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I look forward to using the rocket mice activity with my senior infants. This activity offers opportunities for integration with maths (3-D shapes) and with visual arts as the children can decorate their own mice etc. This lesson is ideal for inquiry based learning and it also helps children to see and understand things practically such as how ketchup squeezes out of the bottle as mentioned in the video. I would make sure the children are as involved as possible in the process by collecting the materials we need and making the mice in small groups. They could design the mice together and could take turns squeezing the bottles etc. I would encourage them to collect a range of bottle sizes and would also encourage them to ask questions. They would predict which bottles will send the mice higher in advance. We could also incorporate technology by recording the mice with different bottle sizes using video. This lesson supports collaborative and engaging inquiry-based learning.
I agree Lorna, this lesson will most definitely have children learning in a practical and fun way. Great opportunities for cross curricular links also.
Using Stellarium with my senior infant class offers an exciting opportunity to explore the night sky in a safe, interactive way. I plan to introduce the tool by projecting the program onto a screen and guiding the children through simple observations, such as identifying the moon, the sun, and bright stars. I can demonstrate how the sky changes from day to night or across seasons, fostering curiosity about time and space. By allowing the children to “navigate” the sky using the program, they can make personal discoveries, which encourages engagement and questioning. I will use storytelling alongside Stellarium, linking constellations to familiar characters or animals, making abstract concepts more tangible. Reflecting on this experience, I realise the importance of balancing technological interaction with discussion, ensuring children can articulate what they see. Stellarium is a valuable tool to spark wonder and lay early foundations for scientific thinking.
Hi Áine, I think this activity would work really well in the classroom and provides opportunities for integration with Visual Arts.
Activity set: Space and aliens
Activity: Special Life (ESERO)I would begin by introducing the children to the idea that we live on Earth, while other planets exist in space, but no one lives there. I would ask the children to imagine what they would show visitors from another planet—special objects or animals on Earth. Each child would then privately draw their idea on a sheet of A4 paper using colouring pencils, keeping it a surprise for later. Next, the children would sit in a circle and take turns acting out their drawing without showing it to the group, while the others guess what is being portrayed. This encourages creativity, observation, and oral language skills. It also promotes confidence, turn-taking, and collaboration. The activity supports the Visual Arts strand of the Irish Primary School Curriculum, while offering cross-curricular opportunities in Science, SPHE, and Language, making learning playful, interactive, and reflective of real-world exploration.
Thanks for sharing Emma. This activity provides opportunities for meaningful integration with other subjects with the musical element. The kwl chart is also a great formative assessment strategy.
Using Activity 2.1 “Spherical Earth” with my senior infant class, I would focus on fostering curiosity through play and storytelling. The children would first help to make an origami ship, which would hopefully engage their creativity and fine motor skills. By watching the ship move across a flat surface, they would observe it becoming smaller. Repeating the activity with a globe would allow them to notice the ship appearing to “sink,” which could spark discussion about the Earth’s round shape. At this age, I would not expect them to fully grasp the scientific concept, but rather to enjoy noticing differences and sharing their own ideas. I would encourage them to describe what they see in simple language, promoting oral expression and confidence. Reflecting on this activity, I value how it blends imagination with observation, offering a foundation for early scientific thinking while keeping learning playful, concrete, and accessible.
Hello everyone, my name is Laoise.
My favourite space fact is that there are more stars in the universe than grains of sand on all beaches on Earth.
For an inquiry based activity I would do a ‘Day and Night Box’
Class level: Senior Infants
The focus of the lesson/activity would be ‘why do we have day and night?’
Materials:
- Torch (the Sun)
- Small ball (Earth)
- Cardboard box
Introduction:
Question – Why do you think we have day and night?
The children will share their thoughts and ideas.
Investigation:
I would then place the ball in the middle of the box and shine the torch on one side of the globe. This is a visual way to explore that the ‘lit’ side is daytime while the dark side is night time. We would then slowly spin the ball to show how different places on the Earth move into light and dark.
The children can take turns holding the torch and spinning the ball.
Reflection questions to encourage further inquiry:
What would happen if the Earth didn’t spin?
Where do you think bedtime is right now on the other side of the world?
This activity encourages the children to ask ‘why’ questions and helps them to see a big concept in a simple, visual way. The follow-up questions also encourage children to name other countries. This could be a really exciting activity especially for children with family or friends in other countries across the world.
Hi Clare, I agree with your PowerPoint comment! I have often spent ages trawling online looking for suitable PowerPoint presentations on specific topics. With AI it will now be much quicker and easier to create interactive and engaging content based on the exact material which we intend to cover.
Lesson Plan: The ‘á’ Sound (Senior Infants)
Subject: Oral Language – Gaeilge
Class Level: Senior Infants Gaelscoil (Naíonáin Shinsearacha)
Time: 30 minutes
Theme: The sound ‘á’
Curriculum Area: Oral Language
AI Component:** AI Image Generator (Copilot) – creating images for ‘á’ words
Learning Outcomes
Oral Language – Listening and Speaking:
* Children listen carefully to Irish sounds and recognise patterns.
* Children pronounce the ‘á’ sound correctly in words.
* Children use new vocabulary orally in context.
* Children engage creatively using AI image generation to link words and pictures.
Learning Objectives
By the end of this lesson, pupils will be able to:
1. Identify and say the long vowel sound ‘á’.
2. Recognise words containing the ‘á’ sound.
3. Use ‘á’ words in simple sentences.
4. Participate in creating images of ‘á’ words using AI image generator.
Vocabulary Focus
* cá
* tá
* crá
* áthas
* trá
* bád
* lámh
* sámh
Resources
* Flashcards with ‘á’ words and pictures
* Audio recordings of ‘á’ words
* Interactive whiteboard or screen for AI image generation
* Puppets for paired talk
* Mini whiteboards
Lesson Structure
1. Introduction (5 minutes)
* Greet the class: *“Dia dhaoibh a pháistí! Inniu, beimid ag foghlaim faoin bhfuaim ‘á’.”*
* Play an audio of words with ‘á’.
* Ask: *“Cad a chuala sibh? An bhfaca sibh an ‘á’ i bhfocal?”*
2. Exploration (10 minutes)
* Show flashcards: *trá, bád, lámh, sámh, áthas, tá, cá.*
* Pronounce each word slowly; pupils repeat.
* Emphasise the ‘á’ sound with actions (e.g., touch your lámh).
3. AI Image Generation Activity (10 minutes)
* Introduce AI image generator on the interactive whiteboard or projector.
* Explain: *“Beidh muid ag cruthú pictiúir d’fhocail leis an bhfuaim ‘á’.”*
* Invite pupils to suggest words from the lesson (e.g., bád, trá, lámh).
* Enter the word into the AI image generator and display the generated image.
* Discuss the image and say the word again with the class.
* Print images to create a visual classroom display. Children can colour and decorate the images.
4. Feedback and Closure (5 minutes)
* Review vocabulary orally: *“Cén focal nua a thaitin leat inniu?”*
* Praise pupils’ pronunciation.
* End with a rhyme or song featuring the ‘á’ sound, e.g. *“Tá mé sásta ar an trá.”*
Assessment
* Observe pronunciation during activities.
* Listen to pair conversations for correct use of ‘á’.
* Check participation and understanding during AI image generation.
Differentiation
Support: Use clear images and gestures to help understanding.
Challenge: Pupils can suggest sentences or stories inspired by the AI-generated images.
Follow-up Activities
* Make a classroom gallery of AI-generated ‘á’ word pictures.
* Record pupils naming and describing the images.
I believe that using AI strategies mentioned in Module 5 such as Quizizz and Ari by Twinkl in the classroom will significantly enhance both engagement and personalised learning in my classroom. Going forward, I wish to use Ari by Twinkl and Quizizz effectively as AI strategies to enhance learning in my classroom. Quizizz’s game-based format increases student engagement and provides immediate feedback, making it ideal for both formative assessment and revision. I plan to integrate it more regularly to monitor student progress in real time and adjust instruction accordingly. Ari by Twinkl offers tailored content suggestions based on student needs, which I think I will find particularly useful for supporting differentiated learning, especially in areas like reading and comprehension. I intend to use it to identify gaps and provide targeted activities that match individual learning levels. Both tools offer valuable insights through data tracking, helping me make informed decisions to improve outcomes. My aim is to create a more interactive, personalised, and supportive learning environment by leveraging these AI tools in a balanced way that complements traditional teaching and fosters student independence and motivation.
The use of these AI tools such as Khan Academy will support us creating differentiated content for our children as you mentioned which will result in a much more personalised learning journey for our children.
As I teach in a Gaelscoil, I look forward to introducing Google’s Teachable Machine to senior infants through the use of tumoideachas. I believe it will offer creative and interactive ways to combine technology with language immersion. Using simple and familiar vocabulary in Irish such as animals, colours, or feelings, I would guide the children in using the programme to teach the computer how to recognise patterns, actions, or sounds. The children could also explore by creating their own categories through making faces or showing toys while using Irish words like “sona” (happy) or “brónach” (sad). This approach nurtures curiosity, language immersion, and digital literacy in a child-friendly way. Through modelling and repetition, I’d use phrases like “Foghlaimímis le chéile!” (“Let’s learn together!”) or “Cad a dhéanfaidh sé anois?” (“What will it do now?”). The Teachable Machine will hopefully allow pupils to actively participate while hearing and speaking Irish naturally, strengthening their vocabulary and comprehension. The visual and hands-on nature of the activity makes it ideal for young learners. Exploring this tool through tumoideachas will help maintain a fully immersive environment while introducing digital literacy in a fun, age-appropriate way. It also encourages curiosity and confidence in both language and technology from an early age.
