Forum Replies Created
-
Posts
-
I would choose the Activity Set: Stars for my classroom as it provides an engaging way for children to explore the night sky and develop early scientific understanding. I would begin by asking pupils what they already know about stars and what questions they have, allowing me to assess prior knowledge and encourage curiosity. We would then use images and short videos to introduce key ideas, such as the fact that stars are distant suns and vary in size, colour, and brightness.
Next, the children would take part in a hands-on activity where they create their own constellations using black paper and stickers or chalk. This would help them understand how people have historically connected stars to form patterns and stories. They would compare their constellations in groups and explain their thinking, promoting discussion and collaboration.
To conclude, we would reflect on what we learned and discuss how stars have been used for navigation and storytelling. I would finish with a simple exit question to encourage further inquiry and curiosity about space.
I really like how you’ve structured this lesson to build on the children’s prior knowledge before introducing new concepts. Starting with a brainstorm and mind map is a great way to encourage curiosity and get everyone involved from the beginning. The story is an excellent choice for Junior Infants, as it makes learning about the planets engaging and age-appropriate. I also like that you’ve included a hands-on art activity, as it allows children to express their understanding creatively while reinforcing what they have learned. Finishing with an interactive quiz and the planets song is a fun way to assess learning and help children remember the names and order of the planets. This sounds like a well-balanced lesson that combines inquiry, creativity, and active learning.
I would use the Sun and Shadows activity set with my class because it provides an authentic, hands-on opportunity for students to investigate how the Sun affects the world around them. Rather than simply explaining how shadows are formed, I would encourage students to make predictions about what they think will happen to their shadows at different times of the day. We would then go outside in the morning, at midday, and in the afternoon to observe, measure, and record the length and direction of our shadows.
Students could work in pairs to trace each other’s shadows using chalk and compare how they change over time. Back in the classroom, they would discuss their observations, identify patterns, and develop explanations based on the evidence they collected. This inquiry-based approach encourages students to ask questions, test their ideas, and refine their understanding through investigation.
To extend the activity, students could create a simple graph showing how shadow length changes throughout the day and compare their findings with those of other groups. We could also discuss how people have historically used shadows to tell the time, linking science with history and mathematics.
I believe this activity would be highly engaging because it involves movement, collaboration, and real-world observation. It allows students to take ownership of their learning while developing important scientific skills such as predicting, observing, measuring, recording, and communicating findings. As the teacher, my role would be to guide students with open-ended questions rather than provide immediate answers, helping them build a deeper understanding of how the Sun’s position influences the shadows we see each day.
I really like how you’ve connected the investigation to a real-life situation, as it gives students a meaningful reason to explore the properties of different materials. Having them make predictions before testing encourages critical thinking, and I like the idea of introducing terms like permeable and impermeable in an age-appropriate way. The “design a coat for Teddy” activity is a great extension that allows students to apply what they’ve learned in a creative, hands-on way. This sounds like an engaging inquiry-based lesson that would keep students actively involved throughout.
Hello everyone!
My name is Michaela, and I’m delighted to be part of this course. I enjoy finding creative ways to make science engaging, practical, and relevant to everyday life. I’m looking forward to sharing ideas with everyone and learning new inquiry-based strategies that I can bring back to my classroom.
One of my favourite space facts is that neutron stars are so dense that a single teaspoon of their material would weigh around a billion tonnes on Earth. I find it incredible that something so small could have such an enormous mass, and it reminds me how fascinating and mysterious our universe is.
One inquiry-based activity I would use in my classroom is a Design a Mars Lander Challenge. In this activity, students work in small groups to design and build a model spacecraft that can safely land a “Mars rover” (such as a small toy or marshmallow) from a set height. They would be given a variety of everyday materials, such as paper, straws, cotton wool, string, and tape, and challenged to create a lander that protects its payload during impact. Before building, students would discuss what they already know about Mars, gravity, and space exploration, then ask questions and make predictions about which designs might work best. After testing their landers, they would evaluate the results, identify what worked well, and redesign their models to improve their performance.
This activity reflects inquiry-based learning because students learn through questioning, investigation, testing, and reflection rather than following a set of instructions. They take ownership of the learning process by developing their own ideas, collecting evidence from their tests, and using that evidence to improve their designs. The activity also integrates STEM while encouraging collaboration, communication, and problem-solving. As the teacher, my role would be to guide students with open-ended questions, encourage them to justify their thinking, and support them in reflecting on their results. I believe this type of hands-on investigation would make learning about space exploration exciting and meaningful while helping students develop resilience, creativity, and critical thinking skills that they can apply across many areas of learning.
I really enjoyed reading your post. One of the strengths of your lesson is the focus on helping pupils question the reliability of AI-generated information rather than accepting it at face value. I think comparing an AI-generated text with a trusted source is a realistic and engaging activity because it gives pupils a practical way to develop critical thinking skills. One suggestion might be to ask pupils to work together to create a checklist for evaluating AI-generated information, which they could use in future lessons whenever they use AI tools.
Class Stage: 5th Class
Curriculum Area and Learning Intention:
SESE (History / Geography integration with SPHE links).
Learning intention: To explore how AI-generated information is created and to develop awareness of accuracy, bias and responsible use of digital tools.AI Concept Being Explored:
AI-generated content and reliability of information (including hallucinations and bias).Activity Outline:
Pupils will be shown two short written descriptions of a familiar topic (e.g. “The River Shannon” or a local landmark). One will be factual (teacher-prepared) and one will be AI-generated with some inaccuracies included. In pairs, pupils will highlight differences, discuss which information they trust and justify their reasoning. The class will then discuss how AI produces answers and why it may not always be correct.Critical Question:
How can we know if information created by AI is accurate, or could it be biased or made up?Responsible Use Consideration:
Pupils must understand that AI tools should not be used as the only source of information and that all AI outputs should be checked against trusted sources.Supporting Critical Thinking:
I would guide pupils using prompting questions such as “What evidence supports this?” and “Where else could we check this?” I would also model comparing sources before drawing conclusions.Evidence of Learning:
I would gather evidence through annotated comparison sheets, group discussions, and exit tickets where pupils explain one thing they learned about AI reliability and one question they still have.I think one of the strengths of your post is the way you highlighted the connections between AI, computational thinking and responsible digital citizenship. Your suggestion to pause regularly to check for understanding is very practical, as it gives pupils time to reflect on the concepts before moving on. I also like your idea of having pupils work in pairs, as this encourages collaboration and peer learning. One additional suggestion might be to finish the lesson with a class discussion about where pupils encounter AI in their everyday lives, helping them make real-world connections with what they have learned.
For this activity, I explored the CyberSafe: Home Sweet Hmm demo world in Minecraft Education.
The world is designed to help pupils develop an understanding of online safety and responsible digital citizenship. As they move through the different challenges, pupils are encouraged to think about making safe choices online, protecting personal information and recognising situations where they should ask a trusted adult for help. The interactive nature of the world keeps pupils engaged while encouraging discussion and problem-solving.
The accompanying lesson plan clearly outlines the learning objectives and provides teachers with guidance on introducing the topic, facilitating the activity and leading a follow-up discussion. It also includes teacher notes, discussion prompts and extension activities, making it easy to adapt for different age groups and abilities.
I think this lesson links very well with the Primary Curriculum and the Wellbeing area, particularly in developing pupils’ awareness of safe and responsible online behaviour. It also supports the Digital Learning Framework by encouraging pupils to become confident and responsible users of technology.
I would use this world with my class, but I would adapt the pacing by pausing at key points to allow pupils to discuss the decisions they make and explain their thinking. I would also include a follow-up activity where pupils work in groups to create a class poster or set of online safety tips based on what they learned in the Minecraft world. This would help reinforce the key messages and provide an opportunity to assess their understanding while encouraging collaboration and reflection.
I really enjoyed reading your post. I think your idea of linking the dice activity to Maths through tally charts, graphs and probability is particularly effective because it builds naturally on the coding activity while reinforcing important mathematical skills. I also like your suggestion of allowing pupils to experiment with adding sound or increasing the number range, as this gives opportunities for differentiation. One idea you could also consider is asking pupils to predict the outcomes before testing the dice and then compare their predictions with the results to encourage discussion about probability and fair testing.
For this task, I chose the “Rock Paper Scissors” tutorial on MakeCode for the BBC micro.
In this tutorial, I created a simple program that allows the micro to act as a digital Rock, Paper, Scissors game. When the user shakes the device, it randomly displays either a rock (fist icon), paper (square icon), or scissors (scissors icon) on the LED screen. The code uses random selection and input from the accelerometer to trigger the game, which makes it interactive and fun for pupils.
My MakeCode project share link is: https://makecode.microbit.org/_2kXFcHVmcD63.
In terms of integrated STEM learning, this activity could be expanded across the curriculum in a number of ways. In Maths, pupils could explore probability by predicting which option appears most often over multiple trials. In Science, we could discuss randomness and how computers generate random numbers. In Literacy, pupils could write instructions or create a flowchart explaining how the game works. This would also link to computational thinking concepts such as algorithms, sequencing, and testing/debugging.
I think this would be a very engaging activity for senior primary pupils as it combines coding, play-based learning, and problem-solving in a meaningful way.
Sounds great! I like how you linked your game to the Mathematics curriculum and included a clear learning objective. The idea of using healthy fruit for points and rotten fruit as a challenge makes the game engaging while encouraging quick thinking. Your explanation of algorithm design and iteration also shows how computational thinking was applied throughout the development process. It sounds like a fun and educational game!
Fish and Bubbles Game
I created a Timed Catch/Collect game called Fish and Bubbles using MakeCode Arcade.
Game Link: https://makecode.com/_gc32sLXf25VM
Curriculum Area and Learning Objective:
Science (Living Things) – Students will identify that fish live in aquatic environments and collect objects needed to survive. By playing the game, students practise observation, hand-eye coordination, and quick decision-making while reinforcing the idea that animals interact with their environment.Simple Storyboard:
Location: An underwater ocean scene.
Player: A fish controlled by the arrow keys.
Game Elements: Floating bubbles to collect, a countdown timer, and a score counter. The player moves the fish around the screen to collect as many bubbles as possible before time runs out. Each bubble collected increases the score. The goal is to collect the highest number of bubbles before the timer reaches zero.Computational Thinking:
I used debugging while creating my game. At first, some bubbles did not appear correctly, and the scoring was not updating every time the fish collected one. I tested the game several times, identified where the code was causing the problem, and corrected it. This helped me understand how important testing and fixing errors is when developing a game. Debugging also improved the overall gameplay by making sure the bubbles spawned correctly, collisions worked as expected, and the timer and score functioned properly.I really enjoyed reading your reflection. One of the strengths in your action plan is your commitment to meeting each pupil where they are through differentiation. That learner-centred approach is so important in the primary classroom and links well with the LAOS 2022 focus on providing meaningful learning experiences for all pupils.
I think your idea of introducing computational thinking language through unplugged activities is particularly realistic because it builds on practices that are already part of your classroom. Rather than adding something completely new, you are adapting familiar activities and making the learning more explicit for pupils. This feels both manageable and sustainable.
I also like your idea of creating a STEAM display with a word wall and visuals. It will provide a constant reminder of the vocabulary and concepts pupils are learning. One suggestion might be to involve the children in creating the word wall by adding examples or pictures from their own learning. This could help reinforce the language and give pupils a greater sense of ownership. Have you considered using the display as evidence of pupil learning during your school’s School Self-Evaluation process?
This module helped me to see that computational thinking is not just about coding but about developing problem-solving, logical thinking and creativity through everyday classroom activities. It also reinforced the importance of using School Self-Evaluation (SSE) to review and improve teaching and learning.
One strength in my current practice is that I regularly provide pupils with opportunities to work collaboratively to solve problems in Maths, STEM and play-based learning. I encourage them to explain their thinking, test different ideas and learn from mistakes, which supports many aspects of computational thinking.
One area I would like to develop is embedding computational thinking more deliberately across different curriculum areas, rather than using it only during STEM or digital technology activities.
To achieve this, I plan to:
Include at least one computational thinking activity each week in a subject such as Maths, Science or Gaeilge.
Record examples of pupils’ work and observations in my planning folder to provide evidence for our School Self-Evaluation process.
Share one successful activity with colleagues at a staff meeting each term to encourage discussion about how computational thinking can be developed across the school.I believe these actions are realistic and achievable within a primary classroom. The tools and resources introduced in Module 1 will help me plan purposeful learning experiences, gather evidence of pupil learning and contribute to our school’s ongoing School Self-Evaluation. By taking small, consistent steps, I hope to build pupils’ confidence in problem-solving while supporting whole-school improvement in digital learning.