Forum Replies Created
-
Posts
-
I really like your choice of research question because it focuses on something that pupils can see and influence in their everyday school life. Carrying out a waste audit is a great practical activity as it gives the children ownership of the investigation and allows them to collect and analyse real data. I also like your idea of encouraging pupils to come up with their own solutions, as this helps develop problem-solving and teamwork skills. Using digital technology to create graphs and present their findings is another excellent way to integrate different areas of the curriculum. I think this project would help pupils realise that even small changes can make a positive difference and would encourage them to develop sustainable habits both in school and at home.
Research Question:
How is climate change affecting biodiversity in Killarney National Park, and what can we do to help protect native plants and wildlife?
Killarney National Park is one of Ireland’s most important natural habitats and is home to many native plants and animals. I would introduce this topic by showing pupils photographs of the park throughout the different seasons and asking them to identify any changes they notice. This would lead into a discussion about climate change and how rising temperatures and changing weather patterns can affect local wildlife and habitats.
The pupils could investigate:
Which native plants and animals are found in Killarney National Park?
How might warmer temperatures and changing rainfall affect these species?
What actions can people take to protect biodiversity in our local area?
As part of the investigation, pupils could carry out a simple biodiversity survey around the school grounds, recording insects, birds, trees and wildflowers. They could compare their findings with information about species found in Killarney National Park and discuss why biodiversity is important. To extend the project, groups could design wildlife-friendly areas for the school, such as planting pollinator-friendly flowers or creating bug hotels. This local approach would help pupils understand that climate change is not just a global issue but something that can have a real impact on the environment around them, while also encouraging them to take practical action to protect nature.
I agree with your point about the different perspectives. I think children often find it much easier to understand aerial photographs when they can compare them directly with what they already know on the ground. I also like your idea of using Google Maps to look back over time, as it would make the link with local history much more meaningful. The ESA resources are very practical and easy to follow, and I think they make it much less intimidating for teachers who might not have much experience teaching space-related topics.
Five examples I found were the International Space Station (ISS), Starlink, Sentinel-2A, NOAA-20, and OneWeb satellites. The ISS is a space laboratory where astronauts carry out scientific experiments in areas such as biology, physics and medicine. Starlink satellites are part of SpaceX’s global network that provides high-speed internet, especially in remote locations. Sentinel-2A is an Earth observation satellite operated by the European Space Agency. It captures detailed images of the Earth’s surface to monitor forests, crops, coastlines and the effects of climate change. NOAA-20 collects weather and environmental data, helping meteorologists produce more accurate weather forecasts and monitor storms. OneWeb satellites also provide broadband internet services, with a focus on improving connectivity in rural and underserved areas. Seeing how many different satellites pass overhead every day made me realise how important they are for communication, weather forecasting, scientific research and monitoring changes to our planet. Satellite tracking is a great way to connect classroom learning about space with real-life technology that is constantly orbiting above us.
The PAX video would be an excellent way to introduce the topic and capture the pupils’ interest from the beginning of the lesson. Before watching it, I would spend some time teaching and revising key vocabulary so that the children can better understand the content and participate confidently in class discussions afterwards. My main learning goal would be for pupils to understand what greenhouse gases are and to explain, in simple terms, how they contribute to global warming and climate change.
Following the video, I would encourage the children to work in small groups to discuss practical actions that people can take to help protect the environment and reduce the effects of climate change. Each group could then present their ideas to the class, and some of the suggestions could be shared with other classes or through the student council to help promote environmental awareness throughout the school.
We are fortunate to have access to iPads each week, and I think they would be a valuable resource for this topic. As a class, we could explore the online temperature prediction tool before allowing pupils to investigate it in pairs or small groups. They could choose different countries, compare how temperatures have changed over time, and use the data to create simple bar graphs. Finally, pupils could make predictions about what temperatures might look like in the future and discuss how these changes could affect their own lives and communities.
Excellent point John. I agree with your point about engineering naturally bringing the other STEM areas together. I also liked how Activity 1 helps children clearly understand the difference between weather and climate before moving on to more complex ideas. Your observation about Activity 2 is very true too. Collecting their own weather data gives pupils a real sense of ownership, which makes creating and interpreting graphs much more meaningful and engaging.
Before reading Liston (2018), I thought STEM mainly involved teaching Science, Technology, Engineering and Mathematics as separate subjects. After reading it, I have a much clearer understanding that effective STEM learning combines all four areas through meaningful, hands-on activities that encourage pupils to think creatively, work together and solve problems.
As a 3rd class teacher, I would like to provide opportunities for pupils to investigate, ask questions and learn through practical experiences. I found Activities 1 and 2 both engaging and well suited to this age group. Activity 1 helps children understand the difference between weather and climate using simple discussions and relatable examples. Activity 2 allows pupils to become “Weather Detectives” by observing, measuring and recording daily weather, while also developing their mathematical skills through recording information, creating graphs and discussing their findings.
I would use these activities as part of an integrated unit across Science, Geography and Mathematics. I also think my class would enjoy comparing their weather observations with those from different counties in Ireland or other countries.
One way I would further develop these lessons would be to include a simple engineering activity, such as designing and making a rain gauge. This would strengthen the engineering element of STEM and provide another enjoyable, hands-on learning experience for the pupils.
I really like how you’ve planned a variety of hands-on activities throughout the week. Integrating STEM with Aistear is a great way to keep the children engaged while developing their curiosity and problem-solving skills. I also like the opportunity for the children to reflect on what they learned at the end of the week, as it helps reinforce their understanding and builds confidence.
I would use this activity with a First Class. To introduce the lesson, I would read The Way Back Home and have a discussion about space, rockets and how we think they travel. I would ask the children questions to get them thinking, such as, “What helps a rocket move?” and “What do you think would make a rocket travel further?”
The children would then work in small groups to design and make their own foam rockets. Before launching them, I would ask them to predict what would happen if they pushed the rocket with more or less force. We would then test our rockets and measure how far they travelled. After each launch, the children would talk about what they noticed and whether their predictions were correct.
To finish the lesson, we would discuss what made some rockets travel further than others and how we could improve our designs. I like this activity because it is practical, encourages teamwork and gets the children thinking like young scientists by making predictions, testing ideas and discussing their findings.
I really like your focus on hands-on learning and giving children opportunities to work collaboratively. Building rockets from recycled materials is a fun way to develop creativity, problem-solving and teamwork. I also agree that allowing children to reflect on what they discovered and how they could improve is an important part of the learning process. Keeping samples of their work is an excellent way to track progress and support future planning.
I would choose the Hands-on Classroom Themed Activities because I believe young children learn best through active exploration and play. In a Junior Infant classroom, I would use practical STEM activities that encourage children to observe, predict, investigate and discuss their findings. For example, a simple bridge-building challenge using blocks, cardboard or recycled materials would allow children to explore balance, strength and problem-solving while working collaboratively in small groups.
Throughout the activity, I would encourage the children to ask questions, test different ideas and reflect on what worked well and what they might change. This inquiry-based approach helps children develop important scientific skills such as observing, predicting, communicating and evaluating. I would also integrate the activity with mathematics by comparing lengths and heights, with oral language through group discussions and presentations, and with art by encouraging children to design and decorate their creations.
As part of a STEM-focused School Self-Evaluation process, I would also reflect on how regularly inquiry-based learning is taking place in my classroom. I would gather children’s work samples, photographs and teacher observations to monitor progress and identify areas for improvement. Sharing successful activities with colleagues would help promote a consistent approach to STEM across the school while ensuring children continue to develop curiosity, creativity and confidence in science from an early age.
I really like how this activity combines science with creativity. Starting with an open discussion encourages children to think critically and share their own ideas, while the story provides a great context for learning. The alien and spaceship activities are excellent for developing imagination, teamwork and problem-solving skills. I also like how the lesson naturally integrates STEM, oral language and art, making it engaging and accessible for all children.
I’d go with the Activity Set: Stars because it’s a really fun and exciting topic for a Junior Infant class. I’d start by chatting with the children about what they already know about stars and when they’ve seen them. This would get everyone talking and help me build on what they already understand. We’d read a story about stars and then look at pictures of the night sky, spotting patterns and constellations together.
Next, the children would get hands-on by creating their own constellations using black card and star stickers, or by punching holes in paper and shining a torch through them. They’d make guesses, notice different patterns, and share their ideas with the class. We’d also talk about why some stars look brighter than others and why we usually only see them at night.
I’d link the lesson with art by making star pictures, with maths by sorting and counting stars, and with oral language by getting the children to describe and talk about their constellations. This way, they’re learning by exploring and asking questions, while also building skills like observing, talking, and problem-solving. Most importantly, it keeps their curiosity alive and makes science fun and meaningful from the start.
I really like how you’ve linked the lesson to children’s literature before beginning the investigation. Using stories is a great way to spark curiosity and encourage discussion. The shadow hunt outdoors is a fantastic hands-on activity, and I like how you follow it up with torch investigations in the classroom. It gives the children opportunities to make predictions, test their ideas and share their discoveries, which are all key elements of inquiry-based learning.
I would use the Activity Set: The Moon with my Junior or Senior Infant class because it provides excellent opportunities for children to explore, observe and ask questions. I would begin by showing photographs of the Moon taken on different nights and encourage the children to describe what they notice. They could make predictions about why the Moon appears to change shape before carrying out simple investigations using a torch and balls to represent the Sun, Earth and Moon.
The activity would encourage children to think like scientists by making observations, asking questions and testing their ideas. I would integrate the lesson with oral language by encouraging children to explain their thinking to a partner and to the class. We could also link it with art by creating Moon phase pictures and with literacy by reading a story related to space.
I believe this inquiry-based approach would make the lesson memorable because the children would be actively involved in discovering concepts for themselves rather than simply being told the answers. It would also help develop curiosity, communication skills and confidence while fostering a lifelong interest in science and space.