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I really liked the idea of the Fizzing and Alien Slime activities and I look forward to carrying it out in the new school year. I think it offers a very fun, hands on and engaging way to introduce 1st and 2nd class students to basic scientific concepts such as chemical reactions, states of matter, and properties of materials.
Beginning with familiar experiences like fizzy drinks, I will allow the children explore how carbon dioxide gas is formed and behaves through hands-on demonstrations like dancing raisins and balloon inflation. These activities spark curiosity and encourage prediction and observation skills.
The glittery explosion experiment also allows children to work collaboratively, make choices about materials, and witness a dramatic reaction, reinforcing the idea that gases take up space and can be trapped in bubbles.
These activities support inquiry-based learning and can be linked to curriculum themes such as materials, change, and energy. They also promote language development through discussion and explanation, and offer opportunities for cross-curricular links with art and literacy.
Overall, this activity fosters scientific thinking in a playful and accessible format.
This is a very engaging activity! I like the idea of starting with Aliens in Underpants Save the World as a fun and imaginative way to hook the children’s interest, and using Chris Hadfield’s videos adds a real-world connection that makes space exploration feel exciting and accessible. I love how you’re incorporating hands-on learning with the rocket-building experiment—encouraging predictions and testing different materials is a great way to build scientific thinking and curiosity.
Incorporating hands-on, classroom-themed activities into my teaching has been transformative in fostering engagement and deeper understanding among students. Activities such as building simple machines, designing bridges, creating parachutes, tinfoil boats, and conducting experiments allow children to explore STEM concepts in a tangible and interactive way. These experiences not only enhance comprehension but also promote collaboration, problem-solving, and creativity—skills essential for the 21st-century learner.
To deepen the impact, I aim to scaffold these activities with real-world challenges and inquiry-based questions. For example, children might be tasked with designing a bridge that can hold a specific weight using limited materials, encouraging them to apply engineering principles and test hypotheses. Reflection journals, peer feedback, and design processes can further enrich learning. I also plan to incorporate digital tools like coding platforms(scratch) and simulation software to extend hands-on learning into virtual spaces.
To further support a STEM-focused SSE in my school, I would take steps to embed STEM principles across the curriculum. This includes integrating cross-disciplinary projects, encouraging inquiry-based learning, and providing professional development for staff to build confidence in delivering STEM content. Additionally, gathering student voice and feedback through surveys or focus groups can help tailor the SSE to meet learners’ needs. Partnering with local STEM organisations or industries could also enrich the curriculum and provide real-world context. Ultimately, a STEM-focused SSE should aim to create a culture of innovation, curiosity, and lifelong learning.
Absolutely agree! Balancing digital tools with hands-on resources is key to making STEM both meaningful and engaging. I love your idea of using recycled materials and blocks for building challenges—such a creative way to foster teamwork, problem-solving, and scientific thinking. Incorporating child voice and reflective activities for SSE is a great way to capture authentic learning. It’s inspiring to see how you’re planning to embed STEM across the curriculum in such a practical and inclusive way!
Activity set: stars. This is a way I would have a lesson around it
First I would show a picture of the night sky and the stars. We will have a discussion about star counting. To do this I will use the following materials: 3 transparent containers, Marbles and a discussion sheet with a starry sky image
To complete this activity, I will sit the children in a circle and show 5 marbles. I would ask them: “Are there more stars than these marbles?”
Then we will Count the marbles and place them in a container.
Then we will count the number of children and place that many marbles in a second container.
Then we will fill the third container to the top with marbles. And I will Ask: “Are there more stars than this?” I would then explain that there are more stars than grains of sand on Earth and we need computers to count them!
Further discussion questions that I would ask, would be Have you ever seen stars? When do we see them, What did they look like? Do stars give light? When do you see stars? And is the Sun a star?
Then we will make a Starry Sky using the following materials: A4 paper, Paint (various colours), Toothbrushes, Splatter painting screens, combs, or lolly sticks
Activity:
Paint the paper to match the night sky (children choose the colour).
Once dry, use toothbrushes and tools to splatter paint and create stars.
Explain that real stars come in different colours too!Finally, Show and Tell
The children will share their starry sky paintings. I will Reiterate key points that Stars give light, the Sun is a star, Stars are visible at night and that there are lots and lots of stars in the universe!
To extend this activity, we cold read a story about stars or space or Sing a star-themed song like “Twinkle, Twinkle, Little Star”.
this is such a magical and enriching learning experience! I love how you’ve woven storytelling, sensory exploration, and creativity into your lesson on stars. Starting with Peppa Pig is a brilliant way to connect with the children’s world and spark curiosity. The use of marbles and sand to visualise the vastness of the universe is both clever and tangible. The star lanterns and splatter painting are such lovely touches to bring the theme full circle. I’m sure the children in your class will be absolutely captivated. Thank you for sharing
Thank you for sharing the use of Smeds and Smoos, I haven’t used/ heard of this resource before but sounds like a nice way of introducing the topic and a lovely cross curricular approach
For this assignment, I have decided to respond in the form of a simple lesson plan.
Lesson: Exploring the Planets of our Solar System
Class Level: 1st/ 2nd ClassIntroduction:
I would begin by asking the children: “Can anyone name a planet?” and record their answers on the board. I would then play the Solar System Song to introduce all the planets in a fun, musical way https://www.youtube.com/watch?v=ZHAqT4hXnMw2. Development of lesson:
Discuss the video- what fact can they recall and Prompt with questions like:
“Which planet is closest to the Sun?”
“Which one is the biggest?”Activity: Use the ESERO worksheet. Students cut out and order the planets by distance from the Sun. Support them in reading planet names and matching them to the correct order.
Conclusion:
Each student shares one fun fact or favorite planet. Display their ordered planets on a classroom wall.This is a great inquiry-based activity! It empowers the children to take ownership of their learning by predicting, experimenting, and discussing outcomes. Encouraging them to explore why certain objects sink or float fostering their curiosity and critical thinking. Letting their questions guide the process makes the experience more meaningful and memorable.
My favourite inquiry based activity to do in the classroom is the egg drop parachute challenge.
The children are tasked with designing a parachute system that will safely deliver an egg from a height without it breaking. They explore materials (plastic bags, string, tape, paper), test prototypes, and refine their designs based on results. This hands-on activity encourages questioning, predicting, experimenting, and reflecting—core elements of inquiry-based learning
In my classroom, I would use the egg drop parachute challenge to foster curiosity, creativity, and scientific thinking. This activity naturally aligns with inquiry-based learning because it begins with a real-world problem—how to defy gravity and protect a fragile object. The children would work in teams to brainstorm and scaffold ideas, ask questions like “What materials slow down a fall?” or “How does parachute size affect descent speed?”, and then test their hypotheses through experimentation.
I’d encourage the children to document their process, reflect on what worked or didn’t. This promotes resilience and critical thinking. The activity also integrates cross-curricular skills: science (gravity, air resistance), maths (measuring drop times), and literacy(writing reflections and presenting findings).
By guiding the children to discover principles through experience rather than direct instruction, I’d help them develop deeper understanding and ownership of their learning. It’s a fun, memorable way to make science tangible and meaningful.
Hey everyone, my name is Sarah and I teach in an all girls school in Dublin. I always enjoy teaching about Space in the classroom, it is always such an engaging topic and overlaps across many curricular areas. One of my favourite facts is: If you lived on Mercury you would celebrate your birthday every 3 months as one year is 88days-imagine having 4 birthdays each earth year!
It’s really interesting to hear how you’re transitioning from Word and PowerPoint to exploring Google Workspace tools. We’ve found Google Forms particularly useful, especially when we surveyed staff on wellbeing—it was quick to set up, easy to analyse, and gave us valuable insights.
Your reflections on the admin benefits of Workspace are spot on. Tools like Drive, Docs, and Calendar really do streamline communication and planning across the school.
But I agree with your reservations about student email access, but hopefully the idea of limited use of Workspace tools can support collaboration and resource sharing in a safe and structured way.
https://docs.google.com/presentation/d/1l2hOlEYg-k3llO0nQx48jKFGdEFxKP2L3jW3GAvFUXY/edit?usp=sharing
Over the past few years, my teaching practice has increasingly incorporated digital tools to support both in-class and remote learning. The shift to blended learning has highlighted the value of platforms like Google Workspace, especially Classroom, Groups, and Meet, in maintaining continuity, collaboration, and engagement.
Google Classroom will allow me to streamline communication, share resources, and manage assignments efficiently. It’s particularly useful for differentiated instruction and tracking pupil progress. Google Meet has been invaluable for virtual check-ins, parent meetings, and even small group support sessions, ensuring learning continues beyond the physical classroom.
Looking ahead, I plan to use these tools more strategically to support student voice, formative assessment, and collaborative learning. The flexibility of Workspace apps makes them ideal for a blended approach, where pupils can access materials, submit work, and receive feedback from anywhere.
To support this, I’ve created a short interactive digital story using Google Slides for 4th class pupils on the topic of The Vikings. It introduces key concepts and includes a discussion prompt to encourage reflection and peer interaction.
This kind of resource can be shared via Classroom, discussed in Meet, and extended through Docs or Jamboard. It’s a simple but effective way to make learning more engaging, accessible, and student-centered.This is a great example of how assessment can be used to genuinely support learning. I really liked your use of Google Forms to gather student voice—it’s such a powerful way to identify patterns and respond meaningfully. We also used Google Forms to survey staff on wellbeing, and found it incredibly useful for capturing honest feedback and guiding our next steps.
Your plan to combine Forms and Kahoot is a great way to balance structured assessment with interactive engagement. It’s encouraging to see how you’re making assessment part of the learning journey, not just the end point.
https://forms.gle/wQDdME2EuVYsMX426
After reviewing Formative Assessment and Self-Regulated Learning (Dylan Wiliam, 2014), I’ve reflected on how I currently assess pupils and how I can improve both Assessment for Learning and Assessment of Learning in my classroom. Wiliam’s emphasis on feedback, student ownership, and ongoing assessment has encouraged me to make my assessments more interactive and reflective.
In September, I plan to use Google Forms to create short, topic-based assessments that allow pupils to demonstrate understanding while also reflecting on their learning. For example, I’ve created a Vikings History Assessment for 4th class that includes multiple choice and short answer questions. This format supports AfL by identifying misconceptions early and AoL by capturing summative understanding.
Forms also allow me to track responses, provide instant feedback, and adjust teaching based on pupil needs. It’s a simple yet powerful tool to support both learning and our School Self-Evaluation (SSE) process.
