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Hi Grace,
I really like how your Space Week plan combines hands-on activities with imaginative play to keep children engaged throughout the week. The role-play space station is a great example of purposeful game-based learning, encouraging collaboration, communication, and problem-solving while exploring STEM concepts. A meaningful cross-curricular link could be with Visual Arts, as pupils design and create rockets, astronaut helmets, and space-themed artwork while explaining their ideas and the science behind their creations.
Lesson: Paper Rockets
For this lesson, the children will investigate how a rocket is propelled by a pushing force. To begin, I would encourage them to share what they already know about rockets by looking at photographs and discussing their ideas. I would also use the Marvin and Milo cartoons to spark curiosity and introduce the concept before the investigation begins.
Before constructing their rockets, pupils would make a prediction about how far they think their rocket will travel, for example from one point in the classroom to another. They could record their ideas by writing, drawing, using a scribe, or making a voice recording on a digital device.
The materials available would include paper, card, drinking straws, sticky tape, scissors, and colouring materials. If time allowed, we could extend the activity by creating the rocket mouse shown in the presentation using plastic bottles.
Children would then design and build their own rockets, choosing whether to work independently or with a partner. Once completed, they would test their rockets in the school hall or outdoors on a calm, dry day. After testing, the class would compare results, discuss whether their predictions were accurate, and consider how changing the rocket’s design affected its movement.
Hi Suzanne,
Your lesson provides excellent opportunities for purposeful game-based learning, as children can work together to design, build, and improve their houses while solving practical problems using different materials. This encourages creativity, collaboration, and engineering thinking, which are key aspects of STEM education. A meaningful cross-curricular link could be with Oral Language, where pupils explain the design choices they made, describe the materials they selected, and discuss how their homes compare with others around the world, helping to develop both communication and reasoning skills.
The “Where Do You Live?” and “Weather – Animals in the Cold” activities offer meaningful opportunities to develop STEM skills by connecting learning to the world around the children. I would begin with the “Where Do You Live?” activity by exploring different environments where people and animals live. Pupils could examine a variety of habitats, locate them on maps or globes, and discuss how weather and climate influence the homes that people and animals need. This would naturally link science with geography, mathematics, and oral language.
The “Weather – Animals in the Cold” activity would encourage pupils to investigate how animals are adapted to survive in freezing conditions. Children could carry out a simple investigation by testing different insulating materials to discover which keeps an ice cube frozen for the longest time. They would observe, measure, record their findings, and compare results using tables or simple graphs before discussing the reasons behind their discoveries. This practical approach helps develop investigation skills, problem-solving, and an understanding of fair testing.
To strengthen STEM across the school as part of our School Self-Evaluation (SSE), I would expand these activities by providing regular opportunities for collaborative investigations and hands-on learning. Children could use digital tools to explore weather patterns, research different climates, or collect and interpret weather data. They could also design habitats or shelters for animals using recycled materials, testing and improving their designs as they work. By reflecting on children’s participation, learning outcomes, and cross-curricular connections, these activities can help shape future STEM planning. Overall, they inspire curiosity, creativity, and a deeper understanding of how living things adapt to the environments in which they live.
Hi Sabrina, this is a great lesson idea which delves into enquiry based and hands on learning. Loads of great ideas 🙂
If I were selecting one of the activity sets, I would choose Space and Aliens because it captures children’s interest and encourages them to explore new ideas through play. The topic of space is full of mystery and excitement, making it a great way to introduce STEM learning to young children. I would begin by sharing a space-themed picture book before inviting the class to discuss what they already know about planets, stars, and aliens. Together, we would create a list of questions that the children would like to investigate during the lesson.
To extend their learning, the children would work collaboratively to create their own alien models using recycled materials such as boxes, tubes, bottle caps, and coloured paper. As they build, I would encourage them to think about their alien’s habitat, how it travels, and the features it would need to survive in space. This imaginative task allows children to apply their creativity while also considering simple scientific ideas about habitats and living things. The class could also explore how rockets work by making and testing balloon or paper rockets, comparing which designs travel the furthest and discussing why.
This learning experience supports many aspects of the Primary Curriculum Framework by promoting communication, teamwork, creativity, and inquiry. Children are encouraged to share their ideas, listen to others, solve problems, and reflect on their discoveries. My role would be to guide the investigation by providing materials, asking thought-provoking questions, and encouraging children to experiment and learn through exploration. Overall, this activity offers an enjoyable and meaningful way to develop STEM skills while nurturing curiosity, imagination, and a positive attitude towards science from an early age.
Hi Ciara, I really enjoyed reading your reflection. I like how the activity encourages children to explore, predict and discover the different Moon phases for themselves rather than simply being told the answers. Using the torch and ball is a simple but effective way to make the concept easier to understand. Your use of questioning and observation also supports children’s curiosity and helps develop their scientific thinking. It sounds like an engaging, hands-on lesson that pupils would really enjoy.
Activity: The sun and shadows
This activity encourages young children to explore how light creates shadows through observation, prediction, and hands-on investigation. It helps develop scientific thinking while allowing pupils to ask questions, test ideas, and share their discoveries.
To begin, I would gather the class and ask open-ended questions to spark curiosity, such as, “What is a shadow?”, “When do you notice your shadow?” and “What do you think makes a shadow appear?” The children would have an opportunity to discuss their ideas before we explored further.
Next, we would go outside on a sunny day, or use a bright window if the weather was unsuitable. Pupils would look for different shadows around the school grounds and discuss what they notice. I would encourage them to think about why buildings, trees, playground equipment, and people all create shadows. We could also observe how shadows point in different directions and compare their sizes.
Back in the classroom, the children would investigate shadows using a torch and a selection of everyday objects. Before each demonstration, I would ask them to predict what might happen. They could experiment by placing toys, blocks, or their own hands in front of the light to see how different shapes produce different shadows. They would also move the objects closer to and further away from the light source to observe how the size and shape of the shadow changes.
After the investigation, we would discuss what we had discovered together. I would explain that light travels in straight lines and that a shadow is created whenever an object blocks the light. Using simple drawings and demonstrations, I would show the relationship between the light source, the object, and the shadow. This inquiry-based activity encourages children to observe, ask questions, make predictions, and learn through exploration, helping them develop a deeper understanding of light and shadows in an enjoyable and meaningful way.
Hi Avril,
I really like how you have connected climate change to local issues in Wexford, as this makes the topic much more meaningful for children. The idea of a field trip to observe coastal erosion is an excellent way to bring learning to life and help pupils understand the real impact of environmental change. I also think your practical, student-led actions around local food, sustainable transport and biodiversity are fantastic examples of how children can make a positive difference in their own community.
Children today are increasingly aware of environmental issues, particularly the effects of climate change. In our local community, we have noticed more frequent extreme weather events over the past few years. One example was Storm Éowyn, which caused significant damage to our school grounds. Several trees were badly affected, and our much-loved fairy garden was destroyed. Experiences like this help children see that climate change is not just a global issue but one that can directly affect places they know and care about. During the winter months, we have also experienced periods of intense rainfall, resulting in local flooding.
In the classroom, I would support children’s understanding of climate change through age-appropriate discussions, books, investigations and outdoor learning experiences. Pupils could record daily weather observations, compare seasonal patterns and examine how local weather has changed over time. These activities would encourage children to relate their own experiences to what they are learning and develop a greater awareness of the environment around them.
Everyone can contribute to protecting the environment through simple everyday actions. Encouraging children to recycle, reduce energy use by switching off lights and electronic devices, and grow plants, flowers or trees are practical ways to care for nature and promote biodiversity.
This area of learning connects closely with the School Self-Evaluation process by promoting pupil wellbeing, active participation and meaningful pupil voice. It also helps children develop a sense of responsibility for their local environment while recognising that even small individual actions can have a positive impact on creating a more sustainable future.
Hi Aisling,
I enjoyed reading your post and agree that schools have an important role in helping refugees feel welcomed and included. Your suggestion of using stories, music and art to explore different cultures is a great way to encourage respect and understanding among students. I also like how you linked your ideas to the School Self-Evaluation process, as it shows that inclusion should be part of the school’s long-term planning rather than just occasional activities.
After researching organisations that support refugees in and around the South Dublin area, I found that while there are no refugee charities based directly in my area, there are several organisations nearby that make a real difference. These include the Irish Refugee Council, which provides legal advice and support to refugees and people seeking international protection, and South Dublin County Partnership, which helps people integrate into local communities through education, employment and community programmes. National organisations such as UNHCR Ireland also encourage local volunteering and community sponsorship to help refugees settle into Irish communities.
I think our school could play an important role in making refugees feel welcome. Students could organise a collection of school supplies, books, sports equipment or warm clothing for families who have recently arrived. We could also hold fundraising events to support organisations working with refugees or invite speakers to educate students about the experiences of people forced to flee their homes. Learning about different cultures through food, music and cultural celebrations would help everyone feel included and reduce misunderstandings.
If refugee students joined our school, we could create a buddy system where volunteers help new students settle in, find their classrooms and make friends. Small acts of kindness, such as saying hello, including someone in games or group work, and showing respect for different cultures and languages, can make a huge difference. By working together, our school could become a welcoming place where refugees feel safe, valued and part of the community.
I agree with Giona on this one. Even though I work in an affluent area there is still a lot of children coming from disadvantaged families. It is so important to show the children that even though they are in the same school and same class that not everyone’s family is the same
One Sustainable Development Goal that I would focus on with children is SDG 13: Climate Action. Climate change affects children both locally in Ireland and globally. In Ireland, children are experiencing more frequent storms, flooding, and changes to local biodiversity, while globally many children face extreme weather, food insecurity, water shortages, and displacement from their homes.
To encourage students to take action in support of ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions, I would involve them in practical, community-based projects that demonstrate how individual and collective actions can make a difference. For example, students could carry out a waste audit in the school, develop a recycling or composting initiative, plant pollinator-friendly gardens, organise litter clean-ups, or create awareness campaigns encouraging families to reduce energy use and single-use plastics. Collaborating with local environmental groups or the local council would help students see how schools can contribute to wider community sustainability efforts.
These activities would also encourage critical thinking, teamwork, and active citizenship. By connecting local actions to global challenges, children can develop an understanding that their choices have an impact beyond their own community. Empowering students to participate in real-world sustainability projects helps build confidence, responsibility, and hope, while fostering the knowledge, skills, values, and attitudes needed to contribute to a more sustainable future for Ireland and the wider world.