Forum Replies Created
-
Posts
-
Hi Rohana, I really like how you’ve used the Rocket Mouse experiment — it’s such an engaging and memorable way for children to explore how rockets launch. The idea of using your Friday Box materials is great for encouraging creativity and sustainability, while also making the project feel special. I think letting the children decorate their rockets adds a personal touch and keeps them excited for the launch. I also like how you’ve planned for them to test different sized bottles — that’s a brilliant way to introduce the concept of variables and fair testing in a simple, hands-on way. Your questions about pressure and launch height really get them thinking scientifically, and recording and sharing findings at the end is a lovely way to consolidate their learning.
I would use forces and motion in a fun, hands-on way. We would begin by watching a short rocket launch video to spark excitement, then explore different toy rockets in the classroom. I would demonstrate how air pushes the balloon rocket along the string, linking it to the idea that rockets use force to move. In small groups, children would help set up the string track, inflate the balloon, and predict how far it will travel. We could experiment by changing the balloon size or string angle, encouraging simple fair-test thinking. After each launch, we would measure the distance with metre sticks and record results using tally marks. This activity combines science, maths, and teamwork, while building vocabulary like “force,” “push,” and “distance.” To extend learning, children could draw their own “dream rocket” and share its imaginary mission.
Hi Ciara, I really like your weather station idea — it’s such a practical and engaging way to connect science learning with the real world. I think the fact that children get to actually build the instruments themselves makes the learning much more meaningful and memorable. Using everyday materials like bottles, cups, and fabric not only keeps costs low but also encourages creativity and problem-solving. I like how you’ve included the decision-making process of choosing the best location for the station — that’s a great way to build observation skills and critical thinking. Visiting it daily to track changes over time is perfect for developing a routine of scientific observation, and it’s lovely how this could become a whole-school project linking science, geography, and engineering.
I would use the Investigating Children’s Coats activity to explore materials, insulation, and suitability for different weather conditions. I would begin by asking the children what makes a “good” coat and when we might need different types. Working in small groups, they would examine a range of coats, noting features such as fabric type, thickness, fastening, and lining. We would then design a fair test to see which coat keeps a teddy warm the longest by placing hot water bottles inside each and checking the temperature after a set time. This investigation promotes questioning, predicting, measuring, and recording skills. After analysing the results, pupils could design their own “perfect” coat for winter or rainy days, taking into account practicality and style. This activity integrates science, maths, and design while encouraging children to think critically about everyday objects and their purpose.
Hi Katie, I really like how you’ve structured your stars lesson — starting with open-ended questions is such a great way to spark curiosity and connect to the children’s own experiences. The mix of discussion, visuals, and storytelling really helps to make the topic engaging and accessible for younger learners. I think using a planetarium video alongside well-known constellations like the Big Dipper and Orion will make the night sky feel more real and exciting for them. The hands-on element of recreating constellations with chalk or crayons on black paper is a lovely creative touch, and it’s a great way to reinforce what they’ve learned. Finishing with There Is No Place Like Space ties the lesson together beautifully while adding a fun, literacy-rich element.
For this module, I would use the “Draw Your Own Constellation” activity from the Stars set. I would begin by showing the children images of well-known constellations, such as the Plough or Orion, and explaining how ancient cultures used the stars for navigation and storytelling. Using black card and chalk or white crayon, children would first recreate a real constellation, then design their own by connecting star “dots” to form a picture. They would name their constellation and create a short myth or story about how it came to be in the sky. This combines science with creativity, language, and art, allowing children to see the stars as both a scientific and cultural phenomenon. By linking the activity to the night sky they might see at home, it encourages observation beyond the classroom and fosters curiosity about astronomy.
Hi Laura, I love how you combined music, art, and science in your project — it’s such a creative way to bring space to life for children. Using Holst’s The Planets is a brilliant idea because it invites them to use their imaginations and connect emotionally with each planet. I think the way you encouraged them to “travel” in their minds during each piece was really powerful, and I can see how that would inspire such vivid and varied responses. The digital slideshow with their artwork and the music must have been a wonderful keepsake for families, and it’s a lovely example of integrating the arts into STEM learning. Your activity really shows how space can be explored through multiple senses while developing creativity, listening skills, and storytelling.
I would use The Spherical Earth activity to help children visualise our planet’s shape and challenge the idea of “up” and “down.” I would begin with a role-play using a penguin, a polar bear, and a globe. Each animal would ask the other why they don’t fall off the Earth, sparking discussion. Next, children would create an Earth mosaic by colouring templates with landscapes above the dashed line and seabeds or rocks below. Once cut out, the pieces would be arranged in a large circle on the floor. This visual and collaborative element makes it clear that “up” and “down” depend on perspective. I like this activity because it uses art, geography, and science together, while encouraging teamwork and questioning. By linking to astronauts’ view of Earth from space, children can see our planet as a shared home, no matter where people live.
Hi Justyne, I really like your “Shadow Detectives” idea…it’s such a hands-on and engaging way to explore light and materials. I agree that giving children the opportunity to predict, test, and record findings really helps them take ownership of their learning. I like how you’ve built in prompts to guide their thinking without giving them the answers, as this encourages deeper questioning and curiosity. Linking the results to everyday objects like windows or sunglasses is also a great way to make the learning meaningful and memorable. I think the activity would work well in pairs or small groups, as children can share ideas and compare results. It’s a lovely way to develop observation skills and teamwork while having fun.
My name is Clodagh Murphy and I’m a primary school teacher living in a Gaeltacht area. I’ve been teaching Senior Infants for the past three years, and I love the curiosity and energy that comes with working with junior classes. My favourite space fact: A day on Venus is longer than its year! Venus takes about 243 Earth days to rotate once, but only about 225 days to go around the Sun.
For my inquiry-based activity, I would use the “Oops… I dropped it!” lesson from the Curious Minds/ESERO Framework. I’d start by dropping an object and asking the children what happened and why. We’d then test different objects, predict which would fall fastest, observe what happens, and record our results with pictures. This would lead into talking about gravity and how things might fall differently on the Moon, linking science, maths, and language skills in a fun, hands-on way.
Hi Fiona, I completely agree with your points. It’s true that gender stereotypes start shaping children’s preferences long before they enter school, often influenced by family and society. Your approach of using gender-neutral games like draughts and UNO is a great way to break down those early divides. Representation really matters, and it’s eye-opening how school resources and textbooks often focus heavily on male figures, especially in subjects like art. Highlighting female role models and less-known artists, as you did with the exhibition, is so important to broaden students’ perspectives. When children see diverse examples, it challenges their assumptions and opens up more possibilities for their own identities and futures.
Hi Luke, I completely agree with your points. Your examples of heavy rainfall, flooding, and storm impacts really highlight how climate change is already affecting rural communities. I love your idea of a “local climate diary” and involving older family members—this makes learning both personal and intergenerational. The focus on farming solutions like cover crops is so relevant for pupils from agricultural backgrounds and shows them that adaptation is possible. Your suggested actions—planting trees, reducing single-use plastics, and supporting sustainable farming—are practical, achievable steps that could make a real difference both locally and globally.
In my local area in Cork, climate change is increasingly noticeable through unpredictable weather patterns, heavier rainfall, and more frequent flooding. This affects local farming, disrupts transport, and even impacts biodiversity in nearby rivers and fields. I would engage pupils by starting with a “climate detectives” project—collecting local weather observations, interviewing older residents about changes they’ve noticed, and researching how these link to global climate trends.
Three actions we could take in school to slow climate change:
Reduce waste – introduce a “zero waste” lunch policy and a recycling/composting station.
Plant native trees and pollinator-friendly plants – boosting biodiversity and carbon capture.
Lower our energy use – switching off devices and lights when not in use.Through project-based learning, students would present findings at assembly or to parents, empowering them to see that local action contributes to global solutions. This approach links learning to real-life impact.
Hi Odhran, I really enjoyed reading your post. It’s great to hear how SARI and the Irish Refugee Council are actively supporting schools in your area, especially through workshops that bring real engagement and understanding. I think your Culture Week sounds like a fantastic initiative—it’s such a positive way to celebrate diversity and encourage students to share their stories. Integrating refugee experiences into subjects like CSPE, SPHE, and History, as you mentioned, is such a powerful way to connect learning with real-world empathy. It’s inspiring to see how your school is fostering an environment where every student feels valued and included.
In my local area, the Irish Red Cross works closely with refugees and asylum seekers, providing housing, language support, and integration assistance. There is also a nearby MASI (Movement of Asylum Seekers in Ireland) group that advocates for refugee rights.
Our school could support these efforts in several ways. We could run a welcome project, where students prepare multilingual greeting posters, organise a cultural exchange day, and create “welcome packs” with local maps, children’s books, and small essentials. Linking with the Irish Red Cross, older pupils could arrange a fundraiser—such as a charity walk or bake sale—to support refugee services. Classroom lessons could explore migration stories, encouraging empathy and understanding.
By engaging with these initiatives, students learn about global displacement, human rights, and solidarity. They also see that small, local actions—like a friendly welcome—can have a big impact on someone’s ability to feel at home in a new place.
