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Hi Nicola, I love this! I really like this investigation because it is simple, exciting, and encourages children to make predictions before observing what happens. Giving children different ways to record their learning is a great idea, as it supports a range of learning styles and allows them to reflect on the investigation while sharing their work with their families.
Activity: Rockets
I would introduce this lesson by reading ‘Sadie Sprocket Builds a Rocket’ by Sue Fliess to spark the children’s interest in space and rockets. During the story, we would stop to discuss what rockets are used for, where they travel, and who flies in them, introducing simple vocabulary such as rocket, astronaut, launch, and space.
After the story, the children would design and build their own rockets using recycled materials such as cardboard tubes, coloured paper, foil, tissue paper, and glue. As they create, I would encourage them to talk about where their rocket is travelling and what they might discover in space. This provides opportunities to develop oral language, imagination, and creativity while exploring an early STEM concept.
When everyone has finished, we would display the rockets around the classroom to create our own “space station.” Each child would introduce their rocket, give it a name, and explain its mission. During their free play time, I would designate an area in the classroom as the space area and they could use their rockets to pretend they are blasting off into space. It gives them a great sense of responsibility that they created a rocket and can use it to play using their imagination!
Hi Amy, I really like how this lesson encourages children to explore both the physical features of houses and the idea of what makes a place feel like home. Creating a model village together is a fantastic hands-on activity that promotes collaboration while making meaningful links across several curriculum areas.
Activity: Weather & Animals in the cold for Junior Infants.
I think this type of lesson would work really well during the winter term in the lead-up to Christmas, when children of this age are already noticing colder weather and talking about warm clothing daily as part of the calendar. I would begin by reading ‘How Do Penguins Stay Warm?’ by Nancy Furstinger to introduce the topic and encourage discussion about where penguins live and how they survive in freezing conditions. Together, we would explore how penguins keep warm by huddling together and how their feathers and layers of fat help protect them from the cold.
To reinforce the learning, the children would complete a simple art activity by creating a penguin using paper, paint, or collage materials, adding fluffy cotton wool to show how penguins stay insulated. We would finish by comparing how people and animals keep warm in winter, discussing why we wear coats, hats, and scarves while penguins rely on their own natural adaptations. This lesson combines science, literacy, and art in a fun and seasonal way.
Hi Colin, I really like how this lesson integrates literacy, drama, art, and oral language in a way that is engaging for young children. Asking the children what they would show a friendly alien is a great way to encourage imagination while helping them appreciate what makes Earth special. The drama element is also a lovely addition, as it builds confidence and communication skills through play.
I would introduce a Space and Aliens theme by reading the story ‘There’s an Alien in Your Book’ to capture the children’s interest. After the story, we would discuss what the alien looked like, where it might have come from, and which planet in the Solar System it would be most likely to live on.
The children would then create their own alien using clay, encouraging them to think creatively about features such as the number of eyes, arms, antennae, or unusual body shapes. Once their clay aliens are complete, each child could describe their alien to the class and explain what makes it unique.
To integrate geography, we would explore the different planets in our Solar System and discuss which planet would be the best home for each alien. The children could explain their choices by thinking about the planet’s size, temperature, colours, or special features, for example, choosing Mars because it is rocky or Neptune because their alien likes the cold. This would encourage discussion, creativity, and curiosity while making meaningful links between art, geography, and oral language.
Hi Amy, I agree that this is a great lesson because it uses simple resources while providing meaningful learning opportunities. The shadow tracing activity is very engaging and gives children a hands-on way to explore how shadows are formed. I also like the idea of revisiting the shadows throughout the day, as it helps children observe changes over time and develop a deeper understanding of the Sun’s position and its effect on shadows.
I would use a planets activity to introduce children to the Solar System in a fun and engaging way. I would begin by showing a colourful picture of the planets and asking the children what they notice and if they know the names of any planets. We would then learn a simple planet song together to help them remember the names and order of the planets.
As a class, we would explore some basic facts about each planet, focusing on features that would interest five-year-olds, such as Saturn’s rings, Mars being known as the red planet, and Jupiter being the largest planet. I would use the child friendly book ‘Hello World! Solar System’ by Jill Mc Donald. The children could then work with a partner to talk about which planet they find most interesting and why. Class discussion after.
To reinforce learning, each child would create their favourite planet using paint, crayons, or collage materials. Once finished, they could share their artwork with the class and tell one fact they learned about their planet. This activity would combine science, discussion, music, and art while encouraging curiosity and creativity as children learn about space.Inquiry-Based Activity: Exploring Magnets
Begin by showing the class a picture of a treasure chest containing objects such as paper clips, coins, a teddy bear, scissors, a pen, a sharpener, and a rubber. Ask children to think, pair, and share their ideas about which items a magnet might attract. Introduce the term *magnet* and encourage children to discuss where they have seen magnets in everyday life.
Working in pairs, children predict which objects are magnetic by drawing a smiley face beside the items they think a magnet will pick up. Each pair then receives a magnet and a selection of objects made from different materials. They test each object, observe the results, and compare their findings with classmates. Prompt discussion with questions such as, “What happened when the magnet touched the paper clip?” and “What does this tell us about the material?”
As a class, create a simple chart showing magnetic and non-magnetic objects. Extend learning by exploring everyday uses of magnets and organising a magnetic treasure hunt during playtime.
Hi Sarah, I agree that sinking and floating is a particularly engaging investigation for young children. The water element naturally sparks curiosity and encourages hands-on exploration, making it both enjoyable and meaningful. I also think the group work aspect is very valuable, as it allows children to share predictions, compare results, and begin identifying patterns between different materials. Extending the investigation by grouping objects and exploring why certain materials float or sink provides excellent opportunities for deeper scientific thinking and inquiry over several lessons.
Hi everyone, My name is Louise and I am a Junior Infant Teacher. My favourite space fact is you could fit about 1.3 million Earths inside the Sun!
Hi Elaine, I think this is a fantastic and well-thought-out approach. I completely agree with your focus on transportation and emissions, especially as it makes the climate issue very real and relevant for children in Co. Kildare. I really like how you’re involving the class in framing the research question themselves and using simple, hands-on data collection methods that are accessible to all learners. Sharing findings with the wider school community is a great way to raise awareness and extend the learning beyond the classroom.
As I work with young children in the infant end, I would frame the inquiry with a simple and engaging question such as: “Trees help keep our Earth cool so what do you think might happen if lots of trees were cut down?” To make it meaningful and relevant, I would link the discussion to a local area in Donegal—perhaps a woodland near our school or a nearby park they are familiar with.
I would tell the children that we are going to become detectives and investigate this question by looking at pictures and videos showing what happens when trees are removed. Together, we would create a mind map to explore questions like: “Why do people cut down trees?”, “Do animals miss the trees?”, and “Does cutting down trees make the Earth warmer?”
We would visit a local park or forested area in Donegal to observe and record what we see. The children could compare how it feels in a tree-filled space versus an open area with few or no trees—especially focusing on temperature and shade. Back in the classroom, we could discuss our findings and reflect on what they tell us about the importance of trees.
To extend the investigation, we could use Google Earth or online maps to compare aerial views of places in Donegal or other regions where large numbers of trees have been removed. This would help the children visually understand the impact of deforestation and support their critical thinking about environmental changes in both their local area and beyond. I would then finish with an art activity or story focusing on the importance of trees.
Hi Diarmuid, I completely agree that the Nose High Up in the Sky is a fantastic resource that really brings science to life for students. The hands-on activities make complex ideas much easier to understand, and I love how it sparks curiosity about how scientists study the atmosphere. Adding opportunities for students to design their own experiments is a great idea and would take the learning even further. It’s definitely a valuable and engaging STEM resource for the classroom.
Elevator Pitch:
The EO Browser is a simple yet powerful online tool that allows users to explore real satellite images from various Earth observation missions—all in one place. It provides easy access to up-to-date visuals and data on vegetation, fires, snow cover, or water levels, and you could compare images from different dates to see changes. With no need for advanced skills, EO Browser turns complex satellite data into something clear and interactive for everyone.
Using EO Browser in the Classroom:
I would use EO Browser to make geography and environmental science more engaging and relevant for the class. Students could explore changes in their local area by comparing satellite images from different times, or investigate global events such as wildfires or flooding. It’s a great way to build their understanding of climate change. The tool encourages inquiry, critical thinking, and real-world connections which are all valuable learning experiences.
