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I love the story Aliens love underpants, it is one of my son’s favourite stories for bed time reading. I would love to use it into a lesson.
I really like the idea of bringing music into the lesson by singing a song. I will look for opportunities to do this in my lessons.
Activity Set: The Sun and Shadows – Senior Infants
I would begin by asking open-ended questions such as, “What is a shadow?”, “When do we see shadows?”, and “Do shadows change?” The children would share their ideas and make predictions before investigating.
We would go outside on a sunny day, where children would work in pairs to trace each other’s shadows with chalk. Later in the day, we would return to trace the shadows again and compare the changes. This would help children discover that shadows change in size and direction as the Sun appears to move across the sky.
Back in the classroom, the children would discuss their observations and record their findings through drawings and simple sentences. They would also explore shadows indoors using torches and different objects. This inquiry-based activity develops observation, prediction, communication, and problem-solving skills while encouraging children to actively construct their understanding through hands-on exploration.This looks like a great lesson. I will look to try to adapt it to a senior infant class in September.
Inquiry-based activity:
I would ask my senior infant class “What Can We Discover About Space?”. I would begin by showing pictures of planets, stars, astronauts, and rockets and asking open-ended questions such as, “What do you notice?” and “What do you wonder?” The children would share their ideas and questions, helping to guide our learning. In small groups, they would explore books, videos, and simple models to investigate topics such as the Moon, planets, or how astronauts live in space. They would sort pictures, create space-themed artwork, and build rockets using construction materials. Throughout the activity, I would encourage discussion, prediction, and problem-solving by asking questions that extend their thinking. At the end, each group would share what they discovered with the class.
Hi my name is David and I am excited to get stuck into this course. My fun fact about space is that there are more stars in the universe than grains of sand on Earth.
In our class we will discuss Robert Boyle. We would learn that he is known as one of the founding figures of modern chemistry. We would learn that he is most famous for Boyle’s Law, which describes the relationship between gas pressure and volume, he made important contributions to the scientific method through careful observation and experimentation. In the classroom, I would use Boyle as inspiration to spark curiosity and develop investigative skills. We would explore simple air pressure experiments, such as using syringes to demonstrate how gas compresses. Students could also test how much air a balloon can hold under different conditions, recording and graphing their findings. We would link Boyle’s method of questioning and testing ideas to our own process of making predictions, conducting fair tests, and drawing conclusions. Through storytelling about Boyle’s life and discoveries, students would see how science involves wonder, questioning, and problem solving skills that they can use to become young scientists.
My lesson is inspired by the suspension bridge at Birr Castle Demesne. I would plan a class challenge for 3rd class students to design and build their own model bridges using simple materials like string, cardboard, and lollipop sticks. First, we would explore photos and discuss the structure and function of a suspension bridge. Students would work in small groups to sketch designs, estimating lengths and discussing balance and weight. We would integrate maths by measuring materials, comparing lengths, using rulers to draw straight lines, and applying multiplication to calculate total lengths needed. Students would record their results in tables and create simple bar charts to show which bridge held the most weight. They would reflect on their process using mathematical language like “symmetry,” “length,” and “balance.” The lesson would end with a showcase of bridges, encouraging peer feedback and reinforcing problem-solving, teamwork, and core maths skills in a fun, practical way. Once the lesson is finished and all the bridges are showcased to the rest of the class, we could also have a fun competition to see what bridge is the strongest by putting weight on the bridges.
I really like the active element to this lesson. It sounds like it would be a lot of fun and very engaging.
To conduct a seasonal biodiversity project using Flower Insect Timed Count with my 3rd Class in the next school year, I will plan outdoor sessions once or twice per month (maybe even more) from spring to summer. The children will observe a chosen flowering patch for 10 minutes, counting pollinators like bees, flies, and butterflies. We are luckily enough to have our classroom right beside the school garden. We will record data using the National Biodiversity Data Centre’s FIT Count sheets and submit findings online. We will use a range of resources to let the kids have a real hands-on approach. I feel that using these materials will make it more engaging. The resources that the children will use include clipboards, ID charts, magnifying glasses, pencils, stopwatches. I will select the same school garden patch each time to track seasonal change. Each session will include observation, recording, and follow up discussions. This will integrate well with a lot of other subjects.
Maths: Tallying/counting insects, graphing results (Data)
Science: Life cycles, habitats, and environmental care
English: Nature journals and report writing
Art: Drawing flowers and insects
Geography: Weather tracking and map plottingI really like the use of ICT to identify the leaves/plants using the tablets. I will try to incorporate that in my lessons in the next school year.
To plan a map making lesson for a Senior Infant class, I would begin with a short, engaging story involving a treasure hunt to spark curiosity. I would introduce basic map concepts such as symbols, landmarks, and directions using visual aids. Using the classroom or school grounds as a reference, we would explore and discuss familiar features like the teacher’s desk, doors, and playground. Next, I would guide students in drawing simple maps of the classroom, labelling key items with symbols. To incorporate Google Maps, I would project it on the Interactive whiteboard and zoom into our school’s location. We would identify places like the school, local shops, or parks. This would help children understand real world connections to mapping. Finally, students could create their own “home to school” journey map. Activities would be hands on, visual, and discussion based. There is also a section in the Small World first class book that I would use to reinforce what we learned.
I think the engagement in this lesson is very good. The questions about the map really allows the kids to get stuck in to the lesson.
To inspire my 5th class pupils, I would begin the lesson with a question: How can a telescope “listen” to space? Introducing the I-LOFAR radio telescope, I’d explain that it doesn’t use glass lenses, but picks up invisible radio waves from space. We’d explore the difference between sound and light waves using simple, hands-on activities: using slinkies to model wave motion, tuning forks to explore vibrations, and torches with prisms or water to show how light bends. Pupils would test how sound travels through solids, liquids, and air, then compare this with how light travels. To connect with I-LOFAR, we’d use a radio to show how invisible waves can carry signals. We’d finish with a creative challenge: in groups, pupils design their own “space listening device” using recyclables, explaining how it might “catch” a wave. Visuals, pair work, and clear language ensure accessibility, supporting curiosity, discovery, and scientific thinking.