Variety of Homes and SheltersActivities & Teaching Strategies
Active learning helps students connect abstract ideas about housing to real-world examples they can see and touch. When students move around the room, build models, or discuss their ideas, they better grasp how history, climate, and culture shape where people live. These activities make the topic tangible for young learners.
Learning Objectives
- 1Compare the architectural styles and building materials of at least three different types of homes found in the local area.
- 2Explain how specific features of Irish weather, such as heavy rainfall and strong winds, influence the design and construction of local homes.
- 3Differentiate between a 'house' as a structure and a 'home' as a place of personal meaning and family life, providing examples.
- 4Analyze the relationship between the historical development of the local community and the evolution of its housing types.
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Gallery Walk: Houses Around the World
Display photos of Irish cottages, modern apartments, and homes from other climates (like stilt houses or igloos). Students move in pairs to identify one material used in each and one reason why that house suits its environment.
Prepare & details
Analyze why houses in our neighborhood look different from one another.
Facilitation Tip: During the Gallery Walk, position yourself to observe which images draw students’ attention the most, then ask guiding questions like, 'Why do you think this house has a sloped roof?' to spark deeper thinking.
Setup: Wall space or tables arranged around room perimeter
Materials: Large paper/poster boards, Markers, Sticky notes for feedback
Inquiry Circle: The Three Little Pigs Test
In small groups, students are given 'building kits' (straws, lolly sticks, and LEGO bricks). They must build a small structure and test its strength against a 'big bad wolf' (a hair dryer or fan) to understand why we use heavy materials in Ireland.
Prepare & details
Explain how the weather in Ireland influences the way our homes are built.
Facilitation Tip: When running The Three Little Pigs Test, encourage students to explain their material choices aloud so you can hear their reasoning and address any misunderstandings immediately.
Setup: Groups at tables with access to source materials
Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template
Think-Pair-Share: My Dream Home
Students draw their ideal home. They then pair up to explain why they chose certain features (e.g., a sloped roof for rain) and identify which materials from the local area they would use.
Prepare & details
Differentiate what makes a building a home rather than just a house.
Facilitation Tip: For the Think-Pair-Share activity, circulate to listen for students using specific details about their dream homes, such as 'I’d want a conservatory because my granny loves plants.'
Setup: Standard classroom seating; students turn to a neighbor
Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs
Teaching This Topic
Experienced teachers approach this topic by grounding discussions in concrete examples students can relate to, like their own homes or familiar streets. Avoid overgeneralizing about 'old' or 'new' houses, as this can reinforce stereotypes. Instead, highlight the cleverness behind different designs, such as how thatched roofs keep homes cool in summer. Research shows students learn best when they see how their own lives connect to broader concepts, so start with local examples before expanding to global ones.
What to Expect
Successful learning looks like students identifying different housing types with confidence, explaining why materials and designs vary, and making thoughtful connections between shelter and community. They should also recognize that a house is more than a structure, it’s a home filled with personal meaning.
These activities are a starting point. A full mission is the experience.
- Complete facilitation script with teacher dialogue
- Printable student materials, ready for class
- Differentiation strategies for every learner
Watch Out for These Misconceptions
Common MisconceptionDuring the Gallery Walk, watch for students assuming older houses are 'worse' because they look simpler. Use the 'then and now' photo cards to prompt them to notice features like thick stone walls that kept homes warm in winter.
What to Teach Instead
During the Gallery Walk, provide photo cards showing Irish homes from different eras side by side. Ask students to compare materials and designs, such as how older homes used locally sourced stone to stay cool in summer.
Common MisconceptionDuring the neighborhood survey in The Three Little Pigs Test, watch for students generalizing that all Irish homes look the same. Use the local photos to highlight differences between urban apartments and rural farmhouses.
What to Teach Instead
During the neighborhood survey, give students a checklist with photos of detached, semi-detached, terraced, and apartment homes. Have them mark which types they see in their own community and discuss why variety exists.
Assessment Ideas
After the Gallery Walk, provide students with images of different local houses. Ask them to label each image with the correct housing type and list one building material visible in each. Review responses as a class to address any errors.
During the Think-Pair-Share activity, ask students to share personal examples of what makes a building a home, not just a house. Record their ideas on the board and look for responses that include family, memories, or personal belongings as key elements.
After The Three Little Pigs Test, give each student a small card. Ask them to write one way the Irish weather influences how houses are built and one type of material used to protect against it. Collect and review for understanding of climate influence on housing.
Extensions & Scaffolding
- Challenge students to design a home for a fictional family of four, including a detailed materials list and a short written explanation of their choices.
- Scaffolding: Provide picture cards of materials and housing types for students to match before they create their own designs.
- Deeper exploration: Invite students to research and present on a historical home in their community, highlighting how it was built for the climate and available resources.
Key Vocabulary
| Detached House | A standalone house that is not attached to any other buildings. It typically has its own garden space. |
| Terraced House | A house that is joined to a row of similar houses on one or both sides. They share side walls. |
| Slate | A natural stone material often used for roofing in Ireland due to its durability and resistance to water and wind. |
| Brick | A common building material made from clay, fired in a kiln. It is used for walls and is known for its strength and insulation properties. |
| Apartment | A self-contained housing unit that occupies only part of a building. Apartments are often found in multi-story buildings. |
Suggested Methodologies
Planning templates for Exploring Our World: Local and Global Connections
More in The Local Community
Materials for Building Homes
Students will investigate different materials used in local housing and discuss their properties and origins.
2 methodologies
Community Helpers and Their Roles
Identifying the different jobs people do in the community and how they help us.
2 methodologies
Local Services and Facilities
Students will identify and map important services and facilities in their local area, such as shops, parks, and libraries.
2 methodologies
Modes of Transport
Examining how people move around the local area and the infrastructure that supports travel.
2 methodologies
Traffic and Road Safety
Students will discuss traffic rules and road safety practices relevant to their local community.
2 methodologies
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