a scissors. This is a lesson that could be done over a few days.
Once finished they could place all of their houses side by side to make a village. Further discussion could involve, what else do we need in a village? Food, barbers, bank, restaurant, library? etc.
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I would look at the lesson -where do you live and take some ideas from Esero 5. The lesson would be as follows:
Junior Infants Lesson: Where Do You Live? (200 words)Begin by talking about homes. Ask the children, “What does your house look like?” Encourage them to share simple ideas such as its colour, roof, garden, or if they live in a house or an apartment.
Give each child a picture of different houses. Ask them to circle the one that looks most like their home and colour it to match.
Next, give each child some playdough or clay. Invite them to make a model of their own house, using the picture they chose to help them. Encourage careful shaping and building to develop fine motor skills.
Place all the houses together to create a class village. Sit around the village and look at it together. Ask, “What else does a village need?” Talk about places we use every day, such as a school, shop, bakery, park, roads, and fields.
Give children more playdough to make one thing that is missing from the village. Encourage everyone to choose something different.
Finish by exploring the completed village together. Discuss how homes, schools, shops, parks, and fields all help people live and work together. Explain that Earth is our special home, where people, animals, and plants can all live.
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Module 4
This module was very insightful and interesting and featured many really nice activities.
I really enjoyed the activities based on the weather, the seasons and what clothes to wear.
To begin the lesson I would explore the seasons by showing the class pictures of each season and identify key features of each season e.g. Winter snow, autumn leaves changing colour, spring trees budding, summer the beach. I would give the children pictures of the different seasons to colour in and ask them what they see in the pictures. The class could then discuss different types of weather and the four different seasons.
Following on from that I would have a bag of clothes, where the children select an item of clothing and match it to the season. E.g. gloves, t-shirt, swimming togs, jumper. As the children are selecting clothes I would question them and talk about hot weather and cold weather.This is a lovely activity that I think the children, whereby the children are actively engaged in learning and they would enjoy it.
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Animals in Cold – Supported by ESERO 7
Use of Digital video in class to begin lesson – Happy Feet
Story Book read to pupils based on Polar Bears and Penguins
Sample of questions:
What animals live in cold areas?
What is the weather like there?
What keeps these animals warm?
Can we name animals that live in these cold places?
We will compare these animals – Penguins and Polar Bears
We will make use of digital photographs for pupils, as they are working collaboratively, the pupils will complete a paper project on one of these animals. Recording of their findings, using iPads, will be shared on our IWB, our class comes together to share what they have learned, to allow for teacher observation as assessment.
Vaseline will be rubbed on the pupil’s hand to show how the feathers of a penguin and the fur of a polar bear also have a greasy layer on their fur and feathers.
Integration of Drama with hot seating – pupils take turns to be a penguin or polar bear and to answer questions for their class mates.
Visual artwork would be completed with a collage of a Polar Bear in their natural environment. -
I would do the lesson “Where do you live” ESERO lesson 5. I would use a prompt to show the children different houses and homes around the world. I would get the children to observe and discuss the different houses they see and would teach them that everyones house is built to be adapted in that location. There is a lovely book that ties in wonderfully with this theme and I had read it a while ago to Junior Infants but I would read this to my 2nd Class next year too. “If I Built A House” by Chris Van Dusen is a very clever book all about different rooms in a house and explores the idea of an overall design of a house. At the end of the book the house turns into a rocket, it really gets the children to broaden their imaginations and be so creative. After reading this book I would get my 2nd Class to design their houses using recycled materials, also making it a whole class project where we design our own village with the houses in the area. I would explore the children’s local area with them getting them to think and talk about the shops, services and amenities near and beside their houses. We would do a field trip of our local area and record our findings- how many shops, cafes, restaurants, bakeries. Does our area have a swimmimg pool, cinema, library. I would then show the class where I lived growing up- how small it was and we would compare my local area to their local area- what do they notice. I would also get the children to think and discuss about what their area might need improvements or any changes in the area.
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Hi Maria,
Thanks for sharing your lesson plan. You could extend this by describing different environments around the world, very hot, very cold, high up in the mountains, or somewhere very wet, and asking the children how they think people might build their homes to suit each place. You could also look at houses built on rivers or stilts, and discuss what challenges that kind of location might bring.
I really like the idea of showing them where you grew up too, which gives a nice personal touch to the lesson. -
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I would choose to use some of the online resources and tools from the module to support a space-themed topic with my Second Class class. I think digital resources are a great way of bringing space to life, especially as it can be difficult for children to visualise things that are so far away from us. I could use videos, interactive websites or images of the planets and the solar system to introduce the topic and encourage the children to ask questions.
I would begin by asking the children what they already know about space and what they would like to find out. We could then explore some of the online resources together as a class, stopping regularly to discuss what we are seeing and learning. I would encourage the children to make predictions and share their ideas with each other.
I would also give the children opportunities to work together in small groups to research a particular planet or space-related topic, depending on their ability. They could then share one or two interesting facts with the class. This would develop their communication, teamwork and digital skills, while also encouraging curiosity and independent learning.
I think using these resources would be a good way to develop a STEM-focused approach in my classroom. I would also look at how I could build more opportunities for children to ask questions, investigate, solve problems and work collaboratively across other areas of the curriculum.-
Hello Sarah,
Thank you for sharing your activities. There are alot of excellent resources for learning about the planets online. I would also recommend having a look at the gallery of images taken by NASA: https://science.nasa.gov/mission/webb/multimedia/images/#search
You can sort by planet, or anything else your class is interested in.
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The activity set I would choose is “What Clothes to Wear?”. I believe the learning outcomes outlined of “identify different kinds of weather: rain, wind, thunderstorm, and sunny, know that for every season you wear different kinds of clothes, know that clothing protects you from the cold, and discover that some kinds of weather occur more often in certain seasons” provide an opportunity for integrated learning across the curriculum. This activity set would provide an engaging and age-appropriate way to introduce my Senior Infant Class to the seasons.
I would open the lesson by inviting the children to share any prior knowledge they have of the seasons. I would prompt, if necessary, by asking questions such as “how many seasons are there? Can anyone name the four seasons? How many months are in each season? What colours do we associate with each season? How do we prepare for each season? What do we wear?”
I would then sit the children in a circle with the large dressing-up box in the middle. The box would contain an array of clothes you might wear across the four seasons. I would invite the children up in groups to pick out and put on a few items you might wear during these seasons. I would then assign each corner of the room a season using both words and pictures. I would invite any children who feel they are wearing “summer clothes” to move to summer area, any “winter clothes” to move to the winter area, and so on and so forth. The children would then discuss in their groups why they feel they belong in that area, or if they would be more suitable some place. I would then invite children to speak to the class as a whole as why they belong in a certain “season”. I am sure it would spark a debate in the similarities between certain seasons, e.g. autumn and winter and this would be a good opportunity to explain to the children that some kinds of weather occur more often in certain seasons.
I would then read the children the story outlined in the activity set “Rain, Wind and Storm” and invite the children to take part using sounds and movement so they can join in. I would conclude the lesson by recapping what was learnt.
This lesson provides a good opportunity for discussing the seasons in greater detail at another stage, and about how different parts of the world experience seasons at different times. This links in well with what has being covered in other modules of this course.
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Hello Conor,
Fab activity outline here, love assigning the seasons to the four corners of the room and getting the kids to present on their seasons. For the follow-up you mentioned on how different parts of the world experience seasons differently, there’s a simple explainer on Southern Hemisphere seasons being the reverse to ours, useful background for when you revisit that idea: https://kids.kiddle.co/Season -
That’s a really lovely idea. It would be so visible for the children to see the changes that occur in each season. A lovely inclusive way to encourage discussion. As most urban schools have children of many nationalities it would be lovely to show how the seasons affect countries different around the world.
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I would choose the Hands-on Classroom Themed Activities because I know from my experience that kids learns best when they are actively involved in their learning. I find that children are much more engaged when they can build, test and explore for themselves rather than being told how something works.
One activity I would definitely try with my 2nd class is a simple building challenge using everyday materials. I think the children would really enjoy working in small groups to design and build a bridge or tower. Before they started, I would encourage them to chat about their ideas, decide on a plan and make predictions about which design they think would work best. Once they had tested their structures, we could come back together to talk about what they discovered and what they might do differently next time. What I like most about this type of activity is that every child can contribute in some way. Some children enjoy building, others are great at coming up with ideas, while others are happy to explain what their group has done. It creates a really positive atmosphere where children learn from each other and realise that it’s okay if something doesn’t work the first time. In fact, those moments often lead to the best learning. I would love to include more activities like this throughout the year because they fit naturally into the classroom and can be linked with other subjects as well. I think they help children become more confident in asking questions, solving problems and working together. Most importantly, they make learning fun, and I know my 2nd class would really enjoy the opportunity to investigate, experiment and learn through doing.
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As I also have 2nd class, I totally agree that children learn best when they are actively involved in hands-on activities. The bridge or tower challenge is a great idea because it encourages teamwork, problem-solving and creativity. I also like how you mentioned that it is okay if something doesn’t work the first time, as children often learn the most through trial and error. These types of activities are always enjoyable and help to build confidence while making STEM learning fun and meaningful.
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I focussed on the Animals in the Cold activity as an inquiry-based lesson that allows children to investigate how animals survive in cold environments through discussion and hands-on exploration. The lesson introduces children to penguins and polar bears and explores how their bodies help keep them warm. I would integrate this with role play and small world in Integrated Play for Arctic Animals theme.
Engage
I would begin by reading Lost and Found by Oliver Jeffers, followed by singing “Five Little Penguins”. We would discuss winter weather and look at photographs of penguins and polar bears before asking the children to share what they already know.
Questions I would ask include:
• What is the weather like where penguins and polar bears live?
• How do you think these animals stay warm?
• What do we wear when we feel cold?
• Why don’t penguins and polar bears need coats like we do?Investigate
The children would investigate how a greasy layer helps keep animals dry. First, they would colour a picture of a penguin using wax crayons. Using water droppers, they would drip water onto the picture and observe how the water rolls off the wax instead of soaking into the paper. We would compare this to an uncoloured section of the page where the water soaks in. This would help children understand how the greasy coating on a penguin’s feathers repels water. We would then repeat the investigation using Vaseline on the back of our hands to see the same effect. Using our experiment and picture cards we would discuss how Polar bears and penguins don’t put on a coat. Their fur and feathers act like a kind of coat that they are always wearing.
Questions during the investigation:
• What do you notice happening to the water?
• Why do you think it rolls off the wax?
• Which part stayed dry?
• How does this help a penguin?Take the Next Step
Children could sort animals that live in hot and cold climates and discuss the features that help them survive. During play, they could build homes for polar animals using blocks or small world resources and explore ice in the sensory tray to extend their learning through play.Reflect
To finish the lesson, the children would reflect on what they had discovered by discussing:
• What did you learn about penguins and polar bears?
• What helps these animals stay warm?
• What happened when we dropped water onto the wax crayons?
• Why is the greasy layer important?
This activity is an engaging way to develop scientific inquiry skills while encouraging children to predict, observe, investigate and explain their thinking. The combination of a story, song and hands-on investigation makes the learning meaningful and accessible for Junior Infants.-
I really enjoyed reading about this lesson and I have to say, I share your love of Oliver Jeffers! Lost and Found is such a beautiful story and a perfect way to spark children’s curiosity about penguins and cold places. I love how you’ve combined storytelling, singing, and hands-on investigations to make the learning so engaging and meaningful. The wax crayon and water experiment is a brilliant visual way for children to discover how penguins stay dry, and I’m sure they would be fascinated by watching the water roll away. I also like how you’ve extended the learning into play with small world activities and sensory exploration, giving children lots of opportunities to revisit their ideas. It’s a lovely example of inquiry-based learning that encourages children to question, investigate, and share their thinking while having plenty of fun along the way.
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Science Skills and School Self-Evaluation (SSE)
1. Identify the Focus
As a Junior Infants teacher, I would focus on developing children’s science skills through hands-on, inquiry-based learning. While children enjoy science activities, I would like to place a greater emphasis on skills such as observing, questioning, predicting, investigating and communicating their findings. This would help build confidence and curiosity from an early age.
2. Gather Evidence
To gather evidence, I would observe the children during science activities and record how they ask questions, explore materials and work with others. I would also collect samples of their drawings, photographs of investigations and simple pupil voice through class discussions. Feedback from parents and teachers would also help identify children’s interests and progress.
3. Analyse and Make Judgements
After reviewing the evidence, I would consider whether the children are becoming more confident in using science skills. I would look at their level of engagement, their willingness to investigate and whether they can explain what they have discovered using age-appropriate language.
4. Report and Improvement Plan
From the findings, I would identify strengths and areas for improvement. I would create a simple action plan with achievable targets, such as increasing the number of inquiry-based science lessons or providing more opportunities for outdoor investigations and STEM activities.
5. Implementation
I would introduce regular hands-on science investigations throughout the year using themes that interest young children, such as space, plants, animals and weather. I would encourage children to work collaboratively, ask questions and record their learning through drawings, photographs and discussions.
6. Monitor and Evaluate
Throughout the year, I would monitor the children’s progress by reviewing observations, work samples and pupil discussions. I would reflect on the effectiveness of the activities and make changes where necessary. This continuous cycle of reflection and improvement would help ensure that science learning remains engaging, meaningful and supports the development of essential science skills in Junior Infants. -
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I would use the Online Resources and Tools activity when teaching Space in my Second Class classroom because children really enjoy learning through videos and interactive games. I think using online resources helps to make the topic more exciting and keeps the children engaged.
I would begin by asking the children what they already know about space and the planets. We could then watch a short video from ESA Kids or National Geographic Kids to learn some interesting facts. After the video, the children could discuss what they learned with a partner and share one new fact with the class.
To reinforce the learning, I would use an interactive game or quiz on the whiteboard where the children match the planets or answer simple questions about space. They could also use tablets to explore child-friendly space websites in pairs while completing a simple worksheet.
As a further step towards a STEM-focused School Self-Evaluation, I would try to include more digital technology and hands-on investigations in my science lessons. I would encourage children to ask questions, work together to solve problems and use technology to research and present their learning. I think these activities help to develop curiosity, teamwork and digital skills while making science enjoyable for everyone.-
I really like these ideas. I think using videos at the beginning of the lesson is a great way to capture the children’s attention and build on their prior knowledge before introducing new concepts. I also liked the idea of using interactive games and quizzes on the whiteboard, as they make learning fun while allowing the teacher to quickly check the children’s understanding. The paired tablet activity is another idea and I would love to use in my own classroom!
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I would use the Animals in the Cold ESERO 7 activity to help explore and foster the science skill development of the children in my infant class. Animals in the Cold. I think is an excellent topic and context for developing string Curious Minds STEM inquiry skills. Rather than telling children how animals survive in cold environments, I would encourage them to observe, question, investigate, predict, and communicate their ideas. Taking each inquiry skill, I wish to develop I have highlighted some suggested activities based on the topic as follows:
Activity – Animals in the Cold
Observing
Examine photographs of polar bears, penguins, Arctic foxes and seals. Bring the children’s attention to their fur, feathers, colour and feet. Ask probing questions to help further their observations. E.g. What do you notice? How are these animals different from animals we see at home?Questioning
Create a “Wonder Wall” where children ask questions about cold habitats. Ask the children, what do you wonder about penguins? Why do you think polar bears have white fur?Predicting
Show two toy animals—one wrapped in cotton wool (representing fur/blubber) and one without. Ask which will stay warm longer and why?Investigating
Conduct a simple “blubber experiment.” Children place one hand in icy water wearing a plastic glove and the other hand in with no glove. Ask the children What did you notice? Which hand felt warmer? Why do you think that hand was colder/ warmer?Comparing & Classifying
Sort animals into groups: animals that live in cold places and animals that live in warm places. Ask the children How did you decide where each animal belongs? Why do you think that animal belongs in that group?Measuring
Over a couple of days compare ice cubes wrapped in different materials (cotton wool, fabric, foil) to see which melts slowest. Ask the children Which ice cube stayed frozen the longest? Why do you think that happened?
Recording
Children draw what they observed or complete a simple chart using smiley faces, pictures or tally marks from the Measuring experiment they carried out during the week.Communicating
Children explain their investigation to a partner or the class. Prompt the children by asking Can you tell us what you discovered? What surprised you?Problem Solving
Challenge children to build a warm shelter for a toy penguin using classroom materials. What could keep the penguin warm? How could you improve your shelter?Reflecting & Evaluating
Return to the class “Wonder Wall” and discuss which questions have been answered and what new questions have arisen.-
I thought the approach to problem solving was a lovely idea to build a shelter for the toy penguin- it envourages groupwork, cooperation and peer learning / support.
It also ooens up the conversation about materials, and links storytelling in tge three little pigs and maths!
Definately going to try this one!
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Lesson I might use based on the activity set: animals in the cold
Activity goal: Children learn polar bears (Arctic) and penguins (Antarctic) live far apart and have never met, and how each adapts to the cold.
1. Watch a short animated video clip from SciShow kids https://www.youtube.com/watch?v=TwfKCX_8fbA on how Whales, Polar Bears and Penguins keep warm.
2. Chat
Present a globe and pass it around — point to North and South Pole. “Polar bears live at the top of the world, penguins at the bottom — they’ve never met!” Remind them of previous lesson on gravity related to polar bears and penguins, who is upright and who is upside down?3. Adaptation discussion
Questioning: How do you think they keep warm?
Polar bears: thick fur, blubber, big paws for ice
Penguins: feathers, huddle together, slide on bellies4. Movement activity
“Waddle like a penguin! Stomp like a polar bear! Huddle together! Slide on your belly!”5. Wrap-up
“Where do polar bears live? Where do penguins live?” End with: “They live far apart, but both know how to stay warm!”Extension STEM sorting activity: “Fur or Feathers?” exploring how animal coverings help with warmth.
Using picture cards or real samples of different textures — cotton wool (fur), feathers, fabric scraps, bubble wrap (blubber-like), sandpaper (bare skin) — plus two hoops or trays labelled “Keeps Warm” and “Doesn’t Keep Warm.”
Children take turns touching/feeling each material.
Ask: “Do you think this would keep a polar bear or penguin warm in the snow?”
Sort each item into the correct tray, explaining their choice: “Feathers keep warm because they trap air,” etc.Wrap-up chat:
“Polar bears have fur, penguins have feathers — both trap warm air next to their skin to protect them from the cold!” -
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The activity I would choose from this module is “Investigating Children’s Coats”. I like that it uses an everyday item that every child is familiar with while encouraging them to think scientifically. It allows children to investigate, make predictions and test their ideas in a meaningful way.
I would begin by asking the children what they think makes a coat warm and waterproof. I would encourage them to examine different types of coats, looking at the materials, thickness and design before making predictions about which coats would keep a person warm or dry. The children could carry out simple investigations, such as testing which materials repel water best or discussing which coat would be most suitable for different types of weather. Throughout the activity I would ask open-ended questions and encourage the children to explain their thinking and compare their findings.
As a teacher in a hospital school, I think this activity would work very well because it can be adapted to suit individual pupils and requires very little equipment. Children could investigate materials at their bedside or work together in a small teaching space depending on their medical needs and energy levels. The activity also links naturally with science, oral language and everyday life, making it relevant and engaging for a wide range of ages. I like that it encourages children to think critically, solve problems and justify their ideas rather than simply being given the answers. It is an activity that I would feel confident using and one that I believe would promote curiosity and active learning in my classroom. -
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<span style=”font-weight: 400;”>Module 4 </span>
I”ve chosen the clothes we wear ESERO 12
My focus would be hot and cold for infants
The lesson would begin with a suitcase closed on the table to let the vhildren initiate a vonversation about it.
Investigation:
Whats in the suitcase ? Why would we use a suitcase ? ( travelling)
If im goung away, where would I be going? (Discuss hot/cold places) if goung to a hor country what would Ipack ? If going to a cold place. What would I pack?
Then we would open the suitcase to see all the different elements of clothing coats, scarves, sweaters,e t and shorts, beach towels, flip flops, sun cream , ect.
Why do we wear certain clothes at certain times of tge year? The children couls then do a sorting activity to sort clothes into two piles ; hot weather and cold wrather.
We might also talk about the weather and how this has an impact on what we wear.
For the children who might benifit from higher order questioning there could be a conversation about materials, cotton, wool, polyester. Ect. Where do the materials come from? (Wool from sheep, ect.)
Stem links mathnatics: sorting, counting
Aistear: langauge/gaeilge /Béarla/drámaíocht role play
Assesment for this lesson might be to draw a picture or a simple sorting activity on paper to illustrate the childrens understanding of the topic.
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I have chosen to focus on hands-on classroom themed activities. I looked at Lesson 11- What Clothes to Wear? This lesson would allow easy connections to hands-on classroom themed activities. I would start the lesson by showing the children my teddy bear and telling the children that I need to make a coat for my teddy because it is raining. I will ask the children to describe what a coat needs to have/look like. I will provide the children with a variety of different materials. The children will work in groups to look at the materials and pick which material we could use to make a coat. The children will then draw/ design their coat. At the end of the lesson we will discuss what materials and design works best. This lesson will provide meaningful opportunities to develop oral language, group work skills and literacy skills while exploring scientific concepts. This is a hands on activity that will engage young learners.
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To further develop a STEM-focused School Self-Evaluation (SSE), I would work collaboratively with colleagues to embed STEM across the curriculum rather than teaching it as isolated subjects. Our focus would be on creating more opportunities for child-led inquiry, where children ask questions, investigate ideas and learn through hands-on experiences. This shift in practice encourages the development of key competencies identified in the Irish Primary Curriculum, including critical and creative thinking, problem-solving, communication, collaboration, curiosity, resilience and design skills. As teachers, we would place greater emphasis on the learning process rather than the finished product, allowing children to test ideas, make mistakes and refine their thinking. Practical, investigative activities would replace an overreliance on worksheets, promoting deeper understanding and meaningful learning. Through ongoing reflection, observation and collaboration, we could evaluate the impact of these approaches and identify areas for improvement. This would ensure STEM becomes an engaging, integrated part of everyday teaching and learning throughout the school.
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I really like your emphasis on embedding STEM across the curriculum rather than treating it as a separate subject. Working collaboratively as a staff would help to create a more consistent approach throughout the school and allow teachers to share ideas and resources. I also agree that the learning process is more important than the finished product. Giving children opportunities to make mistakes, change their ideas and try again helps to develop their confidence, resilience and problem-solving skills. Moving away from an overreliance on worksheets towards more practical investigations would make STEM learning more meaningful and enjoyable. Ongoing teacher observation and reflection would also provide useful evidence of how the children’s skills are developing as part of the SSE process.
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The ESERO Teaching Space in Junior Classes summer course has provided me with many practical ideas for teaching science through fun, hands-on, inquiry-based activities. I particularly liked how the activities encouraged children to ask questions, make predictions, investigate, and discuss their findings. These skills are central to developing scientific thinking in the junior classroom.
I plan to use these activities during our Science lessons and integrate them with Mathematics, Geography, and English. Pupils will have opportunities to work collaboratively, explore scientific concepts, and record their observations through drawings, photographs, and digital tools such as Seesaw. These digital records will allow children to reflect on their learning while also providing evidence of progress.
To further support a STEM-focused School Self-Evaluation (SSE), I would like to collaborate with colleagues to develop a shared bank of STEM activities and promote inquiry-based learning across the school. Regular reflection on pupils’ engagement, science skills, and learning outcomes will help us evaluate our progress and identify areas for improvement. Overall, this course has increased my confidence in teaching STEM and has inspired me to create engaging learning experiences that foster curiosity, creativity and problem-solving skills. It would also be nice that staff who are confident teaching in certain areas could maybe showcase lessons to staff.
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Lesson for Infants: Exploring the Night Sky with Stellarium
Begin by reading Look Up! by Nathan Bryon. Discuss how Rocket loves looking at the stars and ask the children what they notice in the sky at night. Using Stellarium, project the night sky and help the children observe the Moon, bright stars and simple constellations. Encourage them to describe what they see using words such as bright, round, dark and sparkly. Explain that stars are very far away and that the Moon shines because it reflects the Sun’s light.
Compare the daytime and night-time sky by asking children to identify what changes. Invite the class to imagine they are astronauts looking up from Earth.
As a follow-up, children create a picture of the night sky showing the Moon and stars they observed. Finish with a class discussion about their observations.
This lesson could be done in tandem with the lots and lots of stars lesson from Module 3.
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**Hands-on Classroom-Themed Activities**
I would choose the hands-on classroom-themed activities, as I feel this approach would work particularly well with my Senior Infant class. At this age, children learn best when they are actively involved and have opportunities to explore, build and test their own ideas.
I would organise a simple boat-building challenge using materials such as tinfoil, paper, cardboard, lollipop sticks and recyclable containers. I would begin by asking the children what they think makes an object float or sink. They could examine the materials, share their ideas and predict which ones might be most suitable for making a boat.
Working in small groups, the children would design and build their boats before testing them in a basin of water. They could then add counters one at a time to see how many each boat could hold. If a boat sank, the children would be encouraged to make changes and test it again.
I would take photographs of the different stages and record some of the children’s comments and predictions. This activity would develop early Science, Technology, Engineering and Maths skills while also encouraging teamwork and oral language. It would allow me to observe how the children solve problems and respond when their first idea does not work. I would like to include more activities like this in my classroom, as they make STEM learning practical, enjoyable and meaningful for young children.
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love this activity Juliette, it really is an eye opener for the children. I’ve done this in the past and children step up so confidently with their designs and are genuinely shocked if they sink! it’s a great learning process for them, practical activities like this bring out so much in the junior end of school.
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I would choose one of the hands-on classroom themed activities, as from experience, I see that children learn best when they are actively involved in their learning. I particularly enjoyed the space-themed activities because they encourage curiosity, creativity, and problem-solving while linking Science with other curriculum areas such as Art, Maths, and Oral Language. It is also a great one to tie in with Aistear. This cross-curricular approach helps to make learning more meaningful and engaging, particularly for younger children who enjoy learning through play and exploration.
In an infant classroom, I would encourage the students to explore the activity through play, discussion, and simple investigations. They could work in pairs to make predictions, observe what happens, and talk about what they notice using age-appropriate language. I would also include opportunities for drawing, colouring, and storytelling so that children can record and share their ideas. These activities would help to build confidence, communication skills, and a basic early understanding of scientific inquiry.
As a further step towards a STEM-focused School Self-Evaluation (SSE), I would aim to provide regular opportunities for infants to engage in hands-on STEM activities throughout the year. Using playful, inquiry-based lessons and sharing ideas and resources with colleagues would help create a consistent whole-school approach to STEM. This would encourage children’s natural curiosity and foster positive attitudes towards Science, Technology, Engineering, and Maths from an early age.
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Hands on classroom themed activities
Working with an Infants–2nd multigrade group, I’ve learned that hands-on science themes are a winner— everyone can dip in at their own level around the same table. In the past, we did a “Growing Things” theme: Junior/Senior Infants planted seeds and drew what they saw, while 1st/2nd class measured growth, kept simple charts, and started asking “why” questions about light and water. Same activity, different depth — that’s the beauty of it for mixed ages.
What struck me was how naturally the STEM strands wove in without me forcing them: the seed planting became engineering when we problem-solved poor drainage in our pots, and maths crept in through measuring and comparing.
For our next SSE cycle, I’d like to build on this by:
Mapping our science themes explicitly against STEM outcomes so it’s not accidental
Introducing a simple “planning, testing, improving” cycle even for the little ones (draw it, try it, fix it)
Building in more peer-teaching, where older children explain their thinking to the infants
Gathering photo/talk evidence across all levels for our SSE report, since so much of infant learning is oral rather than written
Small changes, but I think they’d deepen the inquiry focus considerably. Our school actually won a platinum award this year for curious minds so we love working whole school to deliver fun and interactive STEM lessons. -
Fo this assignment I chose the activity where do you live. I love the simplicity of this for the younger children and the theme is extremely cross curricular.
To begin with and engage the children I would Ask them to describe what their own house looks like. I would Encourage them to name some of its features, such as the colour, what sort of roof it has, whether it’s a house or a flat, whether it has a garden or not.
I love the worksheet attached . I would then hand that out and. Ask the children to draw a circle round the house that looks most like the house they live in. Encourage them to use the colouring pencils to match the colour of their house. Children explore what their own house looks like and what other facilities are in their neighbourhood.
We would then engage in the build a house activitiy.. For this activity the children use their worksheet from the previous activity. I would Explain that they are going to make a model of their house. They can use the house chosen from the worksheet as a source of inspiration. For example, if they circled a house with a flat roof, this should be expressed in their model. Each child would have playdough to complete this activity.
Finally I would then group all the houses together and explain we have made a village full of houses. I would. Ask the children to sit in a circle around the village they have made. Encourage them to look closely at the village. We would talk about what is missing and what happens during a day. Where are they now? In school so the school is missing. What do they have for their lunch today? Where would we get that food? Shops-so the shops are missing. We would make a list of what is missing and I would get the children to work in pairs to make models of what is missing.
To wrap it up I came across a lovely story by Janice Vale-Where do you live? It’s a lovely story about children who live on islands all over the world. Explaining the Earth is such a special place. -
Taking part in the ESERO Teaching Space in Junior Classes summer course has left me feeling inspired and excited to bring a little more wonder into my classroom. The course was full of fun, practical ideas that showed how science can come alive when children are given the chance to explore, ask questions, make predictions, and discover answers for themselves. I loved how every activity encouraged curiosity and reminded me that some of the best learning happens when children are busy investigating and sharing their ideas.
I’m looking forward to weaving these activities into our Science lessons and making links with subjects such as Mathematics, English, Geography, Visual Arts, and Digital Learning. Using Seesaw to capture photos, voice recordings, and children’s observations will allow us to celebrate their learning journeys and share their exciting discoveries with families.
I would also love to work alongside my colleagues to buil a bank of enjoyable STEM activities that can be used across the school. By sharing ideas and reflecting on what works well, we can continue to develop our STEM teaching while supporting our School Self-Evaluation goals.
Above all, this course reminded me that science doesn’t have tobe complicated to be meaningful. Sometimes all it takes is a simple question, a little imagination, and a willingness to explore. I can’t wait to see where our next classroom investigation takes us and to watch the children’s curiosity grow as they discover just how exciting science can be.
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I completely agree with the points made in this reflection. The ESERO course highlights how STEM learning can be engaging, practical and accessible for young children without the need for expensive resources or complex equipment. I also believe that children learn best when they are actively involved in exploring, asking questions and discovering answers through hands-on experiences. Activities that encourage curiosity and problem-solving help children to develop confidence while making learning enjoyable.
I particularly like the idea of integrating STEM across different curriculum areas, as this allows children to make meaningful connections between subjects. Using digital tools such as Seesaw to record and share children’s work is another excellent way to celebrate their achievements and involve families in the learning process.
Overall, this reflection reinforces the value of inquiry-based learning in the infant classroom. It has encouraged me to think about how I can provide more opportunities for children to investigate, collaborate and develop a lifelong interest in science and STEM.
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I think that cross curricular integration is a fantastic way to help solve the issue of curriculum overload. I think that using the ESERO bank of resources is a great starting point to build teacher resources and collaborating with colleagues to share resources helps to reduce teacher workload. Asking for ten minutes at a staff meeting to share ideas and resources from this summer course with colleagues would be great too.
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I would use these hands-on activities with my Senior Infant class as part of a STEM topic on homes and weather. The activities are fun, practical and encourage children to learn by exploring and asking questions.
I would start with Where Do You Live? (ESERO 5) by talking about different types of homes around the world and comparing them with our own homes. The children could build houses using blocks or recycled materials and discuss why homes are different in different places.
The Animals in the Cold (ESERO 7) activity would help children learn how animals stay warm. We could sort animals by habitat and test different materials to see which keeps a toy animal warm.
With What Clothes to Wear (ESERO 11), the children could look at the weather each day and choose the best clothes to wear. This links learning to their everyday lives.
The Hot and Cold (ESERO 12) activity would allow children to explore temperature through simple experiments.
These activities support a STEM-focused SSE by encouraging more hands-on learning, developing children’s thinking skills and helping them become curious, confident learners.
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I really enjoyed reading your post. I like how you linked the activities together under the theme of homes and weather, making the learning meaningful and relevant for Senior Infants. The hands-on investigations and real-life connections would encourage curiosity while helping children develop their STEM skills through exploration and discussion.
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The ESERO activity I would choose for my Senior Infant class is What Clothes to Wear? I think this lesson is an excellent way to help young children understand how the weather changes throughout the year and how these changes influence the clothes we wear every day. It is a practical, play-based activity that links science with the children’s own experiences, making the learning meaningful and engaging.
To introduce the lesson, I would gather the children for a whole-class discussion about the day’s weather. We would look out the classroom window and talk about what we could see, such as sunshine, rain, clouds or wind. I would ask questions such as, “How does it feel outside today?” and “What did you wear to school this morning?” This would encourage the children to think about the connection between weather conditions and the clothing they choose.
Next, I would read a short story or picture book based on the seasons before introducing a dressing-up box filled with clothes for different types of weather. The children could work in pairs or small groups to sort the clothing into the correct season or decide which clothes would be most suitable for different weather conditions. Rather than simply identifying the correct outfit, I would encourage them to explain their choices by asking questions such as, “Why would you wear a hat today?” or “Would you need a hat if it was sunny?” This helps to develop reasoning skills as well as scientific understanding.
To make the lesson even more practical, I would include a simple investigation to explore which materials keep us dry. The children could test small pieces of different fabrics, such as cotton, wool, fleece and waterproof material, by placing a few drops of water on each one using a pipette. They would observe which materials absorb the water and which repel it. Before carrying out the investigation, the children could predict which material they think would be best for a rainy day. Afterwards, we would discuss the results and link them to why raincoats and wellington boots are made from waterproof materials. This simple experiment would introduce children to observing, predicting, testing and recording results in an age-appropriate way.
One aspect of this lesson that I particularly like is that it encourages active participation. The children learn by exploring, discussing and making decisions instead of simply listening to information. They develop important scientific skills by observing the weather, comparing seasonal changes, making predictions, carrying out a simple investigation and communicating their ideas with others. The activity also promotes cooperation as children work together and listen to different opinions.
To extend the lesson, I would create a weather station in the classroom where one child could become the daily “weather reporter.” Each morning they could observe the weather, choose the correct weather symbol and suggest the most appropriate clothing for the day. Another extension would be a matching game where children pair weather pictures with suitable clothing or sort picture cards into the four seasons. We could also complete a simple class graph showing the favourite season of each child and discuss why they made that choice. As a creative follow-up activity, the children could design an outfit for a particular season using paper templates, colouring materials or fabric scraps and explain why their design is suitable for that type of weather.
Overall, I feel this lesson demonstrates that meaningful STEM learning in the infant classroom can be achieved through simple, hands-on experiences that connect directly to children’s everyday lives. By combining discussion, play, investigation and creativity, the lesson encourages curiosity, observation, communication and problem-solving. It supports inquiry-based learning while linking naturally with the Primary Curriculum Framework and Aistear, making science enjoyable and relevant for young learners.
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To foster a vibrant, inquiry-driven learning environment, I would integrate the sequence of practical STEM activities provided in this module based on homes and weather. By grounding abstract concepts in active exploration, the tasks encourage young learners to ask meaningful questions, test hypotheses, and make sense of the world around them.
Exploring Habitats & Structures (ESERO 5 – Where Do You Live?): I would begin by comparing various global dwelling types with our local housing. The children would act as young engineers, using junk art, construction blocks, and natural materials to design sturdy shelters. Through guided discussions, they would evaluate why construction materials and roof shapes vary depending on regional climates.
Thermal Protection in Nature (ESERO 7 – Animals in the Cold): Moving into thermal properties, the pupils would investigate how animals adapt to cold environments. We would sort native and arctic animals by habitat and conduct a simple insulation test—wrapping miniature plastic animals in materials like foil, cotton wool, and bubble wrap to discover which layer retains heat best.
Weather Observation & Daily Choices (ESERO 11 – What Clothes to Wear): Bringing the focus back to daily routines, the children would record the daily weather using simple class charts and select appropriate outfits for cardboard weather avatars. This real-world application would help them connect atmospheric changes directly to seasonal clothing choices.
Investigating Temperature (ESERO 12 – Hot and Cold): Pupils would engage in tactile thermal experiments, sensing warm and cool water containers (safely monitored) and using basic color-coded indicators to describe temperature variations.
Alignment with School Self-Evaluation (SSE)
This thematic unit directly advances our school’s SSE targets for science skill development. By shifting the pedagogical focus from passive listening to active prediction, observation, and fair testing, our Infants would build crucial critical thinking habits, scientific vocabulary, and an enduring curiosity about how their world works. -
I would choose the Hands-on Classroom Themed Activities because they provide meaningful opportunities for children to develop scientific skills through active learning. In my 2nd Class, I would use a simple engineering challenge where children work in small groups to design and build a bridge using everyday materials such as paper, straws, lollipop sticks, and tape. Before building, I would ask the inquiry question, “Which design will hold the most weight?” The children would discuss their ideas, make predictions, and sketch their bridge designs.
After constructing their bridges, each group would test them by gradually adding small weights or books until the bridge could no longer support the load. The children would record their results, compare the different designs, and discuss why some bridges were stronger than others. They would then have the opportunity to redesign and improve their bridges before testing them again.I believe this activity is an excellent example of inquiry-based STEM learning because it encourages children to ask questions, investigate, solve problems, and learn from trial and error. It also develops teamwork, communication, and critical thinking skills while integrating Science, Technology, Engineering, and Mathematics in a fun and engaging way. By reflecting on their designs and making improvements, children gain confidence in their ability to think creatively and solve real-world problems.
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SSE and the new STEM curriculum specification
It is an exciting time for our education system at the moment as we see the new groupings of subjects as well as brand new subjects such as technology and engineering. CPD will be an important element of implementing the new curriculum.
1. Identify focus: our school has chosen STEM as our focus area from September onwards. It is important to identify current good practices at our school, plan for CPD and identify areas that require further development. Having a staff meeting where we use Start-Stop-Continue to gather our thoughts would be a beneficial activity.
2. Gather evidence – it’s important to gather evidence to confirm areas for development and this could be done through teacher questionnaires, pupil focus groups and a parent survey.
3. Analyse evidence/make judgements- the implementation of the new curriculum is plotted up until 2032 so we need to identify and break down our actions over the next few years and refine our focus. Match these areas to the new specification.
4. Write our SSE plan which could form the basis of our STEM whole school plan. Identify resources that will be needed. Set realistic targets for each class level and identify realistic timelines. Ensure all teachers have had input and are clear on roles and responsibilities. A focus on different skills/outcomes per term might be identified.
5. Put plan into action – have a specific focus and draw attention to this eg cross curricular opportunities for design thinking. Create a noticeboard dedicated to this. Have a STEM team within school for troubleshooting and supporting teachers.
6. Monitor impact/evaluate. This needs to be an ongoing process to identify and solve any issues and to create a supportive environment. -
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Activity Set: Weather
Activity: Animals in the cold (ESERO 7)
I think this activity would be a great way to encourage children to explore how animals adapt to different weather conditions, particularly cold environments. It would also provide them many opportunities to think scientifically.
Engage: I would start by asking the children what kinds of weather they know and talk about sunny weather, rain, and snow. Discuss how some places get lots of rain, while other places are very dry, some places are very hot and others very cold. At the North and South Pole, for example, it is often extremely cold. Do they know any films (cartoon films) about the North or South Pole? The snowman story? What do the children know about these places?
I would then show the children photographs of animals that live in very cold environments such as polar bears, penguins and Arctic foxes. I would ask questions such as: How do you think these animals keep warm? What would happen if we did not have warm clothes in very cold weather? I would encourage children to share their ideas and make predictions before introducing the activity.
Investigate: The children could investigate how different materials help to keep something warm. They could explore/investigate materials such as cotton, wool, paper, fabric and foil and predict which material would provide the best insulation. They could then test their ideas and compare the results. I would explain that the animals have a thick layer of fat under their skin to keep themselves warm. However, the areas where the polar bears and the penguins live are so cold that this thick layer of fat is not enough. That’s why the polar bear also has a thick coat of fur and the penguin has a thick layer of feathers. I would ask: What do people do when they feel cold? Polar bears and penguins don’t put on a coat, their fur and feathers act like a kind of coat that they are always wearing. The penguin’s feathers and the polar bear’s fur are also covered in a layer of grease to repel water. Rub Vaseline on one of each child’s hands and investigate. Now the children also have a greasy layer on their skin. Drip some water on this hand. What happens to the water? Come to the conclusion that the water rolls off the hand with the greasy layer.
Take the Next Step: To extend the activity, I would challenge the children to design and create their own piece of “animal insulation” using a selection of classroom materials. They could work in small groups to decide which materials would be most effective and explain their reasoning. We could then test the designs and see which one works best. This would encourage children to use creativity, teamwork and problem-solving while developing their understanding of how animals survive in cold climates.
Conclusion/Reflection: As a whole class discuss what was discovered and compare results with predictions. I would ask the children: What surprised you? Which material worked best? How does this help us understand how animals survive in the cold? We could also discuss how scientists and engineers use similar processes of testing, evaluating and improving ideas.
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I would choose the Hands-on Classroom Themed Activities as they provide meaningful opportunities for pupils to develop scientific knowledge and inquiry skills through active learning. One activity I would implement with a 2nd class is a simple engineering challenge where pupils work in small groups to design and build a bridge using paper, straws, and tape. Before beginning, I would encourage pupils to predict which designs they think will be the strongest and explain their reasoning. During the investigation, they would test, evaluate, and modify their bridges, developing resilience and problem-solving skills through trial and improvement.
After the activity, pupils would reflect on what worked well, what challenges they encountered, and how they improved their designs. They would share their findings with the class, promoting communication and collaboration while learning from one another.
This activity aligns with the Primary Science Curriculum (1999) by developing the Working Scientifically skills of questioning, predicting, observing, investigating, recording, communicating, and evaluating. It also reflects the vision of the Primary Curriculum Framework (2023) by promoting curiosity, creativity, critical thinking, and collaborative learning. As part of a STEM-focused School Self-Evaluation (SSE), I would encourage colleagues to incorporate more inquiry-based STEM activities across class levels and use pupil voice, teacher reflection, and samples of children’s work to evaluate their impact. This process would help identify strengths, areas for development, and opportunities to further embed STEM across the school curriculum.
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For this assignment, I have chosen to focus on the Hands-on Classroom themed activities, Animals in the Cold, and how I would use it with Second Class.
I think hands-on learning experiences are so important in Science because they allow children to actively explore ideas rather than simply being told information. They also encourage children to be curious, ask questions, make predictions and talk about what they discover. This fits well with the Curious Minds inquiry approach, as it helps children explore and learn through their own experiences.
Introduction:
To introduce the lesson, I would begin by asking the children what different types of weather they know before discussing places in the world that are extremely cold, such as the North and South Poles. I would show the children images of penguins and polar bears and ask questions such as How do you think these animals stay warm? and Would they survive in Ireland? This would encourage the children to think critically and share their own ideas before beginning the investigation. To make the lesson more engaging for second class, I would also show a short National Geographic Kids or BBC Bitesize video about polar animals to build on their prior knowledge.Development:
The main practical activity would remain the same as the ESERO lesson resources. The children would rub a small amount of Vaseline onto one hand before dropping water onto both hands to observe what happens. They would discover that the water rolls off the greasy hand, helping them to understand how the greasy layer on a penguin’s feathers or a polar bear’s fur helps to repel water. For Second Class, I would encourage the children to work in pairs, recording their predictions and observations before discussing their results with the class. I would also extend the lesson by introducing the word adaptation and explaining that animals have special features that help them survive in their habitats. This would allow the children to develop their observation, prediction and communication skills while using scientific vocabulary in context.Conclusion:
To conclude the lesson, we would revisit our original questions and discuss the three ways penguins and polar bears stay warm: their thick layer of fat, their fur or feathers and their greasy outer layer. As a follow-up activity suitable for second class, I would ask the children to design their own Arctic animal and label the adaptations it would need to survive in a cold environment. This would provide an opportunity to apply their learning in a creative way while allowing me to assess their understanding. -
In my classroom, I plan to use hands on activities related to the topic of space and rockets.
We will begin with a simple designs of their rockets in groups of 2 or 3. Then we will make rockets out of paper, foam and pneumatic rocket launchers. Students will look at the design of rockets and the fin shape to learn about trajectory. They will record flight distance and do multiple attempts. With the addition of technology, the children can record their launches and put it into slow motion so they can see how it launches. The addition of the technology will help the children to compare and contrast each other’s launch.
Looking at school self evaluation, this activity will help with their scientific enquiry and to continue to investigate and explore. I plan to have a standard rubric that measures pupil engagement, problem solving, team building and data recording during the investigation. Improving their digital literacy too with the use of the school tablets will help them to become more aware and more confident of their digital skills. This lesson will be very informative for the student while also having a bit of fun.
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For this lesson, I would choose the Weather Activity Set: Animals in the Cold.
The aim of the lesson is to help children explore the Arctic environment by learning about the animals that live there and the adaptations that enable them to survive in extremely cold conditions.
The book Polar Animals by Wade Cooper would be used to introduce the topic and encourage discussion. Children would be asked questions such as, “Can you name an animal that lives in the Arctic?” and “Why do you think these animals live in the Arctic instead of somewhere warm, such as Australia?”
Following the discussion, the children would examine pictures and short video clips of Arctic animals, including polar bears, Arctic foxes, seals, walruses, and snowy owls.
Together, we would identify the unique adaptations of each animal, such as thick fur, blubber, camouflage, and specialised body features.
A map would be used to locate the Arctic and explore how the harsh climate influences the animals’ survival.
To consolidate their learning, each child would research an Arctic animal of their choice and write a short report outlining its habitat, diet, adaptations, and one interesting fact before presenting their findings to the class.
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I really like all of the ideas that you have presented here. Firstly, I think it is a lovely idea to focus in on the animals themselves, their characteristics and their adaptations to their climate. I think the class would then find it really interesting to find out more about these areas, before consolidating their learning with a report or project.
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I really like the idea of using the “Where do you Live?” resources to explore different houses and homes with the children, as I think it is important that they have a sense of place and community, which starts with knowing their own house or home.
I would start this particular activity by inviting the class, in groups, to think about their houses, before, in turn, telling their group mates a little bit about their houses. I would then invite a couple of children to tell me one thing they learned about someone elses’ house during the discussion.
Following this, I would then ask the children to tell me about the town they either live in or live close to. We could then look at these towns on Google Maps, before making a list of all the different places we can see on the map, and what they do in the community. We could then link this with people who help us, discussing the role of doctors, post men and women etc….
I would then invite the children, again in groups, to draw a rough sketch of a building in their local area that they think is important. Each group could then be given either modelling materials or Lego materials to try to create this building as best they can. Each group could also present their building to the class, before placing each of them side by side to create a streetscape.
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I really like Karl’s lesson ‘Where do you live?’ The children in my class last year were using the i pads for free time and I found some of the children looking up their house on Google maps as they knew their Eircode. This showed me that children love finding things on maps and linking it to their own area creates great interest and learning.
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In my Junior Infants classroom, I would provide regular hands on, play based activities that encourage children to explore, investigate, and solve problems as part of a STEM focused SSE. I think a ‘Homes’ theme whereby children design and build houses using construction blocks, recycled boxes, Lego and other everyday materials is a good lesson as it’s something we discuss in different lessons in Junior Infants about where we live and what materials houses are made from. We did something similar last year by basing it on ‘The Three Little Pigs’.
They would be encouraged to think about what makes a house strong and how they can build one that stands up on its own. It’s encouraging the children to ask questions, listen to other ideas, test their ideas, and discuss the results. The children could test their houses to see if their chosen materials are suitable by pouring water on them, placing extra cubes on top, leaving them beside an open window and many more.
To further develop STEM in my classroom, I would leave plenty of different resources out especially during free play whereby children could choose a different material to construct a house. I would also leave worksheets out so that the children could draw the materials they used to construct their original house and add in anything different they would do.
These activities are very beneficial for children and gets the children talking, thinking, listening, experimenting, observing, predicting and reflecting.
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Hi Louise
I really like how you linked the activity to The Three Little Pigs, as it provides a familiar and engaging context for STEM learning. The hands-on testing of different materials encourages children to think critically, make predictions, and solve problems while learning through play. I also like that the resources remain available during free play, allowing children to revisit, improve, and extend their learning independently.
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For this lesson I chose ‘What clothes to wear’ for first class.
I would begin the lesson with a class discussion in a circle about the four seasons and the types of weather commonly experienced in each. We would brainstorm vocabulary of different types of weather and I would write them up on the board. I would further display pictures of rain, wind, thunderstorms, and sunshine, encouraging pupils to identify the weather and link it to the correct season.
In the main activity, pupils explore a dressing-up box filled with clothing for different seasons. Volunteers select suitable outfits for spring, summer, autumn, and winter, explaining how the clothes protect them from different weather conditions, particularly the cold. The class discusses why some weather types occur more often during certain seasons. Pupils then complete a worksheet by matching weather symbols and clothing to each season before colouring the pictures using colouring pencils and felt-tip pens.
To conclude, I would review each season, asking pupils to recall the weather and appropriate clothing. Pupils share one new fact they learned, reinforcing the importance of dressing appropriately for different weather throughout the year.
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I decided to focus on the Hands-on Classroom Themed Activities because I feel they encourage children to learn by exploring rather than simply listening. In a junior classroom, children are naturally curious, so giving them opportunities to investigate and discover for themselves makes learning more memorable. Instead of completing one activity with the whole class, I would organise a series of short tasks that the children could rotate around in small groups. Each station would have a different challenge, such as exploring magnets, investigating floating and sinking, or sorting objects according to their properties. The children would be encouraged to talk to one another about what they noticed and explain why they thought something happened. My role would be to guide the discussion by asking open-ended questions instead of providing all the answers. I think it is important that science is connected to children’s everyday experiences. I would encourage them to look for examples at home or in the school environment and share these with the class. This would help them understand that science is part of the world around them and not just something that happens during a lesson. To check their understanding, I would use informal assessment by observing how the children interact with the materials, the questions they ask and the language they use while working together. Their drawings, photographs and class discussions could also be used to show what they have learned. Overall, I believe practical science activities help to create an active and enjoyable learning environment where every child has the opportunity to participate. They promote curiosity, independence and confidence while supporting the development of important STEM skills from the very beginning of primary school.
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Animals in the Cold (ESERO 7 Activity)
The children will explore how animal survive in very cold habitats, identify adaptations and carry out a simple investigation to discover how insulation keeps animals warm.
Engage: Display photos of Arctic and Antarctic environments and animals such as polar bears, penguins, seals, etc. Invite the children to think, pair and share: What do you notice about these places? How do you think these animals stay warm? What problems might animals face living in such cold conditions?
Investigate: How does insulation help animals stay warm? Ask the children to predict whether a layer of blubber will help keep a hand warmer in cold water.
Put the children into small groups getting to children to put their hand into a bowl of cold water. Then give the children Vaseline to put on their hand. Now get the children to place their hand into the cold water. Get the children to discuss how their hand felt when they placed it in the water in both occasions and discuss any other findings.
Take the next step: Pupils choose one Arctic or Antarctic animal and complete an adaption sheet including the name of the animal, habitat, diet, adaptions that help it survive, and label the drawing.
Conclusion: Bring the class together and review the investigation. Ask what did we discover about insulation? Why is blubber important? Can you name another adaptation animals use to survive in the cold?
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<p dir=”ltr”>I think a <b>rocket investigation</b> would be a fantastic way to introduce the topic of space while encouraging children to think like scientists. I would begin by showing the class a short video of a rocket launch and asking questions such as, <i>What do you notice?</i> and <i>Why do rockets need to travel so fast?</i> This would spark curiosity and encourage the children to share their own ideas and predictions.</p>
The children would then work in pairs to design and decorate their own paper rockets. Before launching them, each pair would predict how far they think their rocket will travel and explain the reasons for their prediction. After testing the rockets, we would measure the distances and compare the results. The children could discuss why some rockets travelled further than others and suggest changes they could make to improve their design, such as changing the shape of the nose or the size of the fins. They could then test their improved rockets and compare the new results.To finish the lesson, we would gather together to discuss what we had learned about rockets, making predictions and carrying out fair tests. The children could record their observations through drawings, simple labels or photographs, allowing them to reflect on the investigation and share what they discovered.
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I decided to focus on the Hands-on Classroom Themed Activities because I have seen how much children in First Class enjoy learning when they are actively involved. Practical STEM activities encourage curiosity, teamwork and problem-solving while allowing children to investigate ideas through play and exploration rather than simply listening or reading about them.
One activity I would like to introduce is a whole-class space theme during Space Week. The children could work together to create rockets using recyclable materials before testing different designs to see which ones are the strongest or most suitable for a pretend space mission. They could also investigate how balloon rockets move, make simple predictions, record their observations and discuss why some rockets travelled further than others. Alongside these investigations, we could read storybooks based on space, learn about the planets, sing songs and create artwork linked to the Solar System. Role-play activities, such as setting up a space station or becoming astronauts, would help to reinforce learning in a fun and engaging way.
Digital resources could also enhance the topic. Short videos, interactive images of the Solar System and simple online games would provide visual support and encourage further questioning. Children could record their learning through drawings, labelled diagrams, photographs and short oral presentations, giving them different ways to demonstrate their understanding.
As a further step towards developing a STEM-focused School Self-Evaluation (SSE), I think it would be beneficial for our staff to examine the range of STEM opportunities currently available across the school. We could gather evidence through teacher observations, examples of pupils’ work, photographs and pupil feedback to identify strengths and areas for development. From this, we could agree on achievable targets, such as increasing the number of inquiry-based STEM lessons, providing more opportunities for hands-on investigations and sharing successful ideas between classes.
Overall, this module reinforced the value of creating meaningful STEM experiences that encourage children to ask questions, investigate, collaborate and reflect on their learning. I look forward to incorporating more practical STEM activities into my classroom and contributing to the development of a whole-school culture where curiosity and scientific thinking are encouraged from an early age.
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Hi Gráinne,
I really enjoyed reading your post. I especially liked how you combined practical STEM investigations with literacy, art, music and role play. Creating rockets from recyclable materials and testing different designs would give the children a meaningful opportunity to predict, observe, compare and improve their work. The balloon rocket activity would also be a fun way to introduce movement and forces in an age-appropriate way.
Your ideas for recording learning through drawings, photographs, diagrams and oral presentations are particularly useful, as they would allow children with different strengths to show what they have learned. I also agree with your approach to STEM-focused School Self-Evaluation. Gathering evidence from pupils’ work, teacher observations and pupil feedback would provide a clear picture of current practice and help staff agree on realistic next steps.
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Gráinne, I really enjoyed reading your post. I liked your point about giving children the chance to investigate and solve real-life problems, as I think that’s when they’re most engaged and excited to learn. I also agree that linking STEM across different subjects makes learning feel much more meaningful, especially for younger children. Your idea about introducing space-themed stories really stood out to me too. It’s such a simple way to build confidence and help create a stronger whole-school approach to STEM through the SSE process.
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I would use the Investigating Children’s Coats activity with my Senior Infants class as part of the weather and materials themes. I would begin with a “feely bag” containing pieces of wool, cotton, nylon, waterproof fabric and reflective material. Without looking, the children would describe each material using words such as soft, rough, smooth, warm or fluffy. This would help develop their observational skills and scientific vocabulary.
We would then examine the children’s coats and discuss their different features, including colour, material, pockets, hoods, zips and reflective strips. I would ask the children to predict the most common coat colour before recording the results on a class bar chart. We could then sort the coats using hoops to create a large Venn diagram. For example, we might investigate which coats are waterproof, have hoods or contain reflective material. The resource suggests that the children could even wear their coats and become part of the Venn diagram themselves.
I would photograph the charts and sorting activities as a digital record. Afterwards, the children would reflect on what makes a suitable coat for cold and wet weather. This practical activity would develop observation, prediction, sorting, classifying, counting and data-recording skills while connecting science with mathematics, geography and road safety.
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I would use hands on classroom themed activities in junior infants as it would link easily with Aistear & provide the class with a chance to investigate in a meaningful way, while actively participating. Firstly, I would use digital resources as a stimulus for class discussion, including interactive images/games of different types of weather/seasons/clothes and ESERO videos.
I would introduce a dressing up box full of different types of clothes. I would provide scenarios to different groups and ask them to find the appropriate clothes to match the scenario provided. Each group would explain their scenario and why they chose the specific clothes. This part would be linked with Gaeilge for simple keywords.
The children would then each pick a season and design/draw an outfit that would suit this chosen season. We would present our outfits and discuss, displaying them on a clothes line.
Storybooks, rhymes and movement activities based on seasons and clothing would help reinforce new vocabulary, while simple digital animations could provide an additional visual element to support understanding.
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I really like your idea of using hands-on classroom activities with Junior Infants, especially because it links so naturally with Aistear and gives the children plenty of opportunities to learn through play. I think the dressing up box would be a great idea because the children would have so much fun choosing the clothes while also learning why certain clothes are suitable for different types of weather. I also like how you have included Gaeilge throughout the activities. Using simple words and phrases while the children are playing would make the language feel more natural and easier for them to remember. The idea of designing an outfit for a particular season would be lovely too, as the children could be creative and then explain their choices to the class. I think the storybooks, rhymes and movement activities would work really well with Junior Infants as they can sometimes learn best when they are active and having fun. Overall, I think this would be a really enjoyable topic that would keep the children interested while helping them learn about seasons, weather and appropriate clothing.
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Neasa,
I really like your idea of getting the children to dress up. Learning through play is always more meaningful for the children. The idea that they have the freedom to explore different types of materials though dress up and drama and match clothing to different scenarios and seasons will certainly be something that sticks in their mind.
Combining this with stories, poems and art will embed the scientific concepts associated with seasonal change and the weather.
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Completing this chapter really got me thinking about how STEM can become a more natural part of everyday learning rather than something that is only done for special events or during Science Week. In junior classes especially, children are naturally curious and love asking questions, exploring and trying things out. It reminded me that STEM doesn’t have to be complicated to have a real impact.
The chapter also helped me see the importance of School Self-Evaluation in developing STEM across the school. Instead of trying to change everything at once, it’s about taking small, manageable steps and building from what is already working well. Looking at pupil engagement, talking with colleagues and reflecting on our current practice are all good starting points.
As I continue teaching in the junior classes, I would like to make more time for simple, hands-on STEM activities that encourage creativity and independent thinking. The course has given me practical ideas that I can bring straight back to my classroom, but it has also reminded me that fostering curiosity is just as important as teaching scientific facts.
Overall, this chapter has encouraged me to think more intentionally about STEM and how, through the SSE process, even small changes can help create a classroom where children feel confident to explore, ask questions and enjoy learning about the world around them. -
I am selecting the activity Where Do You Live? Esero 5
To engage the children with the lesson I would read the fairy tale “The Three Little Pigs” to the children and use it as a launch pad to talk about our own homes, materials used in our homes and the features of our homes that make them safe, warm and comfortable.
I will ask the children to describe what their own house looks like and encourage them to name some of its features, such as the colour, what sort of roof it has, whether it’s a detached house or a semi-detached house, whether it has a garden or not.
Using the ESERO worksheet I will encourage the children to draw a circle round the house that looks most like the house they live in and ask them to colour in their house. Children explore what their own house looks like and I will tell them that we are going to make a model of our homes from playdough.
We are fortunate to have our school based in the village so it will be easy and safe to go on a walk through the village, identify the features, where our homes are situated and the facilities in the village.
Returning to our classroom we can group together all the model houses made by the children and encourage them to look closely at the village to identify what is missing from our model. We can work in teams to add the missing features, the handball alley, the school, the church etc.
Painting the roads and the river and building a simple background will help the children create a simple map in which to accurately place their homes. We can discuss why homes were built by rivers in the past and explore the use of the land and river as a source of food as our school is in a predominately agricultural, rural area.
I think my junior classes would really enjoy these lessons and the walk in their community. These are practical, fun activity-based lessons that encourage observation, identification, discussion, individual and teamwork.
This model can form the basis of many additional lessons. Creative writing, poetry, art, geography and gaeilge, can use our model as a launch pad.
We can revisit the village on a Maths week walk and note road names, signs, distances, speed limits, post collection times and integrate a Maths and number element into our design too. Counting, colours, measurement. The model will provide endless opportunities for learning and investigating. -
Hands-on Classroom Themed Activities
Because I think children learn best when they are actively involved in their own learning, I have chosen the Hands-on Classroom Themed Activities. For a 1st class, I would choose a simple STEM challenge, such as building a bridge using paper, card, straws or building blocks. Before starting, we would talk about what makes a bridge strong and look at some examples. We would research bridges in Ireland or the local area- observing their structure, design and purpose (vehicles/ bikes/ pedestrians etc) The children would then work in small groups to design and build their own bridge before testing it to see if it could hold small objects such as counters or toy cars.
Throughout the activity, I would encourage the children to make predictions, work together, solve problems and discuss what worked well and what they might change. This would help develop important science skills such as observing, predicting, investigating and communicating, while also encouraging teamwork and creativity. -
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Hands on Classroom themed Activities: Weather: Animals in the world
Children will identify different types of weather and explain how animlas are suited to different weather conditions.
I will start the lesson with two pictures on the whiteboard, one of ice and a snowflake and the other of a hot flame and the sun. This will get the class thinking of what the lesson will be about.
I will start by asking them which animals do they think live in the hot climates and which live in the cold and why, i.e the penguin lives in the cold climate because it has rubber skin to protect it rom the cold.
Activity: The children will work at their desks with a partner and sort cards into the correct place, eg, I am placing the tortoise on the sun because it likes the sun. I will walk around and make observations.
Next using a template they will do a picture of their favourite animal and write a sentence underneath it and label the weather.
Conclusion: We willl review the groups together and play a little game, I will ask them to name an animal and their friend has to describe the weather it lives in! Chidlren could do the Esero 5; Animals in the cold lesson as a follow on lesson using the Esero resources of the Polar bear and the Penguin.
Stem link for a future lesson: the children could design and build a simple shelter for an animal using recycled materials from home, then test which shelter protects it from the “rain”(sprayed water)or “wind” (a fan if needed) , which would encourage investigation, engineering and problem solving.
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I love your STEM activity using the rain, (sprayed water) and fan for wind to test the durability of the shelters made. Very simple but very effective visually. The children would love this activity, it is so age appropriate and would ensure full engagement and I can only imagine all the language and opinions being used in this activity.
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Module 4 Assignment
I referred to the Weather Activity set to support this assignment, alongside the Animals in the cold, (ESERO, 07), Children’s Coats Curious Minds and Hot and Cold (ESERO, 12)
Introduction
To support engagement and wonder.
A variety of styles of children’s coats are laid around the classroom. The children will be asked what they know already about how to describe the properties of coats. Through discussion introduce new words- waterproof, insulating, winter coat, summer coat, rain-jacket, heavy, thick, cosy, no sleeved etc.
We will discuss what we want to know by investigating the jackets in groups around the room. The children will take time to hold, explore, feel, compare the coats. In the centre of the room some words/visuals will be available for the children to match a coat with a word/visual to describe it. We will also encourage the children to think about the seasons of the year where the coats would be suitable for and have pictures to represent weather and seasons around also.
We will discuss then any new learning that has taken place and link it to what we did know on our mind map on the wall. I will demonstrate to the children that by investigating the materials we have learned new information.
The children then can take materials- fabric, glue, markers to create their own coat suitable for a season. They can pick the season from a pot and create a coat accordingly.
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Hands-on, classroom-based activities centred on the theme of Space provide young children with meaningful opportunities to explore scientific concepts through play, investigation, and creativity. During Science Week in the infant classes, I would use a variety of practical STEM activities such as designing and building rockets using recyclable materials, creating moon craters with flour and cocoa powder, exploring the movement of planets through role-play, and investigating how astronauts live and work in space. These activities encourage curiosity, questioning, prediction, observation, and problem-solving while supporting the development of fine motor skills, language, and teamwork.
In my classroom, I would introduce each activity with a story, picture book, or short video about space to spark children’s interest and activate their prior knowledge. I would encourage pupils to make predictions, ask questions, and discuss their observations throughout the activities. Children would work collaboratively in small groups, allowing them to develop communication skills while learning from one another. I would use open-ended questioning to extend their thinking and encourage them to explain their ideas using scientific vocabulary appropriate to their age.
As part of a STEM-focused School Self-Evaluation (SSE), I would gather evidence of learning through photographs, children’s drawings, oral discussions, and teacher observations. Reflecting on these would help identify how effectively pupils are engaging in inquiry-based learning and problem-solving. Further steps towards a STEM-focused SSE could include increasing opportunities for engineering challenges across the year, providing more professional development for teachers in inquiry-based science, and strengthening links between Science, Technology, Engineering and Mathematics through integrated learning experiences. Involving parents by sharing activities completed during Science Week and encouraging simple STEM investigations at home would further promote children’s interest and confidence in science. -
I would focus on the Hands-on Classroom Themed Activities as I feel they are very suitable for a Senior Infants classroom. At this age, children are naturally curious and learn best when they are given opportunities to explore and discover things for themselves. I would use a space-themed activity where the children investigate how rockets move by creating their own balloon rockets.
I would begin by asking the children what they know about rockets and how they think they are able to move. The children would make predictions before testing their rockets and then discuss what they observed. This would encourage them to develop their questioning skills and use scientific language to explain their ideas. To extend the learning, the children could work in groups to design and build their own rockets using recyclable materials. They could also create a class space station through play and role play activities. I think this type of learning works very well in Senior Infants as it combines Science with creativity, teamwork and problem-solving. It allows children to learn through doing and helps develop a genuine curiosity about the world around them.
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I chose to focus on the Hands-on Classroom Themed Activities because I have experienced how engaged First Class children become when they are involved in practical learning. STEM activities that are hands-on allow children to develop curiosity, work collaboratively and strengthen their problem-solving skills by exploring concepts through investigation and play rather than only learning through books or teacher instruction.
One activity I would introduce is a whole-class space project during Space Week. The children could work together to design and build rockets using recyclable materials before testing their creations to find out which designs are the strongest or most effective for a pretend journey into space. They could also explore how balloon rockets travel by making predictions, carrying out simple investigations, recording their results and discussing why some rockets travelled further than others. Alongside these practical activities, we could read space-themed storybooks, learn about the planets in our Solar System, sing songs and complete art activities linked to the topic. Role-play opportunities, such as pretending to be astronauts or working in a space station, would further support children’s understanding in an enjoyable and meaningful way.
Technology could also play an important role in supporting learning throughout the topic. Interactive resources, short educational videos and images of the Solar System would help children to visualise concepts while encouraging them to ask questions and deepen their understanding. Children could demonstrate what they have learned through drawings, labelled diagrams, photographs of their work and short oral presentations, allowing them to share their knowledge in a variety of ways.
As part of developing a STEM-focused School Self-Evaluation (SSE), I believe it would be valuable for staff to review the STEM learning opportunities currently available throughout the school. Evidence could be collected through classroom observations, samples of children’s work, photographs and pupil feedback to identify areas of strength as well as opportunities for improvement. From this information, staff could agree on realistic targets, including increasing inquiry-based STEM lessons, providing more practical learning experiences and encouraging teachers to share effective classroom ideas with one another.
Overall, this module highlighted the importance of providing children with meaningful STEM experiences that inspire them to question, investigate, work together and reflect on their learning. I am looking forward to introducing more practical STEM activities in my own classroom while supporting the development of a school environment where curiosity, exploration and scientific thinking are valued from the earliest stages of education.
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This module focused on SSE and developing Science skills provides children with valuable opportunities to explore the world around them, develop curiosity and build confidence as young scientists. Through Working Scientifically observe carefully, make predictions, investigate and experiment, estimate and measure, sort and classify, recognise patterns, record and communicate their ideas. These skills encourage children to become active participants in their learning rather than simply receiving information. Designing and Making further develops creativity, problem-solving and independence as children explore possibilities, plan what they want to achieve, make and adapt their ideas, and evaluate the finished product. In a special-school setting, these skills can be developed through highly practical, sensory and play-based experiences, with pupils demonstrating understanding through looking, reaching, touching, choosing, communicating, manipulating materials and participating alongside others. Science helps children develop curiosity, critical thinking, communication, perseverance, creativity and a positive attitude towards learning, while giving them meaningful opportunities to understand and influence the world around them.
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I really enjoyed your post Bríd, I connected with your point about Science being an opportunity for children to actively explore and make sense of the world around them. In my own practice, I can see how important the practical and sensory elements are, particularly for pupils who may not always demonstrate their understanding through traditional ways of learning. Giving children opportunities to choose, explore, experiment and communicate in ways that are meaningful to them can really build confidence and a sense of independence. I also think the emphasis on curiosity and enjoyment is a lovely reminder that Science should be about discovering and wondering as much as developing specific skills.
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Module 4:
I have chosen the Hands-on Classroom Themed Activities as I think these would work really well with a Junior Infant class. I would like to use a space theme because I think the children would be very interested in learning about rockets, planets, stars and astronauts.
I would start by using space as an Aistear theme for the week. We could set up a space station in the role-play area where the children could pretend to be astronauts. They could make their own rockets using cardboard boxes and different recycled materials. We could also make astronaut helmets and space passports for the children to use during their play.
I would also include some simple hands-on activities. We could make rockets using paper cups or cardboard and do a simple rocket experiment with the children. We could look at pictures of the planets and talk about what they look like and how they are different. The children could also make their own planets using paint and paper plates. I think this would be a great way for Junior Infants to learn through play. It would give them opportunities to develop their language, creativity, problem-solving and teamwork skills. I would take photographs and record some of the children’s comments during the week to show their learning. I think the main thing would be to make the activities fun and allow the children to explore and ask questions in their own way.
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I would use the Hot and Cold activity with my Senior Infant class as a practical introduction to weather, temperature and fair testing. The children would investigate what happens to an ice cube when it is placed in a sunny area compared with a shaded area. Before beginning, I would encourage the children to observe, ask questions and make predictions about which ice cube they think will melt first. This would provide opportunities to develop important science skills such as questioning, observing, predicting, investigating, measuring and communicating results.
I would encourage the children to work together, discuss their observations and record their findings through drawings, photographs on the iPad and simple sentences. The activity could also be linked with Maths by comparing which ice cube melted faster. I feel this hands-on approach would make science meaningful and enjoyable for Senior Infants. It would also support the STEM focus on active, child-led inquiry and real-world problem-solving.
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The Hot and Cold activity is probably one I would use with my class. I’d turn it into an ‘ice cube rescue’ and tell the children we need to find the best place to hide an ice cube so it survives for as long as possible. Before we start, I’d let them explore the yard and choose where they think their ice cube would be safest. Somewhere sunny/under a bench/beside a wall/in the shade etc. I would expect some fairly confident opinions. Each group could choose a spot and we’d mark where the ice cubes were placed before going back at different times to check on them.
The interesting part would be seeing whether their predictions actually worked. We’d compare the cubes, talk about which had melted fastest and try to work out why. We’d also be introducing the idea of a fair test by using similar sized ice cubes and checking them at the same times as that’s an important part of the activity in the module.
I think it would work well with Infants because the problem is really simple: ‘Keep your ice cube alive’. There’s plenty of learning happening in a fun and engaging way, with lots of movement and investigation. -
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Module 4
Activity Set-Where do you live? and Weather
I chose this activity set as I know how engaging it would be for not just Junior Classes but could be used also right up through the school.
As I teach and live in Kerry we are no strangers to four seasons in one day and this activity is a perfect way to explore such a phenomenon.What clothes to wear?
Engage (Introduction & Storytime)
Objective: Connect students to their local geography and introduce the concept of changing weather.
Discuss that Kerry is located in the South West of Ireland, bordered by the wild Atlantic Ocean on one side and high mountains (like MacGillycuddy’s Reeks) on the other.
Explain that because of where Kerry is located, the weather likes to play tricks—it can change multiple times before lunchtime!
Storytime:
“The Rain Came Down” by David Shannon – A fantastic book to show how sudden weather changes affect everyoneInvestigate
Objective: Explore why Kerry’s weather is unique and unpredictable.
The Atlantic Ocean and the Mountains
Moisture travels across the ocean, bringing soft rain that keeps Kerry’s countryside famously green. Mountains catch clouds, which is why places like Killarney or the Dingle Peninsula can see rain and sunshine within minutes of each other.
Discuss how wind, sun, clouds, and showers happen back-to-back.The Next Steps
Objective: Apply engineering and design thinking to solve a real-world problem -Design the ultimate all-weather coat for an outdoor adventure in Kerry.
Provide students with a blank outline of a coat template on paper. Prompt students to include features that protect against Kerry’s specific elements:
How do we keep dry? (e.g., shiny waterproof coating).
How do we stay warm when the Atlantic breeze blows? (hoods, snoods).
What about when the sun pops out suddenly? (a built-in cap peak on the hood).
Let students use crayons, markers, cotton balls (for cosy lining), or tin foil (for shiny waterproof elements) to bring their coats to life.
Reflect
Check for understanding and encourage verbal expression of scientific ideas.
Questions for the Class:
What type of weather did we notice outside today in Kerry?
Why do our coats in Kerry need to be ready for both rain and sunshine?
Which special feature on your coat design is your favourite and why? -
<p class=”isSelectedEnd”>I selected the Weather Activity Set, integrating Animals in the Cold (ESERO 07), Investigating Children’s Coats (Curious Minds) and Hot and Cold (ESERO 12). These classroom activities are linked together to build naturally from one lesson to the next, allowing the children to explore how people and animals stay warm in cold environments.</p>
<p class=”isSelectedEnd”>Lesson 1 – Animals in the Cold:
The children will learn about animals that live in cold places, such as polar bears, penguins and seals. We will look at pictures and watch short Arctic clips before discussing where the animals live, what the weather is like and how they keep warm.</p>
<p class=”isSelectedEnd”>Lesson 2 – Clothes and Coats:
The children will then make a connection to their own lives by talking about the clothes they wear in cold weather, such as coats, hats, scarves and gloves. They will investigate their own coats by feeling the different materials and noticing whether they are thick, thin, soft or fluffy. We will discuss how coats help to keep our bodies warm.</p>
<p class=”isSelectedEnd”>Lesson 3 – Hot and Cold:
Building on this learning, the children will explore the difference between hot, warm, cool and cold. We will use containers of warm and cool water and safely explore how they feel. The children will then test different materials, such as wool, paper and bubble wrap, by wrapping them around containers to see which material helps to keep the warmth for longer.</p>
SSE Link – Bringing the Learning Together:
To conclude, the children will make connections between how people and animals keep warm. We will explore how coats protect us from the cold and compare this with how Arctic animals use natural features such as fur, feathers and blubber to stay warm. -
In our school we have decided that the focus of SSE for the coming year will be on the development of Science skills such as investigating, predicting and experimenting.
The first step will be to gather evidence, the thoughts and opinions of the staff, parents and students. This will be done through a variety of ways through staff meetings, discussions, questionaires, examining results and assessments.
Once the evidence has been gathered we will then look at this information and analyse it based on the students motivation, interest and engagement in their learning in Science. What is their attitude towards the subject and are students able to apply science skills in different situations.
Based on this information we will be able to identify the areas and skills that need to be improved and prioritised. A plan will then be made to target specific skills. A report will be compiled and shared among the school community.
The implementation of the plan will then proceed throughout the school. The plan will be reviewed and discussed regularly to make sure skills are improving and targets are being met.
I think this approach to improving science skills in our school will be the most practical and inclusive approach.
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Activity set: Where do you live (STEM/SEE Integration)
Engage: I would gather the children around our model village and encourage them to look closely at what we have created. Together, we would discuss what people need in a village, creating a needs and wants list. To add excitement, I would announce that an alien family from outer space is moving into our village and needs our help! I would ask the children to predict what the alien family might need to live safely and happily on Earth. What advice would we give them? Children could consider food, water, shelter, transport and places to play.
Investigate: Working collaboratively, children could draw and label the resources the aliens will need or design and construct a suitable house for them. They could identify features missing from our village and create models to add to it.
Share/Conclude: Groups would present their designs and explain their choices. I feel this playful investigation would develop problem-solving, creativity and communication while supporting geographical understanding of settlements, resources, human needs and our dependence on the environment.
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I would like to use the Science Skills and School Self-Evaluation (SSE) aspect of this module to develop a stronger STEM focus within my school. I particularly liked the idea that SSE can be used not only to identify areas for improvement, but also to recognise and celebrate what is already working well.
As a first step, I would gather evidence from pupils, teachers and parents, as well as reviewing pupils’ science work and reflecting on our current teaching practices. I would focus particularly on how often pupils have opportunities to develop skills such as questioning, predicting, observing, investigating, measuring, analysing and communicating.
Following this, I would analyse the evidence to identify strengths and areas for development. One possible target could be to increase opportunities for practical, inquiry-based investigations across all classes. We could then develop a STEM improvement plan with clear actions, responsibilities and timescales, and monitor its impact through pupil feedback, teacher reflection, photographs and examples of work. I feel this approach would help make STEM a more consistent and visible part of learning across the whole school.
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Activity set: Hands-on classroom themed activities
In my classroom I would explore the children’s understanding of ‘where they live and the weather they experience.’ We would begin by exploring a simple map and locating Ireland. We would discuss the weather types in Ireland and how it can affect lots of things.
We would then turn ourselves into weather detectives and explore the weather each day throughout the week by going to the yard. We would predict the weather before going out.
We would display our findings on a classroom weather chart using pictures and symbols. We would then look at patterns in the temperature and amount of rain we saw.
To take a further step towards a STEM-focused SSE I would encourage the class to ask their own questions about weather and investigate them through observation, experimentation and data collection.
We could make some rain gauges to bring outside with us each day. The class could test beforehand which materials are waterproof and best to use by doing the teddy on a rainy day experiment. -
I would use the Hot and Cold activity from the Esero downloadable resources with an infant classroom. I really like this activity because it involves spending time outdoors. Firstly, we would have a whole class discussion about hot and cold, sun and shade, summer and winter. How does it affect us, our clothes and activities? How does it affect animals and plant life? We would then begin our experiment. Children will predict whether the ice cube will melt faster in the sun or shade. After recording our results we will investigate outside. I will encourage the children to ensure both ice cubes are identical (beginning our understanding of a fair test.) We will discuss our results. We could also test the speed of the ice cube melting in summer vs winter. As a follow on maths lesson for older children we could graph our results. I also really like the story scenarios as a conclusion to the activity where children must decide whether it is hot or cold.
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