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Developing science skills through hands-on learning is an important part of creating an engaging and effective STEM environment in the primary classroom. As a teacher of Second and Third Class, I would use themed STEM activities to encourage pupils to ask questions, investigate, predict, observe, record results, and communicate their findings. Activities linked to topics such as space, weather, plants, or forces provide meaningful opportunities for children to develop these skills through practical exploration.
Online resources and digital tools can further enrich learning. Interactive simulations, short educational videos, digital quizzes, and pupil-friendly research websites can help explain scientific concepts in an accessible way. Pupils could also use tablets to photograph investigations, record observations, or create short presentations to share their learning. These digital records would provide valuable evidence of progress and encourage pupils to reflect on their work.From a School Self-Evaluation (SSE) perspective, I would support the development of a STEM-focused approach by encouraging greater collaboration among staff, sharing successful classroom practices, and identifying opportunities to integrate STEM across different curriculum areas. Collecting examples of pupils’ work, teacher observations, and pupil voice would help evaluate the impact of STEM initiatives and identify areas for further improvement. I would also encourage links with local STEM events or science initiatives to provide authentic learning experiences.</p>
Overall, I believe that combining practical investigations with digital technology creates a positive learning environment where pupils are actively engaged and motivated. A whole-school commitment to developing STEM through the SSE process would help build pupils’ confidence, curiosity, creativity, and problem-solving skills while fostering a lifelong interest in science and learning.The Space and Aliens activity is an exciting and imaginative way to introduce pupils in Second and Third Class to the topic of space while encouraging creativity, scientific thinking, and collaboration. I would use this activity as part of a themed unit on Space, allowing children to explore the planets, stars, the Moon, and the possibility of life beyond Earth through age-appropriate discussion and inquiry.
To begin the lesson, I would ask pupils what they already know about space and whether they think aliens could exist. This would encourage children to share their ideas and make predictions while recognising the difference between facts and imagination. Pupils could then work in small groups to design and create their own alien, thinking about the environment it might live in and the adaptations it would need to survive on its planet. This would provide opportunities to discuss how living things adapt to different habitats and link science with creative thinking.
The activity could be integrated across the curriculum by having pupils write a short story or diary entry from the perspective of their alien during English lessons. In Visual Arts, they could construct alien models using recyclable materials or create colourful space scenes. Mathematics could be incorporated by exploring 2D and 3D shapes while building alien spacecraft or by collecting and presenting class survey data on favourite planets. Digital technology could also enhance learning, with pupils using tablets to research planets, create digital drawings, or record presentations explaining their alien’s features and habitat.
I feel this activity would be highly engaging for Second and Third Class pupils because it combines scientific exploration with imagination and creativity. It encourages questioning, teamwork, communication, and problem-solving while helping children develop a greater interest in space and science through enjoyable, hands-on learning experiences.
This is a lovely lesson. Thanks for the inspiration. I am going to try it on my return to school in September.
The Sun and Shadows activity is a practical and engaging way to introduce pupils in Second and Third Class to the concepts of light, shadows, and the movement of the Sun. I would use this activity as an inquiry-based science lesson where pupils are encouraged to make predictions, observe carefully, and discuss their findings.
Before going outside, I would ask the children questions such as, “Where do you think your shadow will be?” and “Will your shadow stay the same all day?” Pupils would record their predictions before working in pairs to trace each other’s shadows with chalk at different times during the school day. They would measure the length of their shadows using metre sticks or measuring tapes and record their results in a simple table.
Back in the classroom, we would compare the measurements and discuss why the shadows changed in both length and direction. This would help pupils understand that shadows change because the Sun appears to move across the sky as the Earth rotates. The lesson would encourage children to use scientific language such as light source, shadow, predict, observe, and measure while developing their observation and recording skills.
To extend the activity across the curriculum, pupils could use Mathematics to compare measurements and create simple bar charts showing the changes in shadow length. In Visual Arts, they could create silhouette drawings or shadow-inspired artwork. Digital technology could also be incorporated by allowing pupils to take photographs of each shadow tracing using tablets and creating a slideshow to show how the shadows changed throughout the day.
I think this activity is particularly suitable for Second and Third Class because it allows pupils to learn through active participation and real-life investigation. It encourages curiosity, teamwork, and problem-solving while helping children understand scientific concepts through direct experience rather than simply reading about them.Inquiry-Based Science Lesson (2nd & 3rd Class)
Topic: Which Materials Are Waterproof?
Curriculum Area: Science – Materials
Class Level: 2nd & 3rd Class
Duration: 45–60 minutesLearning Intentions
By the end of the lesson, pupils will:
- Predict which materials will keep water out.
- Carry out a fair test.
- Record and discuss their observations.
- Explain which materials are waterproof and suggest where they are used in everyday life.
Success Criteria
- I can make a prediction.
- I can test different materials fairly.
- I can record my results.
- I can explain which materials are waterproof.
Materials
- Small pieces of:
- Paper
- Cardboard
- Cotton fabric
- Plastic bag
- Aluminium foil
- Sponge
- Pipettes or teaspoons
- Water
- Paper towels
- Recording sheet
- Pencils
Engage (10 minutes)
Show pupils a teddy bear or small toy that needs to stay dry in the rain.
Ask:
- What could we wrap the teddy in to keep it dry?
- Which materials do you think would work best?
- Why do you think that?
Allow pupils to make predictions.
Investigate (20 minutes)
Inquiry Question
Which material is the most waterproof?
In small groups:
- Place one material on the table.
- Put the same amount of water on each material.
- Observe whether the water soaks through.
- Record what happens.
- Repeat for all materials.
Encourage pupils to think:
- Was it fair?
- Did we use the same amount of water each time?
- What did we notice?
Record Results
<table>
<thead>
<tr>
<td>Material</td>
<td>Prediction</td>
<td>What Happened?</td>
<td>Waterproof?</td>
</tr>
</thead>
<tbody>
<tr>
<td>Paper</td>
<td></td>
<td></td>
<td></td>
</tr>
<tr>
<td>Plastic</td>
<td></td>
<td></td>
<td></td>
</tr>
<tr>
<td>Cotton</td>
<td></td>
<td></td>
<td></td>
</tr>
<tr>
<td>Foil</td>
<td></td>
<td></td>
<td></td>
</tr>
<tr>
<td>Sponge</td>
<td></td>
<td></td>
<td></td>
</tr>
<tr>
<td>Cardboard</td>
<td></td>
<td></td>
<td></td>
</tr>
</tbody>
</table>
Discuss (10 minutes)Questions:
- Which material worked best?
- Which surprised you?
- Which materials absorbed water?
- Why are raincoats made from waterproof materials?
- What other waterproof objects can you think of?
Extend the Inquiry (10 minutes)
Challenge pupils:
Can you design a waterproof coat for the teddy?
Provide:
- Plastic
- Foil
- Fabric
- Tape
- Scissors
Pupils test whether their coat keeps the teddy dry.
Assessment
Observe whether pupils can:
- Make a prediction.
- Work collaboratively.
- Carry out a fair test.
- Explain their findings using scientific language such as waterproof, absorbent, material, predict, test, and observe.
Cross-Curricular Links
- Maths: Create a class pictogram showing which material performed best.
- English: Write two or three sentences explaining the investigation.
- Visual Arts: Design a waterproof umbrella or raincoat.
- Geography: Discuss why waterproof clothing is useful in Ireland’s climate.
Higher-Order Thinking Questions
- Why do you think some materials absorb water while others do not?
- Would your results change if it rained for an hour?
- How could we improve our investigation?
- Can you think of jobs where waterproof materials are important?
This lesson follows an inquiry-based approach by encouraging pupils to ask questions, make predictions, investigate through hands-on exploration, analyse evidence, and communicate their conclusions
Hi My name is Dolores Killian and I will be teaching 31 2nd and 3rd class next year. I think both classes will enjoy learning about Space and I am looking forward to learning more on this course.
My Space fact I researched today-A day on Venus is longer than a year on Venus.Venus rotates so slowly on its axis that it takes about Earth days to complete one rotation. However, it only takes about Earth days to orbit the Sun. This means a single day on Venus lasts longer than its entire year!It’s one of the strangest quirks in our solar system and is a great fact to spark curiosity about planets and space.
I completely agree. It’s important to help children recognise the effects of climate change in their own local environment so they can see that it’s something happening around them. Issues like melting polar ice caps can feel very distant and almost fictional to young children, whereas local examples make the impact much more real and easier for them to understand.
The film HOME had a strong impact on me because it clearly showed how interconnected people, ecosystems, and the climate are. The aerial footage highlighted both the beauty of our planet and the scale of environmental damage caused by deforestation, pollution, overconsumption, and the use of fossil fuels. Rather than focusing only on problems, the film also emphasised that people have the ability to make positive changes through sustainable choices and collective action.
The other video clips in this module reinforced the scientific evidence for climate change and demonstrated how its effects are already being experienced around the world through rising temperatures, extreme weather events, biodiversity loss, and changing ecosystems. They also highlighted the importance of education in encouraging environmental awareness and responsibility from an early age.
When introducing these climate change facts to my pupils, I would ensure the content is age-appropriate, engaging, and hopeful. I would begin by exploring their existing knowledge and experiences, such as discussing changes they have noticed in local weather or wildlife. I would use short videos, pictures, stories, and practical activities such as planting seeds, recycling projects, or energy-saving investigations to make learning meaningful. Encouraging discussion, critical thinking, and problem-solving would help pupils understand that while climate change is a serious global issue, individuals and communities can make a positive difference through everyday actions. My aim would be to inspire curiosity, responsibility, and optimism rather than fear.I found the PAX video to be an excellent resource for primary school pupils. It presents information in a clear, engaging way, introduces new vocabulary appropriately, and explains complex ideas in language that children can understand. However, I felt that some of the suggested solutions to climate change were presented quite simply and could benefit from further discussion in class.
In my opinion, Activity 3 is considerably more challenging than the first two activities. It seems more appropriate for senior primary classes, as pupils would need significant teacher guidance to complete it successfully. I would introduce the lesson by pre-teaching key vocabulary, showing the video, and using a KWL discussion to activate prior knowledge. I would then model how to use the TEAL tool before explaining the activity sheet. This lesson also offers valuable opportunities for cross-curricular learning in History, Geography, and Maths by researching historical climate events and presenting collected data using graphs or pupil-designed visual displays.
The EO Browser is a user-friendly online platform that enables users to explore satellite imagery and Earth observation data from around the world. It is particularly valuable in education, as it allows teachers and pupils to investigate real-world geographical features using up-to-date satellite images.The platform combines data from satellite missions such as Sentinel, Landsat, and MODIS, giving users access to a range of imagery, including natural colour, infrared, and false-colour views. These visualisations help pupils identify features such as vegetation, water bodies, and land use. EO Browser also allows users to compare images from different dates, making it easy to observe environmental changes over time.
Additional tools, including distance and area measurement, image enhancement, and timelapse creation, support interactive learning across geography, science, and mathematics. Overall, EO Browser provides an engaging way to develop pupils’ understanding of environmental change while building their digital and analytical skills through authentic satellite data.This is very interesting . I am learning alot on this course that will make my lessons more interesting next year.
