Forum Replies Created
-
Posts
-
I would use a lesson based on animals living in the cold and cold climates to help the children learn about The World We Live In. The lesson will begin by reading a book about Tom Crean’s journey to Antarctica. The story will help the children learn about one of the coldest places in the world and the challenges people face there. It will also introduce them to the animals, weather and environment of Antarctica. The children will talk about what they notice in the story and share what they already know about cold places.
The children will then become weather scientists by observing the weather outside the classroom. They will look at the temperature, the wind and the clouds and compare the weather in Ireland with the weather in Antarctica. They will learn that scientists use weather information to help people and protect the environment.
Next, the children will learn about animals that live in cold places, such as penguins and seals. They will explore how these animals stay warm by looking at their feathers, fur or blubber. As a STEM activity, the children will test different materials to find out which one keeps an ice cube cold for the longest time. They will make predictions, carry out the investigation and record their results.
The children will also work in groups to design and build a shelter for an Arctic or Antarctic animal using classroom materials. They will test their shelters and think about how they could make them stronger or warmer. This will help them understand how engineers solve real-life problems.
Throughout the lesson, the children will use maths to measure and compare, English to talk and write about their learning, and science to investigate and ask questions. They will make connections between what they learn in the classroom and the real world by learning about scientists, engineers, weather forecasters and explorers like Tom Crean.
To support STEM-focused School Self-Evaluation, the children will reflect on their learning by thinking about what they discovered, what worked well, what they would change next time and how they worked with others. This will help them develop problem-solving, teamwork and thinking skills while making learning meaningful and enjoyable.
Space and Aliens
To introduce the topic of space and aliens, I would begin by reading the story Aliens Love Underpants with the class. Before reading, I would encourage the children to share what they already know about space and ask them questions such as what they think an alien might look like and where they think aliens live. This would help to spark their curiosity and encourage discussion. During the story, I would pause at different points to ask prediction and comprehension questions, allowing the children to engage with the text and develop their listening and communication skills.
Following the story, we would discuss the different characters and events, focusing on the imaginative way the author presents aliens. The children would be encouraged to describe the aliens using a range of vocabulary and compare them with humans. This discussion would also provide opportunities to introduce simple space-related vocabulary, such as planets, stars, rockets, astronauts, and galaxies.
The main activity would involve the children creating their own alien artwork. They would be encouraged to use their imagination to decide what their alien looks like, including how many eyes, arms, or legs it has, as well as its colours and unique features. Once their artwork is complete, each child would have the opportunity to talk about their alien by giving it a name, describing the planet it comes from, and explaining what makes it special. This would encourage creativity while also developing oral language and confidence when speaking in front of others.
To extend the learning, the children could take part in imaginative role-play by pretending to travel through space on a mission to meet friendly aliens. They could work together to solve simple problems, explore new planets, and create stories about their adventures. This type of play encourages collaboration, communication, and imaginative thinking while reinforcing the theme introduced through the story.
I love the idea of using the bear and the torch shadows and plan to use this lesson in my classroom next year.
The sun and shadows
Infant classes
This lesson uses Can’t You Sleep, Little Bear? by Martin Waddell to introduce the topic of the Sun and shadows. The story helps children explore feelings about darkness while providing a natural link to learning about light and how shadows are formed.
The lesson begins by showing the cover of the book and asking the children to predict what the story might be about. During the reading, I would pause to discuss Little Bear’s feelings and ask how Big Bear helps him feel safe. This encourages oral language, comprehension and discussion about light and darkness.
After the story, I would explain that the Sun is our main source of natural light and that shadows are made when an object blocks light. Using a torch and a teddy bear, I would demonstrate how a shadow is formed and ask the children to predict what will happen when the light or object is moved.
If the weather is suitable, the children would go outside to observe their own shadows. They would notice how their shadows move and change shape as they move. This hands-on investigation helps them understand the relationship between the Sun, light and shadows.
To finish, the children would draw themselves with their shadow, making sure to include the Sun. We would end with a class discussion about what they learned, reinforcing that the Sun gives us light and shadows are created when light is blocked. Throughout the lesson, I would assess learning through questioning, observation and the children’s participation in discussions and activities.
Excellent lesson that is always taught in schools- children love the hands on nature of this lesson and love exploring with water
inquiry-Based Science Lesson: Exploring Gravity
For my inquiry-based science lesson, I would focus on teaching children about gravity. I believe gravity is an ideal topic because it is a concept that children can easily relate to through their everyday experiences, while also sparking their curiosity about the world around them. The topic naturally encourages children to ask questions, make predictions, and investigate through hands-on learning.
To begin the lesson, I would introduce the topic by discussing space and exploring the children’s prior knowledge. I would ask open-ended questions such as, “What do you know about space?” and “Have you ever seen astronauts floating?” This would help to activate their existing knowledge and encourage discussion.
Next, I would show short video clips and images of astronauts floating, eating, drinking, and sleeping aboard a spacecraft. The children would be encouraged to observe carefully and discuss what they notice. I would ask questions such as, “Why do you think the astronauts are floating?” and “Why don’t they stand on the floor like we do?” These discussions would naturally introduce the concept of gravity.
Following this, we would watch a short, age-appropriate song about gravity to reinforce the concept in an engaging way. We would then discuss gravity as a force, explaining that a force is a push or a pull, and that there are many different types of forces that help objects move. Together, we would brainstorm examples of pushes and pulls that children experience in everyday life.
To make the learning more meaningful, the children would participate in a simple practical activity. They would stand up and jump into the air before discussing what happened when they jumped. I would guide them to recognise that they always return to the ground because gravity pulls them back down. We would also throw a variety of objects into the air and observe how they all fall back to the ground. This would reinforce the idea that gravity acts on all objects and keeps people, animals, and everyday objects on Earth’s surface instead of floating away.
The main inquiry activity would involve children working collaboratively in pairs to investigate how different objects fall. They would be provided with a selection of materials of different sizes, shapes, and weights and asked to make predictions before testing each object. They would observe whether some objects appear to fall faster or slower than others and discuss possible reasons for their observations. Through questioning and discussion, children would be encouraged to consider factors such as an object’s size, weight, and shape, and to think about whether there are ways to make an object fall more slowly, such as by increasing its surface area. Throughout the investigation, children would record their observations and share their findings with the class.
To extend learning, a follow-up lesson would introduce magnets as another example of a force. Working in pairs or small groups, children would use magnets to investigate which classroom objects are magnetic. They would test a range of materials, record their results, identify patterns, and discuss why some objects are attracted to magnets while others are not. This follow-up activity would help children understand that gravity is one of several different forces that influence how objects move and interact.
Overall, this inquiry-based approach encourages children to ask questions, make predictions, investigate through practical activities, communicate their ideas, and develop a scientific understanding of gravity through active exploration rather than direct instruction alone.
Hi I’m Sharon. I will be teaching second class next year and my favourite space fact is I was in Florida and got to see the rocket take off this year in real life and visit the space centre to learn lots of space facts
Great research question- Cork city has really been affected by flooding the last few years and will need to learn to defend itself against flooding in the future
The research question I would discuss and look at with my infant class is methods we can use to reduce our carbon footprint.
To begin the lesson I would ensure the children are aware of what a carbon footprint is and how every little thing we do can reduce the carbon footprint in our planet. I We would have a circle time to discuss the carbon footprints and would tell the children they are climate detectives and to brainstorm ways to reduce it.
We can walk/ cycle/ scoot to school and to the shops.
We can plant trees in school every year on national tree day
We can ensure everyone in school recycles
We can conserve water in school- brush our teeth and not run the water when it is not needed.
We can plant plants in our school grounds that produce oxygen.
We can turn lights and technology things off when we are not using them in school.Then the class will create posters to remind everyone in school to work together for our planet.
Children can ue voice typing technology or canva or photostory to inform others in the school community of their work as climate detectivesUsing EO browsers in the classroom for Earth science and geography lessons. The browser is user friendly and free and allows you to explore satellite images.It provides easy access to high-resolution images and data about land and water.
It allows the children to investigate their local environmental and changes to the Earth. It lets children compare satellite images from different dates, locations. The children can see the results of natural disasters. For example, the fires in la. The children can see the images of the neighbourhood before and after the disaster. The children can also observe the effects of deforestation and monitor urban growth. The children will love to see that their community used to be areas of farm land. They can compare and discuss how things around their school has changed or what has stayed the same.I like to hear that it is easy to download and there is a free trail. I think everyone would love to hear how many satellites are passing over Ireland at the moment.
The film home is an excellent documentary. It shows us lots of beautiful images of our beautiful planet using aerial footage from over 50 countries. The narrator is a reflective tone and allows us an opportunity to think about what we are doing to our planet- deforestion, pollution, over consumption and climate change. The video explores the links between life on Earth and the impact humans are making on the environment. It highlights that we are at a critical time for our planet before the damage becomes irreversible. We should not forget during the covid period when humans were not allowed leave their homes- that wildlife returned to areas where they had not been seen in years and pollution in certain areas reduced greatly.
The video includes the challenges and encourages all humans to respond to save our shared home.
Climate change can be discussed in classes using stories for younger classes and songs about the planet.
I would show videos such as Greta Thunberg speaking.
I would encourage classroom discussions and creating posters.
I would also encourage groups to calculate their carbon footprints and discuss ways to reduce itI agree Sinead allowing children time to reflect on their actions and build awareness is very important. It also allows children to become responsible for the environment in a mindful and appropriate way
The Paxi video is a simple and clear method to teach young children about greenhouse gases and climate change. It is age appropriate for young children as it teaches them the facts without putting fear in children. There is lots of activities that can be used with a class such as temperature prediction- what will happen if the temperature continue to rise, what will happen to animals, what will happen to the ice.
After the class watches the activity- older classes could write reports on climate change or greenhouse gases. With a younger class, I would ask them to draw a picture and create posters on climate change and greenhouse gases. We could also start a walk on Wednesday or cycle campaign. The children can see how little decisions can help the environment