Exploring Our World: Local and Global Connections · 2nd Year

Active learning ideas

Variety of Homes and Shelters

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.

• NCCA Curriculum Specifications
• NCCA: Primary - Living in the local community
• NCCA: Primary - People and places in other areas

• 25–45 min
• Pairs → Whole Class
• 3 activities

Activity 01

• Gallery Walk
• 30 min · Pairs

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.

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.

What to look for

Provide students with images of different local houses. Ask them to label each image with the correct housing type (e.g., detached, terraced, apartment) and list one building material visible in each. Review responses as a class.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 02

• Inquiry Circle
• 45 min · Small Groups

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.

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.

What to look for

Pose the question: 'What makes a building a home, not just a house?' Ask students to share personal examples and discuss elements like family, memories, and personal belongings. Record key ideas on the board.

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 03

• Think-Pair-Share
• 25 min · Pairs

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.

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.'

What to look for

Give each student a small card. Ask them to write down 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.

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

• During 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.

  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.

• During 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.

  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.

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Methods used in this brief

• Gallery Walk
• Inquiry Circle
• Think-Pair-Share