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Hi Seán,
I really enjoyed reading your post! The alien goo activity sounds like such a fun and messy way to introduce younger classes to chemical reactions. I’d love to try more experiments like this with my class next year. It’s a fantastic way to teach the difference between making predictions and documenting results!I would use the “Make a Rocket” activity in my classroom to engage the children during Space Week. I believe my First Class students would really enjoy this activity because they get to build and decorate their very own rockets using colourful, fun, and interactive materials. This hands-on approach helps keep them interested and allows for creativity.
To begin, I would start with talk and discussion – what rockets do and introduce key vocabulary related to space and rockets. I would show the children different images of rockets and play a short video explaining how they have evolved over the years. I would ask them to note how their appearance has changed over the years.
Afterwards, I would explain that the class will be making their own rockets. I would encourage the children to be as imaginative and creative as possible when designing and decorating their models. Finally, I would tell the children that they will have the chance to showcase their rockets to other classes as part of Space Week and explain why rockets are important for exploring space.
Good Morning Deirdre, I enjoyed reading your post! I love how interactive your activity is, especially the use of hoops and dress up props. It’s the perfect way to help junior classes link the difference between weather and clothing. The inclusion of the four seasons is a great way to deepen their understanding.
Hands-on classroom activities with the following theme: Where do you Live?
I would begin by introducing the theme “home” to the children as a visual game. I would show a partially hidden image on the whiteboard and ask them to identify which room it might be. This would lead into a whole-class discussion, revising different rooms in the house (bedroom, sitting room, utility room, attic).
I would then read the story “Goldilocks and the Three Bears” and ask the children to recall the types of rooms mentioned in the story. From this, they would explore the idea of what makes a home. Is it the people who live in it? Is it the toys that are found in it? I would invite the children to describe their home and share what they like most about it.
To support this theme through play, children would design their dream home using Lego. Once completed, they would present their home to the class using simple sentences. They would learn that homes can look different from one another. I would use questioning as a form of assessment. Who has a chimney? Who has a flat roof? Who lives in a bungalow?
I would leave their Lego structures on display in the classroom for the week, allowing the children to observe and discuss each other’s homes as we continue to explore this topic.
Hi Adrienne,
I enjoyed reading your post! Your approach really supports cross-curricular learning and promotes curiosity. I like how you would plan to extend the learning beyond the classroom. By integrating science, literacy and art, children can engage in a richer learning experience.
I would use the “Space and Aliens” activity set to engage my First Class students in a fun and creative way. This topic is highly imaginative and gives students the opportunity to create, describe and discuss ideas that interest them, while also developing their oral language skills.
I would begin by introducing key vocabulary using visuals (space, planet, Earth, stars, rocket, spaceship) . I would encourage the children to name different planets and imagine where aliens might come from. This would lead into a whole-class discussion, where students get to share ideas about what an imaginary planet might be like such as weather, colours and what you might find there.
The children would then design their own planet and present them to the class. They would have the opportunity to answer questions.
For differentiated learning, I would provide visual supports and sensory materials such as playdough or Lego. This ensures that all learners, including those with additional needs, can participate confidently.
Hi Seán,
I enjoyed reading your post. Your activity is a brilliant choice, especially for younger classes who respond well to hands-on learning. I like the idea of using chalk and from my own experience, I know that children love this type of activity. Your use of questioning is also effective, as it clearly encourages children to think more deeply and explain their reasoning. It’s a great way to develop their observation and inquiry skills!
Activity Set: The Moon
I believe the moon is a great introduction to space and helps students begin to observe and question the world beyond Earth. I would begin by showing a picture or short video of the moon and encouraging the children to share what they already know. I would guide a discussion around the question: “What shape is the moon, and how do we know?”
This naturally leads into an exploration of shapes, allowing children to compare the moon to familiar objects such as balls, marbles, or a globe. Through this, they begin to understand the difference between drawing circles and spheres they can hold. The children would discover that the sun always lights up half of the moon, but as the moon moves around the Earth, we see different parts of the lit-up side.
“The Man in the Moon” activity would work perfectly as we could begin with a story or picture.
They would be invited to make their own moon, paying attention to shape and colour. They would see how it can appear flat from Earth, but realise that it is really a sphere.
The students would be invited to discuss and reflect on some important questions as part of concluding:
1) Why does the moon appear to change shape?
2) What did you notice when you made your own moon?
3) Can you name some objects like the moon?By exploring the moon’s shape and phases through hands-on work and guided questioning, students begin to understand complex scientific ideas. This activity fosters curiosity, observation and discussion.
One inquiry-based activity I will use in the classroom to support curiosity and critical thinking is to explore the question: “Why do leaves change colour in the autumn?”
Strand: Living things
Strand Unit: Plants and Animals
At the beginning of the year, students naturally enjoy collecting leaves and observing the changing seasons, so this is a perfect opportunity to build on their interests. I would begin with a nature walk around the school grounds, where they can collect leaves of different colours, shapes and sizes. Back in the classroom, they would document their findings through simple drawings and discussion.
We would then create a pictogram to represent the different colours and patterns observed. This would lead into a class discussion, encouraging students to ask questions, form ideas and suggest possible explanations.
This activity would also allow for integration across subjects including Gaeilge and Maths. They learn to ask questions, identify patterns and think critically about what they observe.
Hi Lorraine,
I enjoyed reading your post. I love how you would use a picture as a stimulus to spark curiosity and discussion — such a great way to make the issue feel real and relevant to the students. Group work is a fantastic way to promote active learning, while also helping to develop critical thinking and communication skills.
Your activity is a great way to encourage environmental awareness and empower students to take positive action within their own school community.
