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Hi Danielle,
I really like your plan. I had similar activities in my own plan. I really like the approach of having children draw their own maps before exploring existing ones is so important because it helps them build the foundational skills of map-making. By creating their own maps, they start to make sense of space and place, understanding key concepts like scale, symbols, and how they all connect to represent the world.
I think it’s brilliant how you’ve included a simple key/legend for them to use, letting them think about symbols and what they represent. The activity with Google Maps and Geohive is a nice way to bring in the digital element, and comparing old and modern maps gives the children a real sense of how maps have evolved over time. Having the children discuss their maps is a great way to reinforce their learning and reflect on the process.
Below are some mapping activities I would facilitate with younger classes (over a number of weeks):
I’d plan a lesson on map-making that’s hands-on and interactive. We’d kick things off with a sound mapping activity, where children would sit quietly and listen to all the different sounds around them, starting off in the class as an example and then moving it outdoors. The children would draw or write the sounds they hear on a blank map e.g. “tick-tock” from the clock or a “whoosh” of wind. This helps them understand how we can represent our surroundings in different ways, and also introduce them to the use of symbols.
Next, I’d introduce emotion mapping. Children would think about different places they’ve been in the school, like the yard, sensory room or classroom, and mark on a map where they feel happy, excited, calm etc. This gives them a chance to connect emotions with physical locations, which makes geography a lot more personal.
I would then bring in journey sticks, where children collect bits and pieces from a walk or their own imagination and tie them to a stick using pipe cleaners. It’s a nice way to get them thinking about journeys and facilitates oral discussion. They could then represent their journeys on their own maps, 2D line drawings or aerial maps, however they choose.
I’d use Google Maps and we’d zoom in on where we live, looking at streets, parks, and landmarks. I’d also use Geohive to show them some simple Irish maps, like where people live or where it rains most in Ireland. This way, they’d see how maps can tell different stories, and how tech can help us explore our world, too.
Hi Rebecca, I’ve also done the Mirror Writing activity during Science Week, and it’s always such an interesting investigation. The students really enjoy the challenge of tracing words or shapes through the reflection, and it always sparks some natural discussion about how mirrors work. I like how you’ve linked the activity to real-world examples like spoons, making it even more relatable. The exploration of different types of mirrors…flat, concave, convex, would help deepen their understanding of reflection and symmetry in a fun, hands-on way.
Here is a 3 week integrated inquiry I would facilitate with a class (3rd/ 4th Class).
In Science, we’d focus on Light, experimenting with mirrors and lenses to understand how light works. The children will design and build simple telescopes to explore how lenses help us see far away.
In Geography, under the Environmental Awareness and Care strand, we would track the night sky, studying the Moon’s phases and constellations visible from Ireland, exploring Earth’s movement and its connection to the sky.
In History, we’d link to the Story (Continuity and Change Over Time) strand, researching famous astronomers like Galileo, exploring how ideas about the universe have changed over time.
I would aim to facilitate lessons through inquiry-based methods. Children’s own wonderings would be captured using a “Wonder Wall” either physically with post-its or through Menti or Padlet. These could also be linked to a thematic approach, incorporating other subject areas e.g. English – diary entries as Gallileo, Art – Starry Night (and Music) etc.