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Hi Brendan,
I really like this idea, especially the ice cube investigation as it makes the learning really hands-on and gives everyone a chance to get involved. I also like that the children make predictions first and then see if their thinking changes after the experiment. It’s a great way to show that getting a different result than expected is part of working scientifically! 🙂
For an inquiry-based activity, I would use a Sun and Shadows investigation. I would start by bringing the pupils outside in the morning and asking them to observe their shadows. Rather than explaining what will happen, I would ask them to predict whether their shadows will look the same later in the day and why.In small groups, pupils would trace or measure a shadow and record its length and direction. We would return to the same spot at different times throughout the day to take new measurements and compare them. Pupils could also take photographs to create a digital record of the investigation. I like this activity because the children are questioning, predicting, observing and gathering evidence themselves. At the end, we would discuss the results and see whether their original predictions were correct. I think this approach makes Science much more meaningful, as pupils are discovering the answer through their own investigation rather than simply being told it.
Hi Siobhan,
I really like this idea, especially starting with Maisy’s Rocket to introduce the topic. Giving the children a range of materials and the freedom to create their own designs would make it really hands-on and creative. I also love the idea of displaying the finished rockets as if they are blasting off to the moon – the children would be so proud seeing their creations displayed! 🙂
I would choose the Rockets activity set as I think it would be a really fun and engaging activity to use with 6th Class. The module gives a number of different ideas for exploring rockets, including paper rockets, balloon rockets, foam rockets and Rocket Mouse.I would start the lesson by showing the pupils a video of a rocket launch and asking them what they already know about rockets and how they move. The children would then work in groups to design and create their own paper rockets. Before testing them, they would predict which designs they think will travel the furthest and explain why. We would then bring the rockets outside to launch them. Pupils could measure the distance each rocket travels and record their results. Afterwards, they could make changes to their designs and test them again to see if they could improve them. This would also introduce the idea of carrying out a fair test, which is highlighted in the module. I think this would be a great activity because it is very hands-on and pupil-led. It also naturally combines Science and Maths, which is one of the key aims of the module. It would give the children a chance to work together, problem-solve and learn through trial and error, while making Space Week enjoyable and memorable.
Hi Una,
I really like this idea, especially the sorting activity, as it gives the children a chance to discuss their choices rather than just being given the answers. The PowerPoint would also be a great visual introduction for infants. I like how you have combined discussion, hands-on learning and art, while still keeping the science focus clear and age appropriate 🙂
I would choose the online resources and tools, particularly Stellarium, as I think this would be really engaging to use with 6th Class. The module highlights Stellarium alongside resources such as Milo and Marvin and ESA Kids as digital tools that can support the teaching of Space. I would introduce Stellarium on the interactive whiteboard first and allow the pupils to explore what the night sky looks like from our location. I think pupils would really enjoy identifying different stars and constellations and seeing how the sky changes depending on the date and time. After some whole-class exploration, I would allow pupils to use their Chromebooks in pairs to investigate a particular star or constellation. Each pair could record some interesting facts about what they find and then share their findings with the class. I would encourage pupils to ask questions throughout the activity and use these questions to guide further investigation. I particularly like this activity because it combines Science and digital learning in a meaningful way. It would give pupils more independence and allow them to explore Space in a way that would be difficult to recreate using a textbook alone. It would also encourage curiosity, questioning and communication, which are important science skills highlighted throughout the module 🙂
Hi Elaine,
<div class=”” data-turn-id-container=”33368959-8b39-427f-90de-62ca6b242308″ data-is-intersecting=”true”>I really like this idea, especially using Aliens Love Underpants as a starting point! The sensory play would be such a fun way for younger children to explore the topic while developing oral language and early maths skills at the same time. I also love that the activity uses simple, inexpensive materials and could easily be adapted depending on what is available in the classroom.</div>I would choose the Stars activity set, particularly the Draw Your Own Constellation activity. The module includes a number of hands-on activities around stars and constellations, including making the Plough, exploring constellation shapes and stories, and creating your own constellation. I think this would work really well with 6th Class because it combines Science with creativity and imagination. I would begin by exploring some well-known constellations with the class and discussing how people have identified shapes and created stories around groups of stars. Pupils could then work individually or in pairs to look at a random arrangement of stars and decide what shape or image they can see. They would connect the stars to create their own constellation, give it a name and write a short story explaining its meaning. The module provides a specific template for this activity, which would make it very easy to introduce in class.
I would then have pupils present their constellation to the class and explain the thinking behind their design. This could also be extended digitally, with pupils recreating their constellation on their Chromebooks and adding it to a class slideshow. I particularly like this activity because there is no single correct answer, so every pupil can participate successfully. It combines scientific learning with creativity, communication and spatial awareness, while still allowing pupils to explore stars and constellations in an enjoyable way. The module also highlights links between STEM activities and both Maths and Science skills, which I think this activity could support really naturally.I really like this idea, especially starting with the black rabbit as it gives the children a fun introduction before doing the investigation. I think the outdoor element would work really well too, as the children are learning through actually exploring and experimenting rather than just being told how shadows work. I also love the idea of tracing their shadows and coming back later to see how they have changed. There are so many opportunities for oral language, maths and art without making it feel like separate lessons. Definitely an activity I would try!
I would choose the Sun and Shadows activity set as I think it would be a really enjoyable and practical activity to complete with my 6th Class. I would use it as an opportunity to take the learning outside the classroom and allow the children to investigate how shadows change during the day for themselves.I would start by asking the pupils what they already know about shadows and why they think they change. In small groups, pupils would then go outside at different times during the school day to observe and measure the shadow of the same object. They could record the length and direction of the shadow and take photographs to keep a digital record of their investigation. I think this activity would work particularly well because the pupils are actively involved in discovering the learning rather than simply being given the information. Before each observation, I would ask them to predict what they think will happen next and then compare this with their actual results.
At the end of the activity, each group could discuss their findings and create a simple digital presentation showing their photographs and observations. I think this would be a fun and engaging way of developing scientific investigation, teamwork, observation and digital skills, while also making good use of outdoor learning.Hi everyone, my name is Aisling and I will be teaching First Class in Dublin 15 this year. My space fun fact is that a day on Venus is longer than a year on Venus! Venus takes about 243 Earth days to rotate once, but only about 225 Earth days to orbit the Sun
Climate change is becoming increasingly visible in Dublin 15 through heavier rainfall, more frequent flooding, warmer summers and changes to local biodiversity in areas such as the Tolka Valley and Phoenix Park. These local examples provide meaningful opportunities for pupils to understand that climate change is not just a global issue but one that directly affects their own community. In my classroom, I would engage pupils by carrying out local environmental walks, investigating weather patterns, completing biodiversity surveys and discussing how human actions influence the environment. This would encourage inquiry, critical thinking and active citizenship.
There are many small actions we can all take to help slow climate change. Firstly, reducing waste through reusing and recycling helps minimise landfill and pollution. Secondly, choosing sustainable transport such as walking, cycling or public transport reduces carbon emissions. Finally, conserving energy by switching off lights and reducing unnecessary electricity use can make a significant difference over time.
This lesson would help pupils develop environmental awareness while fostering a sense of responsibility for their local and global community. It would empower them to recognise that even small actions can contribute to positive change.
The Department of Education modules have reinforced the importance of embedding sustainability, global citizenship and pupil voice across the curriculum. These learning experiences could feed into our School Self-Evaluation process by informing environmental targets, strengthening student participation and supporting whole-school initiatives that promote sustainable practices and climate action.
Hi Sarah ,
I really liked how you linked the global issue of climate change to the changes pupils can see in their own local environment. I agree that making learning relevant to children’s everyday experiences, such as observing local biodiversity or investigating flooding, helps them better understand the impact of climate change and encourages them to become active, responsible citizens. I also think your point about using School Self-Evaluation to promote sustainability is important, as it ensures these initiatives become embedded across the whole school rather than being isolated lessons
I really enjoyed reading your post. I think your example of the library creating events for refugee children shows how small community actions can have a huge impact on helping people feel welcomed and valued. I love the idea of inviting refugee families to take part in intercultural days in school, as it gives children the opportunity to learn from each other and celebrate different backgrounds. This links really well with SSE as it promotes inclusion, belonging, and student wellbeing while helping children develop empathy and become more aware global citizens.
In my area, organisations such as Dublin City Volunteer Centre and the Irish Refugee Council work to support refugees and people seeking international protection. They provide practical advice, education, and opportunities to help people settle into their new communities. Seeing the work these organisations do highlights how important it is for schools to play a role in creating a welcoming environment.
In our school, we could encourage students to learn about different cultures through stories, art, music, and class discussions. We could also organise a welcome project for new families, take part in fundraising events, or invite local organisations to speak to students about the experiences of refugees. These activities help children develop empathy and understand the importance of kindness and inclusion.
This fits well with our School Self-Evaluation process, particularly around promoting inclusion, wellbeing, and respect for diversity. By reflecting on how we support all students and creating opportunities for children to take positive action, Development Education can become a meaningful part of everyday school life and help build a caring, inclusive school community.