- This topic has 142 replies, 62 voices, and was last updated 1 year, 5 months ago by
.
-
Posts
-
-
*Please Note: Participants who use Word (Or equivalent) to write their assignments and then copy and paste these into the forum may find that additional extraneous formatting is brought across. To avoid this, either right click in the post window and choose ‘Paste as Plain Text’ or use the keyboard shortcut cmd+shift+v. Alternatively, you can first paste the content into Notepad (Or similar text editor) and then copy it from here to the topic window.
ASSIGNMENT
Choose one of the options below and write 150 words in the discussion forum
- Using some of the identification tools and resources outlined in this module, identify some species of plants or animals in your own local environment and record them with the National Biodiversity Data Centre and then outline how you would get your class involved in citizen science projects
- Register your garden with the All Ireland Pollinator Plan and record your actions for pollinators, then outline how you would register your school and what actions you could take to help pollinators
- Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
Please also comment on at least one other participant’s post.
-
Objective: To explore and document the changing biodiversity of the school’s outdoor environment throughout the school year, integrating science, literacy, and technology skills.
Resources:
Outdoor exploration equipment: binoculars, magnifying glasses, notebooks, pencils, cameras, and field guides
Recording sheets:
Biodiversity Observation Sheet (with columns for species, location, date, and notes)
Habitat Survey Sheet (with columns for habitat type, species observed, and observations)
Photo Journal (with space for notes and captions)
Technology tools:
Digital camera or smartphone for photo documentation
Online journaling platform or blogging tool for student reflections
Educational apps for identifying species (e.g., Leafsnap, iNaturalist)
Procedure:
Introduction (1-2 weeks):
Introduce the project and its objectives.
Discuss the concept of biodiversity and its importance.
Distribute recording sheets and explain their use.
Regular Outdoor Explorations (bi-weekly or monthly):
Take students on outdoor excursions to explore the school’s environment during different seasons.
Have them record observations on the provided sheets.
Encourage them to take photographs and note interesting finds.
Integration with Other Subjects:
Science: Use data collected to create charts, graphs, and diagrams to analyze patterns in biodiversity.
Literacy: Have students write reflective journals or short stories inspired by their observations.
Technology: Use digital tools to share findings with peers or upload photos to a class blog.
Frequency of Outdoor Learning:
4-6 times per year, depending on weather conditions and availability of outdoor spaces.
Extension:
Invite a local naturalist or wildlife expert to speak to the class about the importance of biodiversity.
Create a display or exhibit showcasing student findings and artwork inspired by their observations.
By using these resources and recording sheets, students will develop a deeper understanding of seasonal biodiversity and its significance, while also practicing scientific observation, literacy, and technology skills.
-
Hi Diarmaid,
Thanks for your post; I hope you are enjoying the course!
Your plan is comprehensive and has a wealth of opportunities for learners to develop their STEM skills. I highly recommend eliciting their prior knowledge during the discussion phase-sometimes the students can become the teachers!
Learners showcasing their findings as you describe, is a great way to further their skills development in STEM communications and put their art skills to use. Presenting their findings is a great way to engage the rest of the school and the broader community in this important topic.
As you mention in your plan, inviting a local wildlife expert is a great way to deepen learners appreciation for local species. If you are lucky, one of the parents of the learners may have the expertise necessary to come in and provide a free talk on biodiversity/native species.
-
-
-
-
-
-
-
Our school garden has been a blank canvas as we only moved into our new school building in 2022. In the past few months a huge effort has been made and the fruits of this work is starting to show. I think it would be a great place to conduct a flora trail. I would use the Wildflower walk as a tool. The children can be divided into mixed ability groups and can observe and monitor the various flora and fauna over the course of the the school year. We can look at conditions that favour certain plants. Do some need more shelter than others? Do we need to protect them over the winter months? The children are fortunate to have our school situated near the grand canal. This in turn might lead us to expand our research further into the community especially in the senior classes. A nature walk once per term will help to compare and contrast plant life that grows in the wild v a more streamlined setting. Art work could be done based on the various flowers. Graphs to show the numbers of flowers over the various seasons. Take pictures throughout the year and do a google slideshow for other classes. We may also observe different species and could record them on the national bio data centre to link in with our wildflower observations.
-
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
Our school garden has been a blank canvas as we only moved into our new school building in 2022. In the past few months a huge effort has been made and the fruits of this work is starting to show. I think it would be a great place to conduct a flora trail. I would use the Wildflower walk as a tool. The children can be divided into mixed ability groups and can observe and monitor the various flora and fauna over the course of the the school year. We can look at conditions that favour certain plants. Do some need more shelter than others? Do we need to protect them over the winter months? The children are fortunate to have our school situated near the grand canal. This in turn might lead us to expand our research further into the community especially in the senior classes. A nature walk once per term will help to compare and contrast plant life that grows in the wild v a more streamlined setting. Art work could be done based on the various flowers. Graphs to show the numbers of flowers over the various seasons. Take pictures throughout the year and do a google slideshow for other classes. We may also observe different species and could record them on the national bio data centre to link in with our wildflower observations.
-
-
-
I really like projects such as this one outlined by Diarmaid, where the children re-visit the same site several times in the school year to observe how things change as the seasons roll around. I find it really opens their eyes to the changing landscapes around their school and homes and awakens a curiosity about the lives of the plants and animals around them.
-
-
-
I feel that the best place to teach about biodiversity is outside, in nature.
We started a bee and butterfly garden in the school grounds in 2021. It started out as a small idea and grew.
We got sponsorship from local businesses. I spent two full bank holiday weekends with my family digging and planting.
We ran art /poster competitions to raise funds for plants etc.The children investigated through use of ICT and observation, which flowers, shrubs and colours attracted the bees.
The observations were recorded in graphs and further presented in graph form using ICT.
Art lessons involved painting stones and decoration the garden.
We has grandparents input too, making insect hotels etc though not many insects arrived.
We go out to the garden at least every fortnight and observe insects, plants etc.
Insect habitats are observed and we try to foster a positive attitude towards insects, which can be quite difficult at times. I feel strongly on this matter.
We released butterflies into our garden in summer and this was a very special memory for the children having watched them emerge from their cocoons in the classroom.-
We do something similar in our school Fiona. We were looking for help in planting an new school garden. We wanted the children to be involved but also get a bit of expertise to ensure the school garden lasted as no one on staff felt too green fingered. The local tidy towns offered to help us and came in do do some planting with the children. They then offered to take them on a heritage/biodiversity walk around the town to make the children familiar with the history and nature in their own areas. Having a bit of local knowledge was brilliant and we all learned something from the planting and walk. We are lucky enough to have an outdoor classroom also which is a fantastic asset when it comes to studying biodiversity in the surroundings of the school.
-
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
I would use the Wildflower Walk Challenge from Nature on Your Doorstep to conduct a seasonal biodiversity project. We are luck enough to have a large area of nature to walk through beside our school with an abundance of native plants and trees.
I’d begin by getting the class familiar with the plants and flowers in the area. WE would follow the steps on the challenge.
Step1: Look around: notice the colours and smells, bring magnifying glasses to look at them closely.Step 2: Is it a wildflower or a weed. Talk about different flowers eg: dandelions that we sometimes call weeds and their importance for biodiversity, bees etc
Step 3:Getting to know wildflowers: Bring Ipads to take photos of the flowers and try to identify them
Step 4 : Look for information: Back in class research the flowers and see if they can identify them.
Step 5: Welcome wild flowers. Look at planting a section of wild flowers in the school garden or another place in the school
We would do a walk with recording sheets to record pictures of the flower and characteristics of the flower. We would also take a few iPads to photograph them. We would do the walk in seasonally and take note of the changes in the flower in spring, summer, autumn and winter. This could be integrated into Maths by doing graphs, tally charts etc to record findings about the different wildflowers.
-
-
-
I am very jealous of both of you Fiona & Emily because you both seem to have arrived at a place where I would love our school to be! We also have a garden but I am not sure that it actually contributes a whole lot to the biodiversity of the school. The garden is quite shaded as there are trees in the middle of it that cast quite a long shadow. In the past we tried growing vegetables but they didn’t do very well for this reason. One of the teachers in the school developed a vegetable patch in another area of the school this year and they seemed to have better results. We tried to plant for the senses – plants with colour, texture, smells and that were safe to eat – but overall they didn’t do very well either – probably too much shade again so it’s back to the drawing board. We have developed a more formal garden in another area in the past year so the hope is that the planting here will encourage pollinators. I have tried to introduce “No Mow May” or to leave areas of grass uncut for periods of time but I am fighting a loosing battle with a very diligent caretaker!! I might be able to convert him to the shorter meadow idea and leave a patch that will be mowed only once a month. We have a hedge around the field but this is quite a distance from the school and yard. As a result, while I have often tried hanging bird feeders on the classroom windows the most frequent visitors are crows. I think they are too far from shelter for smaller birds.
-
We also did this when we started our school garden. We paid someone to come in and advise what to plant in different areas. It is a small urban garden in the middle of Dublin 1 but the advice we got was invaluable. We plant garlic, potaotes, beans and strawberries. We have apple and pear trees. We have a bug hotel, a wormery and bee friendly plants, bird houses and a play digging area. There is a small auditorium in the middle where classes can read or do lessons outside. As a staff I dont think we would have been able to plan such a graden with expert help.
-
-
-
-
Hi Fiona. What a wonderful idea. I love the idea of a bee and butterfly garden (maybe as well as the vegetable patch that we grow in school.) I like the idea of getting local sponsorship and getting grandparents involved as this involves the wider community. You have a lovely overlap of lots of different subjects such as art, maths, geaography, science and I suspect SPHE. I would just love to see a photo of your garden and some of the minibeasts that came to visit.
-
-
Hi Fiona
I love the idea of your bee and butterfly garden and your studies on the flowers that attracted the bees sound like a great combination of Science, Maths and IT and a great use of the children’s observation skills. Getting input from local businesses and grandparent involvement was a great way to engage with the local community. Observation of the life cycles of butterflies through rearing them can be a very positive experience for the children but it is important to do this only with caterpillars that are collected from the local area. The butterfly rearing kits that are marketed at schools should never be used as these imported caterpillars can be very harmful to local biodiversity by importing disease into local populations or creating competition for scarce food sources. Also the habitat that the butterflies are being released into may not be suitable for the butterflies being released.
-
-
-
-
-
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
I would like to look at trees for this seasonal biodiversity project. I think it would be a good start for this project as trees don’t move around and easy to observe over the year.
As a trigger, I would use the resource Explorify.uk and a clip from the “what’s going on” section .https://explorify.uk/en/activities/whats-going-on/seasons. It is a one minute video that observes a group of trees changing over the seasons. The children would talk about the changes that they have observed and talk about how trees change over the seasons.
Biodiversity projects allow for lots of opportunities for outdoor learning and integration with other subject areas. It allows for increased hands on learning, enjoyment and engagement, fresh air and exercise. There is no better way to observe how trees change than to use all their senses..touch the bark, hear the leaves rustle. It allows for integration with art..bark rubbings. It allows for the development of the skill of observation. The children can observe the leaves on the trees in the school environment. They observe the shape of their leaves and the colours they can see. Children would also use the leaf identification worksheet that we looked at in this module.
The children would have opportunities to record their findings throughout the year by using drawings and photographs -
This course has given me some marvelous resources which I can easily use with my students over the course of next year. In particular I think the Curious Minds Framework and lesson planning on “Biodiversity Through the Seasons” is excellent and offers such a wide range of suitable activities and investigations.
In it I find very do-able activities relating to why we have seasons on Earth, activities around day, night and the seasons, on investigating which seeds float and which sink (and then planting both in order to see whether this makes a difference to whether the seeds will germinate or not), on how seeds are dispersed in nature, on how to make a birdfeeder, on the conditions needed for seed growth, on recording pollinators and on looking at trees, their bark, leaves, seeds, berries, twigs, buds etc. through the different seasons. So many wonderful lessons suited to each of the four seasons. I look forward to trying most of them over the course of the year.
I aim to use many of the wonderful adventure sheets from Carlow Sports Partnership in collaboration with Wildways Adventures as I feel these are very suited to the students in our junior school. I also am delighted to now have identification keys to help identify Irish butterflies, birds and wildlife.
Hopefully we as a class will engage in outdoor learning lessons once a month, so that we can focus on the changes in nature as each season progresses. Probable integration with subjects such as geography (mapping), maths (counting, sorting, classifying, science (seed dispersal, identification of flowers, trees, birds, growing plants), literacy (recording, keeping accounts, story telling and writing), Gaeilge (séasúir, míonna na blianna, foclóir), SPHE (working together, wellbeing), art (drawing, recording, 3D art with natural materials), PE (outdoor scavenger hunts, orienteering). -
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
The area around our school has great potential for undertaking and recoding a biodiversity project. Close by is a wet lands area that is a habitat to swans, birds and a wide variety of plants and insects. Also, the green area outside the school had a wide variety of mature trees.
This is a wonderful resource to use for teaching and learning in the outdoor setting throughout the school year and could be used on a weekly basis.
Group; students with severe learning and physical disabilities.
Starting in the new term I would take the students on a nature walk in the green area and collect a range of wildflowers and leaves. Students would be enabled to touch, smell, feel and use magnifying glass to look and take photos of items collected.
Use a wildflower identification sheet to record flowers and leaves collected and Wildflowersofireland.net, Wild connections, tree council of Ireland, Nature on the doorsteps worksheet, to help identify when students are back in class. A big display board is made in class to show all items collected and match leaves to trees.
A garden scavenger hunt, using a picture match worksheet. Undertake a garden bird survey, use a worksheet to identify birds in the area as the seasons change. Observe birds in the local area, and through the classroom window. Resources: Nature on the doorstep worksheets, Apps Picture this, Seek, Minibeast work sheets, Minibeasts Safari, Minibeast hunt challenge.
Get the assistance of the caretaker to make bird feeders with the students, have students help putting feeders in safe are in the school yard.
Hang bird feeders, discuss food for birds, enable the student to take care of keeping the feeders and help with buying seeds and nuts. Observe and identify birds that use the feeders. Take photos of birds and use photos to help identify them. Resource: Birdwatch Ireland, Ireland Garden birds book.
There are unlimited activities that can be undertaken use the biodiversity in the local area throughout the school year. I have a wonderful bank of resources and ideas to use from this course.
-
-
To conduct a seasonal biodiversity project throughout the school year, I would start by using resources like the Wild Connections project materials from Birr Castle Demesne and the National Biodiversity Data Centre.
I’d create recording sheets for each season to track changes in local flora and fauna. Students would use these sheets to note observations such as plant growth, animal sightings, and weather conditions.
Learning outdoors would be frequent, ideally once a week, to observe seasonal changes firsthand and record data. I’d integrate other subjects by linking science with mathematics through data analysis of biodiversity counts, and with literacy through nature journaling and writing about observations.
Additionally, arts could be integrated through drawing and painting local flora and fauna, and geography by mapping biodiversity hotspots. This interdisciplinary approach enriches learning experiences and connects students with their environment while promoting scientific inquiry and environmental stewardship.
-
To conduct a seasonal biodiversity project throughout the school year, I would use various course resources and follow this plan:
Resources and Recording Sheets:
National Biodiversity Data Centre resources: For species identification and recording.
Field guides and keys: For local flora and fauna.
Observation sheets: To record sightings and changes over time.
Digital cameras or tablets: For photographing species and habitats.
Online platforms like iNaturalist: For submitting data and engaging in citizen science.
Outdoor Learning Frequency:
Monthly outings: To observe seasonal changes and document biodiversity.
Special events: Aligning with significant seasonal changes (e.g., spring bloom, autumn leaves).
Integration with Other Subjects:
Science: Study plant and animal life cycles, habitats, and ecosystems.
Geography: Map biodiversity hotspots and understand the influence of local geography on species distribution.
Math: Collect and analyze data on species counts and environmental conditions.
Art: Draw or paint local plants and animals, create nature journals.
Language Arts: Write reports, stories, or poems about local wildlife and seasonal changes.
Project Outline:
Introduction: Explain the project’s goals and importance of biodiversity.
Monthly Field Trips: Observe, identify, and record local species.
Classroom Activities: Analyze data, discuss findings, and integrate into various subjects.
Final Project: Create a comprehensive report or presentation showcasing the year’s findings and learning experiences.
By regularly bringing students outdoors and integrating the project with multiple subjects, the seasonal biodiversity project will provide a holistic and engaging learning experience. -
-
**Forum Post:**
I’ve registered my garden with The All Ireland Pollinator Plan. I found the site really interesting and it made me really think about what I do in my garden to encourage pollinators and what I’m doing that I could change to encourage them in the future. I currently have a natural wild hedgerow on two sides of my garden, so approximately 300m—this is positive for bees. I’ve planted lavender, which is good for bees, and hebe shrubs. We’ve also got two crab apple trees, so these are all positive for pollinators.
Future actions I’ll take include leaving a piece of the garden wild for pollinators and planting more native plants that pollinators like. My husband is quite fond of the nicely cut lawn and we have a robot mower, so I might have to take a more long-term plan in how to encourage him to join No Mow May! I hadn’t thought about how having hives of honey bees could impact other bees as they’d be competing for pollen.
For the school, we have a few things in place already: we have a wildflower garden around our car park, and we have a wild wooded area too. We could look at the plants in the garden and make an effort to plant ones that attract pollinators and that flower in spring, summer, and autumn. We already don’t use herbicides or other chemicals.
I’ve found this section really interesting and I’ve learnt a lot about how to record and improve biodiversity in the school, and pollinators are a good place to start.
-
-
I would focus on the ‘Birds’ as a seasonal biodiversity project.
1. Observation of birds in the school garden. Use of the Birds of Ireland website as a stimulus. Create a checklist of birds in the school garden.
2. Brainstorm with the class ideas for the creation of bird feeders and determine the appropriate feed to use.
3. Arrange the children into small groups. Determine the appropriate materials that are accessible within the classroom / home that are durable bird feeders.
4. Each group designs their appropriate feeders, decorates and presents their feeder to the class. During this stage the children will assess the suitability of their feeders, e.g. using recycled materials, access to the feed for the birds etc.
5. The feeders are placed in the garden and monitored daily. In rotation a child from each group, will check on the feeders daily to access the level of feed taken from the feeders, ensuring that the feeders are remaining intact etc.
This project could continue throughout the school year and could also encourage the children to create a similar feeder at home and monitor the number/ type of birds coming to their feeders.
-
Hi Mary,
Welcome to the course and thank you for sharing your thoughts on this module.
There are many options for bird identification including a variety of apps. Children can explore the Birds of Ireland website to create their own identifier based on the birds in their local area. The Irish Bird Garden Survey could add a citizen science element to your biodiversity project.
Bird feeders are a great opportunity for design and make also support biodiversity in the school. In my own school we have bird feeders at different locations in the school and the children love to watch and record the birds that visit it. As you have said this can be maintained across the year too.
-
Hi Mary,
I would agree that Birds would be a great biodiversity project for a school. There is so much learning to be had from a STEM perspective, it could incorporate all the elements science- various species of birds sighted, technology- using tablets for photographing or researching species, engineering- designing and making bird feeders and maths- recording and displaying data.
-
-
-
Seasonal biodiversity project
I think the flower insect count mixed with the pollinator plan could work very well in the senior classes as a biodiversity project.
As bees are in hibernation for a lot of the school year it would be important to start this plan in September. I think you could I would start by teaching the kids about parts of a flower and then pollination.
I would then introduce them to the pollinator plan. We would go through who the main pollinators are in Ireland and what they need to survive.
In September and October you could use this time to do flower insect counts and record what we find. This would give us time to learn about pollination and how to help the bees.
In the months where the bees are in hibernation we could be working on our plan to make our school more bees friendly. We could create the map as suggested in the plan, identify the areas that are pollinator friendly and create signs to protect the areas. We can also work on creating even small pollinator friendly areas. In March – June we could start doing our fit counts again and graph our results. Hopefully we would see some small improvements. We could then teach other classes how to build on this plan and keep the improvements going.
We started a stepping stones forest in our school on the last week of school so in time this will be a great area to use.
Integration:
Maths recording data, representing data.
English: oral language, speeches/persuasive (talking to other classes)
Science: plant and animal life, caring for the environment
Geo: The local natural environment, caring for the environment.I think I’m going to do the scavenger hunts this year. I’ve downloaded them all. I sometimes think of them as more jnr school ideas but 5th and 6th love getting out and doing 1 a month would be a lovely treat for them; I think I would put in in the wellbeing time allocation as I don’t know how to put it in a fortnightly plan for 5th/6th.
I also like the idea of doing bird feeders for design and make I think the kids would enjoy this.
-
Hi Megan,
Thank you for sharing your thoughts on this module and for sharing your pollinator plan for biodiversity.
It is important for children to know about the importance of pollination and the role of the bees in this process. I like how you have also incorporated map work to record areas in the school environment that are pollinator friendly.
With my own class we also looked at bee hotels and how to revive a bee by creating a mixture of sugar and water. You have lots of lovely ideas to bring back to your own class in September.
-
I agree Megan that the scavenger hunts would be filed under wellbeing. I also think the Flower Insect Timed Count is also a wellbeing activity as it is a form of mindfulness. The children would be totally absorbed in watching for insects in the 50cm square and when emptying the mind in typical mindfulness can be difficult for most people, having an activity that involves being outdoors in nature is perfect for mindfulness
-
-
I think the outdoor space in or school would lend itself well to recording a biodiversity project. There is a wild flower garden, which could be monitored weekly by children in small groups, using the FIT count and the downloadable recording sheets. It could be monitored over the 5 days of the week if there was an extra teacher available to bring groups out each day, from April to June. It could be discussed and monitored at in-class maths, as there is lots of integration with maths, science and ICT, and tablets could be used to photograph and research the various species the pupils encountered. Projects based on the various species could be undertaken by groups or individual pupils. Data sheets could be recorded manually and then on Microsoft excel if the class were of that level. Graphing in maths could be engaged and pupils could share the results of their monitoring or projects with other classes.
-
Hi Martina,
The outdoor school environment will provide for lots of learning and a biodiversity project. As you have mentioned there is opportunities to record and use real life data, in the recording the FIT count and develop skills such as observation and identifying the different insects within the school garden. I like how you could incorporate ICT skills in recording the data on excel.
There are many meaningful learning opportunities when exploring the school garden, children could also consider how to further support the biodiversity to allow for critical thinking.
-
-
Module 3
Register your garden with the All Ireland Pollinator Plan and record your actions for pollinators, then outline how you would register your school and what actions you could take to help pollinatorsWhat an interesting page I have registered my garden and shaded in the area around what we have done and pledged to do more too increase pollinator activity at our garden. I noted the following tips some of which we are already doing.
Tips to increase pollinators
1- Don’t Mow it Let It Grow ( my husband did a No Mow May )
2- Manage Hedgerows ( we planted more cherry blossoms last year )
3- Plant pollinator friendly cheers ( we have a plan to plant some apple trees
4- Choose nectar pollen rich plants ( we have planted window boxes of rosemary this year)
5- Reduce pesticide use ( no chemicals used on weeds my son pulls them !!)
6- Leaving path ways around a meadow. My husband has only cut the grass around the perimeter of the meadow at the back of our houseFuture Actions
1 –Make a small bug hotel
2- Run a FIT and tally within broad groups e.g., bumblebee, butterflies & moths, wasp, beetle
3 Purchase our apple tress
4 For summer bedding in future add nectar rich pollen plantsSchool
Actions for School1- Increase awareness ( send links to teachers to the All Ireland Pollinator site)
2- Add our school to the sites list
3- Invite guest speakers to talk about importance of pollinators
4- Encourage a No Mow May
5- Set up small bug hotels
6- Runs a FIT (tally, record on bar chart and interpret data for whole school to understand, display in school hall )
7- Encourage the planting in our summer bedding of pollinator rich plants
8- Run poetry competitions on pollination as the theme -
-
We have a small school garden which I think would be a great place to carry out a bird observation record, garden bird survey and design a bird feeder. I would divide the class into 3 groups and using Birdwatch Ireland Survey Website as a guide the children observe and monitor the various birds over the course of the seasons. Compare and contrast the seasons and determine factors that affect the presence of certain birds. The children can regularly monitor the birds and record using tally marks. Towards the end of the year, I would ask the children to create a Multiple bar chart for each bird over the 4 seasons. Also, in the groups I would ask the children to research bird feeders using some of the videos from this course and decide on a design for their feeder. Children then make the feeders and hang them in the garden in various locations. Children then observe and see which feeders/location were visited most. As part of a whole school approach regular scavenger hunts can be carried out in the school garden with a view to observing and monitoring plant and animal life. If each class took a specific area/topic to observe – trees, birds etc and then compile an overall school garden observation book.
Integration: Maths recording data, representing data. English: Procedural Writing of How to Make a Bird Feeder, Science: plant and animal life, caring for the environment. Geography: The local natural environment, caring for the environment. -
Register your garden with the All Ireland Pollinator Plan and record your actions for pollinators, then outline how you would register your school and what actions you could take to help pollinators
We’ve recently bought a house with a nice garden and we want to make this a place where pollinators thrive and we see a wide variety of wildlife and biodiversity. I have registered our garden with the All Ireland Pollinator plan and recorded our actions in our own garden. We have a dedicated no mow area which has developed into a small natural wildflower meadow. We have built multiple bird boxes for nesting and have two small bee hotels in our garden also. Our plants of choice are ones which are good for the local wildlife and pollinators. We are also making an effort to cut out insecticides and herbicides in our garden, however we are tacking some Japanese knotweed from the golf course behind us so this has been difficult!
In our school we have a school garden where we grow vegetables mainly and a woodland area which is used for play. I would love to suggest to our green committee to consider creating an area of the garden as a wildflower meadow. We have recently installed a bee hotel in the garden. We could also research about plants for the garden that would be pollinator friendly for all the different seasons. We don’t use any insecticides/herbicides in case any child would touch/lick/eat any plants in the garden. It would be fantastic to get our school garden registered with the All Ireland Pollinator Plan also as I noticed there are not many gardens/areas registered in our area.
-
Hi Michelle
It sounds like you have a lovely garden and are making great efforts to make it wildlife friendly. It is great that you have registered your garden with the All Ireland Pollinator Plan. I’m sorry to hear about your Knotweed problem. Make sure to seek expert advice on that one, as it’s tricky to deal with and easy to spread and is one of the more difficult invasive species to eradicate.
It is a great idea to use what you have learned from making your own garden more biodiversity friendly, to benefit biodiversity in school as you will be able to share your knowledge of what you did and what worked well. It would be great if you could also register the school with the All Ireland Pollinator Plan
-
-
Register your garden with the All Ireland Pollinator Plan and record your actions for pollinators, then outline how you would register your school and what actions you could take to help pollinators
I have registered my garden with the All Ireland Pollinator Plan. Keeping the garden pollinator-friendly has been a priority of ours for some time now so we have tried our best to do as much as we can with limited space!
We do not mow a certain area of the garden so as to encourage food and shelter for pollinators. The grass has gotten quite long there now and there are plenty of dandelions growing. It is encouraging seeing this being done in so many gardens and public areas now.
We also have a herb garden which has grown with varying success over the years..! I was unaware that herbs were helpful to pollinators, so I was pleasantly surprised to find this out in this module.
My school has been pollinator-conscious for quite some time now. We try to avoid cutting the grass in certain areas and have signs displayed to explain this to children and visitors. The children are all familiar with this concept, however, as similar measures are taken in the parks in the surrounding areas.
I thought that the pollinator calendar found at https://pollinators.ie/wp-content/uploads/2021/03/Pledge-your-Garden-for-Pollinators_WEB.pdf provided lots of great ideas for schools to follow and would be a wonderful resource for the Green Schools Committee to review throughout the year. It would be nice to display the calendar on a noticeboard in school and have different classes take responsibility to an action each month.
-
-
Hi Patrick,
Thanks for your post. I am delighted to see that your school is already pollinator-friendly, with areas designated for little to no mowing and a herb garden providing pollinators with much needed food!
It is great to read how there is growing awareness in your locality. With this solid foundation, much can be built upon to get a better understanding of the pollinator types, habitats, and much more.
The Flower-Insect Timed Count is a meaningful way for learners to engage with citizen science, explore the outdoors and begin to appreciate the diversity in our ecosystem when we take the time to pause and look.
-
-
Conducting a seasonal biodiversity project to run throughout the whole school year would be an interesting and rewarding way to educate the children in my class on biodiversity. In the past, biodiversity has been covered in a unit of work at a particular stage in the year (usually Autumn). This has meant that the children have had firsthand experience of biodiversity in only one stage of the year, and would have to imagine/ predict changes through the seasons. Committing to an entire school year plan would allow for the children to see biodiversity in the local environment in all its forms throughout the year and in the different seasons.
The primary and, in my opinion, most important resource in biodiversity is the outdoors and nature itself. Finding a location for outdoor learning that is safe for the students to regularly visit, and is unlikely to be disturbed by humans throughout the year, is essential to effectively completing a biodiversity project. Bringing the children out on a weekly or fortnightly basis to observe and compile reports on the area would be fantastically beneficial to the class. I would use checklists and resources such as Birdwatch Ireland’s Garden Birds Survey, the Irish Butterfly Monitoring Scheme, and the Trees in Different Seasons information booklet. Another resource that I would refer to frequently would be the Curious Minds lesson plan on Biodiversity Through the Seasons. Investigations from this resource such as designing and making a bird feeder, and recording pollinators would ensure that interest and enthusiasm was maintained throughout the year. -
· Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
Project
Observing seasonal changes in trees throughout the year
We have a fabulous school caretaker who is a nature enthusiast. He has created a catalogue of all the trees in our school grounds. We also have a grove across the road. It is beside a beautiful river so we have plenty of scope for investigation.
I would make great use of this https://carlowsports.ie/wp-content/uploads/2020/05/CW2001-Leaf-Identification-Challenge.pdf to talk to the children about identifying leaves to help them eventually make our own class catalogue of the trees we have .
We would observe and take photographs on our iPad of the tress in September /December /March and June.
This will enable the children to observe the seasonal changes through the year with the leaf identifying website above the children can anticipate which leaf for the various trees will appear.
Citizen Science is a fabulous idea. On the portal we can learn about the flora and fauna in our area.
In our grove we can explore our immediate environment.
We can upload onto the portal some of what we find. This will make it so exciting and interesting for the children!!
Resources will include the above apps and websites, drawing materials, gloves etc.
This can be easily integrated into most subjects for a thematic approach.
Literacy: Reading about trees and identifying leaves.
Writing: about the seasonal changes
Irish: Learning the names of trees and leaves in Irish
Maths; making simple graphs in Junior classes indicating the types and amounts of trees found
SESE: Is everything we are doing above in
Art: Making drawings.
Music: Creating with instruments the sounds of the trees
Drama; Creating our story about magical fairies in the forests
-
Hi Helen
You are very lucky to have a school caretaker who is enthusiastic about nature. It is very important to have the caretaker on board when planning for wildlife friendly actions in the school such reducing mowing, leaving trees and hedges to flower and produce berries and seeds and cutting out herbicide and pesticide use. The fact that your caretaker is able to help you with observing and identifying the trees is a great bonus and this will give you a great start in exploring and identifying the trees in and close to the school throughout the seasons. You have some lovely ideas there for cross curricular links.
-
-
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
To conduct a seasonal biodiversity project in class, I would use local resources like the Irish Wildlife Trust and Biodiversity Ireland. The project would span the school year, with students observing and recording seasonal changes in local flora and fauna.
Resources needed:
• Field guides for Irish plants and animals
• Recording sheets for observations
• Cameras or tablets for photos
• Weatherproof notebooks for field notes
Frequency of outdoor learning: I would schedule outdoor sessions twice a month, aligning with seasonal changes.
Project Outline:
1. Autumn: Identify trees and their leaves, observe animal preparations for winter.
2. Winter: Study evergreens and signs of wildlife, discuss hibernation.
3. Spring: Document blooming plants and emerging animals.
4. Summer: Explore full biodiversity in local habitats.
Integration with other subjects:
• Science: Study life cycles and ecosystems.
• Maths: Measure plant growth, create data charts.
• Art: Draw and paint local wildlife.
• Geography: Map local habitats.
• Literacy: Write journal entries and reports on findings.-
Hi Miriam
It is great that you plan to go outdoors twice per month as this will give the children plenty of opportunity to see seasonal changes happening. As some trees will get their leaves much earlier than others in springtime and lose them much earlier in winter, going outdoors often will allow them to notice this. Similarly, different types of flowers will emerge and bloom throughout the spring and summer. Frequent visits to the outdoors will also allow the class to notice how some wildflowers growing in the shade of trees make the best use of sunlight by flowering before they are shaded out by the growing leaves and how different insects will emerge to feed on different flowers. Your outdoor lessons don’t all need to be long ones. You could have some longer lessons to explore and identify wildlife in greater depth and lots of short visits to check on seasonal changes, perhaps when you are already going outdoors for geography or PE. Your list of equipment and resources will be great to get you started, but I wouldn’t worry too much about weatherproof notebooks. They can be expensive to buy and you will probably not be used much. If you go outdoors on wetter days you can concentrate on observation and record what you have seen when you go back to the classroom.
-
-
-
To conduct a seasonal biodiversity project throughout the school year using course resources, I would use the following approach:
Resources and Recording Sheets I would utilize the Wildflower Walk Challenge from Nature on Your Doorstep. We are fortunate to have a large natural area adjacent to our school, rich with native plants and trees.
Project Steps 1. Familiarization with Local Flora- Begin by acquainting the class with the local plants and flowers.
Follow the challenge steps:
1. Look Around: Observe colours and smells; use magnifying glasses for detailed examination.
2. Wildflower or Weed: Discuss the differences, using examples like dandelions, and their role in biodiversity.
3. Identify Wildflowers: Use iPads to photograph and identify flowers.
4. Research: Back in the classroom, research and identify the photographed flowers.
5. Welcome Wildflowers: Plant a section of wildflowers in the school sensory garden.
Outdoor Learning Frequency – Conduct walks seasonally to observe and record changes in the flowers during spring, summer, autumn, and winter.
Integration with Other Subjects
Math: Use findings to create graphs and tally charts, enhancing data interpretation skills. Science: Investigate plant biology and ecology.
Technology: Utilize iPads for photography and research.
Art: Draw and paint the observed flowers.
This integrated approach not only promotes outdoor learning but also enriches understanding across multiple subjects.
-
I think it is so important for the children to use their own local area as a starting point. It also assures immediate buy in from the children. The Wildflower walk challenge is a great idea. I loved the idea on the video of throwing in some flowers that could not be found to assess participation.
There is so much opportunity for integration with other areas of the curriculum as you alluded to.
-
Hi Louise,
Thanks for your post! You have some wonderful ideas for making the most of your locality for this activity and are most fortunate to have such a resource on your doorstep. As mentioned in the course, Zoe Devlin’s book is a great resource and well organised by flower colour to make life easier when trying to identify a mystery wildflower.By taking the time to appreciate nature throughout the seasons, learners will truly begin to realise how things are constantly changing in nature and how these plants have adapted to survive. It’s a great idea to incorporate some wildflowers in the sensory garden. There are some interesting articles about sourcing wildflowers-like this one:
What’s Really in Your Wildflower Seed Mix? » All-Ireland Pollinator Plan (pollinators.ie)
If there is any lawn onsite, even a strip of lawn mown less often will give rise to some beautiful wildflower surprises, too.
-
Thanks for the tips on curriculum integration especially, Louise. I am always keen to extend the vegetable growing in our garden to classroom cooking – finding the space is always tricky. Even simple ways like bringing foods home to prepare but creating the recipe in class beforehand might work. I love the art idea though. It is an easy one to do and can be a quiet, reflective way to end the day if you have experienced an exciting outdoor visit to the garden!
-
-
Module 3 Bird Survey
I would use ‘Birds in our Garden’ as a seasonal biodiversity project and a starting point.
We would first observe birds in the school garden. Our scholl garden is just being set up at the moment but we are lucky enough be adjacent to an expansive piece of land. We would use the Birds of Ireland website as a stimulus. Create a checklist of birds in the school garden.
After that, the class could brainstorm ideas for the creation of bird feeders and determine the appropriate feed to use depending on size and materials.
I would organise the children into small groups.
Each group would design their respective feeders, decorate and present their feeder to the class. During this stage the children will assess the suitability of their feeders, e.g. using recycled materials, access to the feed for the birds etc.
We would place the feeders in the garden and monitor it throughout the day. Children from each group would be allocated a role within the group, they would check on the feeders daily to access the level of feed taken from the feeders, ensuring that the feeders are remaining intact etc.
This project could continue throughout the school year and could also encourage the children to create a similar feeder at home and monitor the number/ type of birds coming to their feeders.-
Hi Serena,
Thanks for your post. It sounds like you have a lot of potential on your doorstep, with a school garden underway and land nearby for exploration. There are some great resources in this module to support your activities and great potential for cross-curricular links, too. Dale’s book is an accessible option for younger classes. The Curious Minds site has a birdfeeder activity resource available in Irish and English here: sci_at_home_bird_feeder.pdf (sfi.ie)
It’s a great idea to monitor the feed level on an ongoing basis, and it is an easy way to incorporate some maths. It will also generate data that can help answer questions over the course of the year, such as, Is there a link between the level of feed consumed and how cold it is, etc?
-
-
Module 3
Register your garden with the All Ireland Pollinator Plan and record your actions for pollinators, then outline how you would register your school and what actions you could take to help pollinators
I registered my garden and shaded in the area around what we have done I will include some of the items in my garden in the future
I will try not cut grass in May for Don’t Mow it Let It Grow. I will also try get clippings and plant more cherry and apple blossoms including some plant pollinator friendly like apple tress. I will also pledge to choose nectar pollen rich and plant some rosemary in my summer bedding next year !!! Finally I pledge to leave path ways around the perimeter of my lawn creating a meadow. If possible in a small space
I would also like to make a small bug hotel while running a FIT and tally within broad groups e.g., bumblebee, butterflies & moths, wasp, beetle.
I was struck to read about not having to buy bee bombs just be mindful of planting blossoms, lavender and rosemary these are a few I choose and hope to buy instead of bee bombs.
School I hope to start the following in school
1- Increase awareness uploading links to the All Ireland pollinator sites on all pupils IPads
2- Add our school to the sites list and perhaps invite guest speakers to talk about importance of pollinators talk to our caretaker and try a No Mow May, set up small bug hotels
3- Runs a FIT and encourage the senior classes to keep a tally , record on bar chart and interpret data
4- Hang the results of our tally and our bar charts on our Green Schools Board and upload to I Pads -
It took me a while to register my garden for the All Ireland Pollinator Plan but I managed do it in the end. I was interested to discover that my local Tidy Towns committee has also registered on the site. I had seen evidence of the work they’ve been doing around the town but I had never given any thought to the fact that they had actually had to register what they were doing! I am glad to feel now that I am, in some small way, contributing to their work. I was already leaving areas of my garden to grow wild and after committing to “No Mow May” I have continued to leave areas of my lawn to grow. Now that I have registered, and armed with some of the knowledge that I gained on this module, I committed to leaving my lawn to grow as a short flowering meadow and only cut it once a month. I will also have to rethink where I am letting the grass grow long – it might not be getting enough sun so I might have to find a more appropriate area. However, I have no doubt that I will find the information I need on the vast number of the resources that are available on the website. I took a lot of care this year when I was planting my patio tubs to select bee friendly plants but I was delighted to discover that I am already providing the pollinators with “food” – honeysuckle, ivy and crab apples already grow and are well established in the garden not to mention the dandelions, buttercups and clover that are in the lawn!
Having successfully registered my own garden I am confident that I will be able to register the school. If we can identify an area in the school that can be left to grow wild, committing to “No Mow May” and allowing an area of lawn to become a short flowering meadow that would be a big improvement. I have already looked at the pollinator plan map and there is actually no individual or group registered with the plan in the area where our school is. By raising awareness with the children and getting them interested in something as simple as “No Mow May” or creating a short flowering meadow in the school we would be creating awareness and spreading the word in the local community. After completing this Module I now realise that, as the video on the pollinator plan website stated, it’s not about one person doing a big thing but about lots of people doing little things.-
Hi Mary
It’s lovely to hear about all the positive things that you are doing in your own garden for Biodiversity. It’s fantastic that you have registered your garden with the All Ireland Pollinator Plan and great that your local tidy towns groups have also registered. It’s not that they had to register but by putting their actions on the map, they are joining with other groups in taking action for pollinators and helping to spread the word and the same goes for you. I hope you manage to register your school and get your caretaker on board. Mower happy caretakers seem to be an issue in many schools trying to improve biodiversity but start with a few small changes and you might bring him on board. A short flowering meadow can be really beneficial for pollinators and as you said, taking this initiative in school could help to spread the idea among parents and the wider community as building networks of places where wildlife can flourish is what is needed.
-
-
-
-
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
I really enjoyed this module. I’m currently working on a cluster group to create a Sensory Garden for our school so I found all of the information in this module really practical and exactly what I needed.
I really enjoyed finding practical resources that I can use with my class and pass on to other teachers. The Mini Beasts Safari Challenge, the information about trees, the leaf identification challenge and the information about Phenology are all things I look forward to using and referring to. I also loved the suggested activity on the Wildflower Walk and the guide for creating natural bird feeders. I am actually excited about getting back to school now to get started.
-
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
Project aimed at 5th/6th class: A biodiversity project has developed organically over about two years in my school with the help and input of volunteers who run a community garden (located around 1 km and an easy walk from the school). Initially the garden volunteers invited 5th and 6th classes in springtime to help harvest root vegetables. I would envisage this remaining part of the project next year, but would like to add other aspects of biodiversity to make it a year-round project.
The volunteers have since added a water feature, bird feeder and flowerbeds with regular garden flowers. The opportunities for recording, observing and investigating have therefore increased.
Step 1: A trigger early in the school year could be Catherine Mc Guinness’s video on Ecology and Pond Dipping at Birr Castle. It makes the terminology on ecology, habitats, ecosystems, adapting, etc. very accessible and has a lovely visual element. While stimulating interest in the wider topic of habitat observation, it specifically explores pond life which would be a new feature of the garden for children in my school next year.
Step 2: Discuss together: Consider what changes have been made to the community garden since we first visited to harvest vegetables. How do the flowers, water feature, bird feeder create opportunities for wildlife to flourish? How might we best observe that?
Step 3: Outdoor learning: Take the next step by planning a series of visits. These will be weather dependent, but it will be best to ensure a variety of seasons – perhaps two per season if possible.
Recording and Resources: The trailcam featured in Birr Castle showing grey wagtails, jays and woodpeckers, is great stimulus for an interest in observing bird life at our own community garden. The volunteers have suggested the installation of a camera may be possible. This could be followed up in the classroom using IT/Smartboard.
The vegetable garden is best observed on visits. The community gardeners who visit every few day post regular updates which we can access in the classroom. This is particularly useful during the winter months when there is little to observe in the vegetable plot itself. The children look forward to trying out some vegetables/taking them home, like radishes, lettuce, potatoes when the spring comes around!
As the summer approaches, the use of the FIT timer insect observation tool will be useful. As well as flowerbeds, there is an area of ‘wildflower garden’ and unmown grass at the entrance to the garden, ideal for observation.
A bird feeder has already been installed at the garden by volunteers, but the children could still have a role in monitoring/maintaining, adhering to the advice on cleaning, etc. Introducing the Irish Garden Bird Survey resources available via BirdWatch Ireland and having groups work on the Irish Garden Bird Survey recording sheet will give the children ownership of the birdlife aspect of the community garden.
Curriculum integration:
Language:
Flowers and species terms are particularly useful in Gaeilge/English lessons. The children love the much wider insight into flowers for example, which the names in Gaeilge offer in comparison to those in English.
SESE:
The site of the community garden forms an important part of local history as it previously contained a disused weather station owned by Met Eireann. It featured in weather observations nationally for many decades.
SPHE:
The importance of vegetables and herbs as part of a balanced, healthy diet is highlighted through work in the community garden.
-
-
Hi Conor
What a fabulous opportunity this is for your pupils to work so closely with volunteers in the community garden. It sounds like a fantastic opportunity to learn about sustainable food growing as well as biodiversity. I love the fact that you plan to visit twice per season for the children to observe seasonal changes first hand and that you can also access the updates from the volunteers visiting the garden in between those visits. If a wildlife camera is installed, this could be another great source of information. The idea of studying the changes that water features and other new additions to the garden will bring to Biodiversity is a great one and it is good to get the children thinking and planning for how to do this. Of course the results of any wildlife observation and recording your class can be shared with the community garden volunteers making the project beneficial for everyone concerned.
-
How nice to have access to a community garden for your school! It sounds like a fantastic way to allow children to observe and participate in gardening. I have found in the past that having a school garden can become very problematic in the summer months, when there is so much work to be done with weeding and thinning, and few volunteers to do it! Getting involved with a community garden would be a very sensible way to avoid this problem. It’s wonderful as well for the children to have involvement in a community project outside of school grounds, broadening their horizons.
-
-
I’ve enrolled my garden in The All Ireland Pollinator Plan. Exploring the site was enlightening and prompted me to reconsider how I support pollinators in my garden and what adjustments I can make going forward.
As a class after registering our school we could either set up a school committee or have each class participate in different activities all with the aim or supporting pollinators in our school. The following are some of the activities we could do:
1. Plant Native Species- Choose plants that are native to your region and are known to attract pollinators such as bees, butterflies, and insects.
2 Wildflower Areas- Designate areas where wildflowers can grow freely, providing food and habitat for pollinators.
3 Include lessons or projects about pollinators and biodiversity in the school curriculum.
4 Provide Nesting Site
Bee Hotels- Build or install bee hotels to provide nesting sites for solitary bees.
Bug Houses- Create shelters for other beneficial insects that play a role in pollination.
-
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
I would conduct a project about the changes in plant and animal life over the seasons. At the start of the school year, I would introduce biodiversity and the importance of the seasons for nature. We would also discuss Phenology the the effects of Climate Change on this. During each season, we would do a field trip around the area taking note of changes in leaves, plants and animal behaviours such as hibernation and migration in our SESE journals. We would use the tree identification challenge and the swatches from the National Diversity Data Centre to make note of the different trees in the area. Weather conditions during each season would also be recorded. In winter, I would get the children to design and make bird feeders because food can be scarce for birds at that time of year. We would observe which birds visit and we would do a bird survey. In spring, we would observe the budding of plants and the return of migratory birds as well as the return of animals who have been hibernating. In summer, we would investigate mini beasts and their habitats, making use of the Mini Beast Safari Challenge and the Mini Beast Hunt Challenge. We would also create a biodiversity mural depicting the various seasons.
-
If planning a seasonal biodiversity project that ran through school year, I would plan the project using our school garden and Malahide Castle. Our school visit Malahide Castle in Autumn and Spring each year. I would use recording sheets from the National Biodiversity Data Centre resources. I would create observation sheets suiable for my class and use the IPads to digitally record findings. Last year we focused on trees and each child had an identification wheel where they could identify trees by their leaves that i got from the website Twinkl. We also looked for local insects, birds and animals. Children used the IPADs to take pictures and these were collected and used for discussion back in the classroom. The focus of interest could change yearly. In our school garden we plant regularly. In infant classes beans, sunflowers and strawberries are easy and fast to grow. We can check weekly on growth and record with photos on IPads. This project creates great opportunities for integration. Science through plant and animal life and their habitats, Art through drawing changes, leaf art and painting, Maths collecting data and geography through examination of biodiversity and the local environment. The children could do this project through Green Schools and present their findings to other classes or at assembly. They could display their finding on a notice board for other classes to see.
-
Hi Hilary
Your school garden sounds fantastic and it is great that you were able to access good advice when planning and designing it. It is also fantastic that you can study biodiversity both in your school and in Malahide Castle because it is good for the children to see plants and animals in different areas, to notice similarities and differences and to think of why similar or different plants and animals will be found in different places. As you have said, there are so many opportunities here for subject integration which will help in finding the time to carry out the project.
-
Hi Hilary,
It might be worth using a book creator template with your pupils. they are so easy to use and the children love creating digital books. I use the online version and here is an example of one to “remix” https://read.bookcreator.com/ONaAIYRkpXbgmgALGu4u8mBdvg93/SUxjlVppSD2w_rm2OoSOGg/ZXwe1IC5TjSbQrgljdmQ1w
-
-
I will first register the school garden on the link ‘pledge your garden for pollinators’. https://pollinators.biodiversityireland.ie/Account/Register
To encourage pollinators we will follow some the of the actions on the all Ireland Pollinator plan website. As they request we will not plant wildflower seeds and the children will research the dangers of these commercial wildlfower species in terms of invasive species. Instead we will ‘let grow, don’t sow’. We will let native wildflowers such as dandelions, clover, vetch and birds foot trefoil grow in designated areas for rewilding. We will also engage in ‘no mow May’ in all school grassy areas. We will plant apple trees for the pollinators also and try to ensure that we have food sources for pollinators throughout Spring, Summer and Autumn. Window boxes in the school will have pollinator friendly flowers. We will create nesting areas for bees by leaving out old raspberry canes and drilling holes in wooden fencing. We will also ensure that no pesticides are used and weeds are manually removed. I would also love to look into the idea of having a ‘green roof’ on our school. -
To conduct a seasonal biodiversity project at Killarney National Park throughout the school year, I would use several resources to help students learn and explore. First, field guides and identification charts would help students recognise different plants, animals, and insects in the park. We would use recording sheets like observation logs and phenology charts to track changes over time. These sheets would include spaces for students to note the species they see, the habitat, weather conditions, and their thoughts.
We would go outdoors at least once a month to observe seasonal changes and collect data, allowing students to see how the environment changes over the year. To connect this project with other subjects, we would use maths to analyse data and create graphs. In science, we would study the roles and interactions of different species. For language arts, students would write journals and reports about their observations. Art projects could involve drawing or taking photos of what they see, and social studies lessons might explore how people impact the park’s biodiversity. Additionally, students would use Book Creator to compile their findings into a digital book, presenting their observations and reflections in a creative and organised way.
I would also involve the Education Officers at the National Park education centre. Their knowledge and guidance would be integral to this project. Located very close to my school, their expertise would enhance our understanding and ensure we make the most of the park, which is right on our doorstep. This collaboration would provide students with a well-rounded understanding of the park’s ecosystem and its importance.
-
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
Our whole school seasonal biodiversity project will focus on birds. I think this project will significantly add to teaching and learning while also helping the birds during the winter season when food is scarce.
We will begin by creating our action plan to include the resources required for the project. Using recommended websites like BirdWatch Ireland will be an invaluable tool to enhance teaching and learning. Ensuring classroom libraries and tablets are stocked with the relevant books, keys and apps will further add to the success of this biodiversity project.
Using a cross-curricular integrated approach to learning will ensure that learning objectives and outcomes are measured and met. Starting small, using the outdoors as much as possible and observing/exploring the local school area will ensure the children are active in their own learning across the curriculum for the duration of the project.
Creating/building simple homemade bird feeding stations, small bird baths and/or nest boxes will also ensure that the wildlife is cared for during the harsh winter season.
-
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
3rd Class Seasonal Biodiversity Project
The mapping lessons we worked on in the previous module wouls set the class up nicely for this biodiversity project.
I would divide my class into 3 groups: Trees, Birds, and Minibeasts.
To start the project, in Autumn, I would allow the children to record what they already know/have noticed about the species in the school grounds, drawing on the observations they made during our mapwork lessons. This could include oral discussion, short written reports, and drawings.
I would then introduce the class to some of the resources that would be useful to make more scientific observations about biodiversity. Each group would then identify which resources in particular would suit them.
Treecouncil.ie/school zone; BirdwatchIreland.ie; Pollinators.ie; National Biodiversity Data Centre; Carlowsports.ie
I would also show the children where in our school library to find information on their topics, and display posters and identification guides in the classroom.
I would then help each group to plan a survey of the school grounds for their topic, and use the Framework for Inquiry to guide them through the process. Each group could design their own recording sheet. Birds and Minibeasts groups could include a list of all species they might expect to see throughout the year, and record numbers and locations of each. Trees group, having identified the main tree species on the school grounds, could record visible changes to the trees throughout the year. Each group would make multiple copies of their recording sheets, one for each oudoor visit.
I would aim to bring the children outside at least twice in each season thoughout the year. The children would take resposibility for compiling records throughout the year and planning how to present their findings to each other and to other classes at the end of the year.
Other subject areas:
Language: Oral and written reports detailing their observations; poetry or narrative writing on their topics.
Maths: recording and presenting data; measurement for mapping.
Geography: use of weather apps to plan outdoor visits; mapping skills
Art: Drawing trees, birds and minibeasts from observation; Illustrating stories and poems based on topic.
-
Hi Maire
This is a lovely idea to build on the mapping project to discover and record biodiversity in your school. I love the scientific approach you have used to the whole project and the fact that you have given the children so much autonomy and responsibility from giving different groups of children a different aspect of Biodiversity to record, to encouraging independent research online and in books, designing their own survey techniques and recording sheets and deciding how to present their findings. It is great that you plan to take them outdoors to carry out this work at least twice in each season. I would suggest 2 small additions to your plan: one would be the addition of group for wildflowers and the other would be a brief sharing session after each outdoor session as well as a big presentation of their work to the other groups. This way they will better get to understand interdependence and the fact that seasonal changes in trees and wildflowers will affect the numbers and types of birds and insects seen.
-
-
-
-
-
The Biodiversity project that my class would work on would be birds. I would use the notes from this module to help me with the project. The students would be given the task to make a bird feeder in groups. The project would start when we go back to school. First the students will be given a prompt which would be the book ‘Robby the Christmas Robin’ and we will discuss it. Next, this will lead to a discussion on the different types of birds that come to our school. So we will go outside and take a walk and see what birds we have. The students will record this on an observation sheet. Each group will be given a different bird box to make based on the type of bird given to them. Students will make the bird box together. The learning would be outside as much as possible as we have an outdoor classroom but it would depend on the weather as it’s not enclosed. The subject areas that would be integrated would be English, SESE and art.
-
Biodiversity project
I would focus my project on changes in the seasons. We are lucky that the canal runs at the back of our school with easy access to it. I think it would be wonderful to explore the changes through the seasons in line with our local trail (integrating with history and geography). The children would explore the wildlife, observes the trees, minibeasts and changes through the seasons using the curious minds framework and also the wealth of resources from Carlow. These identification sheets will be very useful. We would venture out to the canal once in each season. I think noting weather patterns also would integrate nicely with geography. There are opportunities for art through the seasons also using the autumn leaves for example for inspiration. Digital learning could also play a part. The chidlren could do an oral report of the findings utilising the iPads for images on the canal and creating a video back in the class using something like Adobe Spark to present it or Google Slides. It could tie in with the mapping lesson on the canal I outlined in Module 2.
-
Hi Geraldine
That is a great idea to combine your exploration of biodiversity along your local canal walk with a mapping exercise. Recording the changes through the seasons is a lovely idea particularly if you can use the iPads to take photos of key features from the same vantage point each time. For example, in the walk featured on my 3D maps video, there is a large wild cherry tree located close to a bridge on the far side of the canal. Because of its location, it is easy to take photos of the same tree in different seasons, when it is on flower, when the leaves are dark green in late summer, when they change in autumn and when it is bare in winter. Hedgerows can be great as well if you can photograph the new leaves, flowers, fruit and bare twigs through the seasons. The children could create some lovely project work or videos by incorporating your seasonal photos and maps with artwork and creative writing based on what they have seen.
-
-
If I had an older class, for a seasonal biodiversity project running throughout the school year, I would use course resources such as field guides, magnifying glasses, and recording sheets to help students observe and document changes in local flora and fauna in our area. Resources and Recording Sheets: Each student would receive a recording sheet to note observations, including sections for drawings, names of plants and animals, and seasonal changes. We would also use digital cameras or tablets to take photos for a class biodiversity journal. Outdoor Learning: We would conduct outdoor learning sessions weekly,(weather dependent!)visiting a nearby park or school garden to observe changes in plants, insects, birds, and other wildlife. These visits would be timed to capture seasonal transitions. Integration with Other Subjects:Science:Studying plant life cycles and animal habitats.Math:Measuring plant growth and counting species.Art:Drawing observed species and creating a seasonal mural.Literacy: Writing descriptive journal entries and stories about their findings. ICT:Using apps to identify species and creating digital presentations of their project.
-
Our school is located in a coastal town and we have easy access to the beach at all times of the year. We could conduct a biodiversity trail on a specific topic, such as sea weeds/ shells/flora etc either ticking each of the types of each element on a scavenger hunt type of sheet or , as suggested in this lesson, conduct a flora walk where the children could take notes describing the item, how it looks, colour, texture, smell etc and place a small flag beside it and during the course of the trail , the children who identified this element can be brought forward to describe it and to tell the class what they have discovered about it . The google lens application on the tablets could be used as a resource but notes would be written. Later in class, children could draw and describe what they have discovered in their science hardbacks. A stimulus to these texts could be the work of Victorian botanists and botanical art.
-
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
I feel our school’s outdoor area has great potential, but it is an area we need to put some time into. We are lucky to have access to the secondary school grounds beside us which has ample types of trees and wildflowers growing. Therefore, I think this would support us in conducting a biodiversity project. I think we could use the Wild Connections Flora Trail to have the children identify different types of trees and plants we have within our area. The children could work in pairs to gather pictures of the wildlife around the school and compare their findings each month.
During the year we had a visit from a Coordinator from Nature Hero Award Boot camp. He facilitated our 3 Senior Infant classes and used a lot of the resources that are linked in Module 3. The children particularly enjoyed learning about birds that come to visit our school. I think going forward we could use ideas from the scavenger hunt such as a smell hunt and colour hunt to make our young learners more aware of biodiversity in their environment.
The Curious Minds lesson plan is an excellent resource to get children wondering about birds and what they can do to assist birds in the area.
Another new resource this module has shown me is the FIT count. This is something that can be used as both a science and maths lesson. The children could then make a graph to represent how many insects landed on the various flowers selected. As a Learning Support Teacher I think this would be a lovely lesson to do with children being withdrawn for maths. Then could then bring this back to their class and engage in some peer teaching.
-
Hi Eimear
That sounds like a great plan using the available space in the secondary school to study biodiversity. It is great that your own school also has great potential for biodiversity and that you have already begun to explore that through getting involved with the Nature Hero Awards. the more you study biodiversity, the more ideas you will gather for improvements in your school. I’m glad you see the potential of the FIT count. It is a great way to focus on identifying the main groups of pollinators and a great way to practice the science skill of observation through learning to recognise the features that differentiate bees from hoverflies for example and also as you said a great way to integrate data in maths. It is a lovely idea to do this with your learning support groups as it is an activity that is particularly suited to a small group and if the children bring it back to their classes and peer teach, it can be more easily introduced to a wider group.
-
-
To conduct a seasonal biodiversity project throughout the school year, I would utilise many of the resources outlined in this course to track the changes in biodiversity over time. I would outline the project as follows
Resources Needed:
Field guides for local flora and fauna.
Magnifying glasses, binoculars, and cameras for observations.
Journals or notebooks for recording observations.
Seasonal calendars to track changes.
Plant and animal identification charts.
Weather monitoring tools like thermometers and rain gauges.
Recording Sheets:
Create recording sheets for each season with categories
Date and time of observation.
Weather conditions.
Species observed (plants, animals, insects).
Habitat description.
Any changes noted from previous observations.
Frequency of Outdoor Learning:
I would aim to bring learning outdoors at least once a week, if possible, to observe seasonal changes. I would encourage students to make regular observations and record data in their journals.
Integration with Other Subject Areas:
SESE: Study the life cycles of plants and animals, adaptations, and ecosystems.
Maths: Use data collected to create graphs, analyse trends, and calculate biodiversity indices. English: Write descriptive essays about observations, create poetry inspired by nature, or keep reflective journals.
Art: Sketch or paint observations, create nature-inspired art projects.
SPHE: Explore how human activities impact biodiversity and conservation efforts. By utilising these resources, recording sheets, and integrating various subject areas, a comprehensive and engaging seasonal biodiversity project can be created that allows students to observe, learn, and appreciate the natural world around them throughout the school year.
-
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
We are lucky that our school is in a rural setting and has access to many types of tree species not to mention other plants and animals. Last year I tried miserably to record leaf development throughout the last few months of the school year. This is something I would like to try again and incorporate with it the different tree species in our area. A local farmer has always allowed us onto his land which has a great nature trail. Last year as part of our digital plan we purchased a large number of tablets and have set a up google classroom. This would allow us to record, photograph and digitally store data which we can then view week after week year after year and share with the citizen science portal. We could make full use of the apps for identification such as picture this and I personally would like to get a few copies of any books to add to our collection that would help identify trees and leaves. Things and websites have progressed incredibly over the years and we are a long way from the old tree posters. The tree council of Ireland website is a huge addition to a wealth of knowledge. But what I am most looking forward to participating in is the National Biodiversity Data Centre. I would plan a number of trips throughout the year also to visit our local Castlecomer discovery park.
-
-
I would like to conduct a seasonal biodiversity project based on trees in the Castletown House estate in Celbridge. It is a great amenity within walking distance of our school.
I would order some tree identification swatches from the Tree Council of Ireland or the Biodiversity Centre. These can be used in all 4 seasons as the winter twigs are included. I would bring the class to Castletown at least 4 times in the school year. Once in Sept or October, again in winter during Nov, Dec or January, again in spring Feb, Mar or April and then in summer during May or June.
On these 4 occasions we would identify trees, leaves, bark, twigs and observe the height and size of the tree trunk. We could take photos on a digital camera and record the leaves, buds, bark and twigs. On return to class we would print these photos and create a seasonal montage of the trees.
This is the integration of Art with the montage. Leaf rubbings and stencils could be also done. Bark rubbing could also be done at the tree.
This project could also integrate Maths with the measurement of the tree trunk circumference with string and the length of the string converted to cms.
Gaeilge and Latin (!) could also be integrated by searching for the trees’ Irish and Latin names.
SPHE would be integrated into this project also as the children enjoy the walk to Castletown, spend time in nature looking at the trees and by being naturally mindful as they sit and watch insects or birds in the natural environment.
It would be ideal to incorporate the FIT Count on any of these trips to encourage stillness and mindfulness as the children observe for 10 minutes. This would be subject to the minimum temperature requirements of course and the time span of April 1 to Sept 30th.
The data we collect could be recorded and submitted to to the Citizen Science Portal. The children would gain great experience finding the spatial reference, the species name and other details for uploading to the Portal.
-
Hi Felicity
Castletown House sounds like a great amenity to have within walking distance of your school and you have outlined a great seasonal project on trees to make the best use of the resource. You have mentioned using the FIT count and you certainly have a great location for using this. Castletown house is one of only 8 grasslands studied by scientists as part of a new NPWS publication called The Grasslands Trail. You would no doubt be interested in the project website https://www.greatirishgrasslands.ie/
-
-
-
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
To conduct a seasonal biodiversity project throughout the school year, I would utilize resources like Birdwatch Ireland, bird survey, our school garden, a range of hunt and identification sheets and digital cameras. We would establish a dedicated “Biodiversity Journal” for each student, including recording sheets for observations on plant and animal species, weather conditions, and seasonal changes. These would include the tree identification guide, wildflower walk, minibeast safari, scavenger hunt and Spring challenge.
Resources Needed:
-Resource sheets to make Biodiversity journal
-iNaturalist and similar apps/ websites for species identification
-Digital cameras and/or tablets
-Recording sheets and Biodiversity JournalsOutdoor Learning Frequency:
-Weekly outdoor sessions for observations and data collection
-Monthly walks or outings. These can be local walks or arranged outings to places near our school (ie Carton House, Castletown House, Dalgan Park)Integration with Other Subjects:
Science: Study ecosystems, species interactions, and the impact of seasonal changes on biodiversity.
Mathematics: Graph and analyse data collected
English: Write detailed observations, research reports, and reflective essays.
Art: Draw or photograph species and create visual representations of ecosystems.
Technology: Use apps for data recording and analysis, create digital presentations.By regularly engaging students in outdoor learning and integrating multiple subjects, the project will provide a comprehensive, hands-on learning experience that emphasizes the importance of biodiversity and the impact of seasonal changes.
-
We are very fortunate to have a great park near our school and a great surrounding garden on the school grounds. Both places have a great deal of opportunity for studying biodiversity throughout the seasons and it would be excellent for the pupils to see how the environment develops. I would aim to visit these areas with the children at least twice a month. It would also overlap as a movement break for the children.
I would divide the children into groups and equip them with a scrapbook for pasting record sheets, fact files and perhaps any flora they might like to study further using ICT resources. Each member of the group would also be equipped with a clipboard for record sheets when visiting the park/garden. The pupils will use the Rare Plant Monitoring record sheets. I also really like keys mentioned in this module associated with Trees and Shrubs, Ladybirds and Shieldbugs; the pupils could bring these with them on their garden/park visits to identify different flora and fauna they may come across.
Also each child or group can choose a wildflower in these areas and spends some time
examining its size, colour, shape, number of petals, smell, leaf size and shape. Pupils can place a temporary marker such as a small flag or coloured peg at
the spot to show where to find their flower and each time we revisit the park the children can return to the marker to compare and contrast how the flowers look throughout the year. They perhaps could draw some progress pictures of these flowers as part of an art lesson. -
-
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
It is very important that children are active agents in their own learning in all subject areas and particularly when they are learning in their own local environments as they will become more observant of the natural world around them and learn to appreciate this into their later lives. The resources outlined in this module were excellent and something I will definitely be using in future lessons to aid children in connecting with their local environment. Creating their own bird feeders or butterfly gardens gives their research purpose and sparks interest in the learning. Ensuring that I teach using the enquiry approach will give the children autonomy over their own learning and will help them discover and learn about habitats, animals and minibeasts within their environments. Utilising technology will play a vital role when children learn in their local environment. Using apps such as Google Lens to identify flowers or apps that identify bird sounds will help the children understand the diversity of their local environment. Children will incorporate various other subject areas throughout the process such as procedural writing in literacy, observational artwork or data in maths to name a few. I would ensure that the children would use areas in their local area not just on the school grounds, we are lucky to have various parks such as Griffith Park in our local area which is rich in biodiversity and an excellent natural resource for the school.
-
Hi Ciara
You have some lovely plans for exploring biodiversity with your class and the mixture of outdoor exploration of plants and animals and construction of bird feeders and creation of habitats will bring great satisfaction, especially if the children’s efforts are rewarded and more wildlife is attracted to your school for them to see. I would encourage the use of technology for recording what you find but don’t forget to encourage the use of books and keys. A book or key will encourage observation as children need to look at key features and read about viewing dates etc. in order to come to a conclusion about what a plant or animal is. Aps can be useful as a backup but I wouldn’t rely on them for identification as they teach the children nothing and often misidentify species. There are some good aps such as ObsIdentify (plants and animals) and Flora Incognita (plants) that are great as a back-up to books and keys but Google Lens is very unreliable.
-
-
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
We are most fortunate to have a lovely, enclosed school garden for the children to use in school, in which would be a great place to conduct seasonal biodiversity project, as suggested in Module 3.The children could use the ‘Wildflower Walk’, ‘Leaf Identification Challenge’, ‘Minibeast Safari Challenge’, ‘Garden Scavenger Hunt’ and The Farmer’s Wildlife Calendar as very useful resources to conduct a ‘Flora Trail’. Using these, they could observe and record the various flora and fauna throughout the course of the the school year and each season.
We could expand our project further into our local community by visiting the nearby park, in which there is a small forest and stream. I always love to bring my classes on nature walks in each term to compare and contrast the plant/animal life that grows/lives there over the changing seasons.
This could be a fabulous project to conduct from September to June, documenting all their findings using the above resources.
-
Having registered my garden with the All Ireland Pollinator Plan it has made me more conscious of how the little changes in our garden can make a big impact on the bees and other wildlife within our environment. In our garden we have a wild hedgerow border between us and our neighbours home, to my horror it has been suggested by some that we should remove the hedgerow and replace it with Laurel hedging! I love the wild hedgerow as it changes with each season and is home to an abundant of beautiful flora and fauna., I will now try to the following actions in my home and at school to help the pollinators.
Actions we could take to help pollinators:
• Plant lots of bee friendly flowers & shrubs in pots or flowerbeds. Ensuring the flowers can provide food for bees every month from spring through to the autumn.
• Grow some fruits and vegetables like strawberries, raspberries, peas, courgettes or apples as their flowers will provide food for bees in spring and early summer.
• Create no mow areas (Areas of lawn that are allowed to grow freely without being cut ) These areas encourage the growth of wild flowers and weeds like dandelions and clover which will provide food for the bees.
• Provide some safe places for bumblebees or solitary bees to make their nests such as the long grass at the bottom of the hedgerows near the garden.
In our school we are fortunate to have a large garden which includes an orchard, poly tunnel and a sensory garden so at our next staff meeting I intend to discuss the topic of registering the school garden with the pollinator plan to see if there is more we can do to educate the children on importance of pollinators in our environment.-
Hi Serina
It is fantastic that you have registered your garden with the All Ireland Pollinator Plan and I love that you plan to introduce the idea at your next staff meeting and try to register the school and get everyone involved in learning about and protecting pollinators. You have a great start anyway with your orchard and sensory garden. Your native hedgerow int he garden sounds lovely. We have a native hedgerow and 2 sides of our garden and it is fantastic to see the hawthorn and the bramble flowers come out to feed the pollinators and to see the fruit and the ivy providing food and shelter for birds. We have also planted a new mixed native hedgerow in the front that will hopefully eventually replace the ugly Lleylandii hedge that came with the house when we bought it. Like you, I can’t understand why people would rip out a beautiful native hedge that is home to so many different plants and animals and replace it with an ugly sterile hedge of invasive Laurel.
-
-
There are many fantastic resources in this module but the ones I would like to start with would be the Minibeast safari and the tree/ leaf identification challenge.
There is a nature reserve and lake a short walk from the school and classes have gone there on trips before. I have yet to bring a class there but would love to incorporate the mini beast safari next year when I bring a class there. The tree council website would be particularly helpful as I work in a Gaelscoil and the children would need to know the names of the trees in Irish.
I would hopefully visit this area twice or three times during the year so as the class could focus on the seasonal differences seen/if there is a difference in the Minibeasts in the area.
The school has tablets so we would make use of these to record their findings and where they could work on a project about this area. This could be integrated with art (line, clay and paint/colour in particular), geography (local area), maths (recording information) and Irish (new vocabulary and project work) in particular.
We would make use of the worksheets associated with these resources (although I would have to translate to Irish). I would also like to create a Kahoot quiz to reinforce what they have learned (what leaf/insect is this type questions for example).
-
Hi Fiona
It is great to have a nature reserve within walking distance of your school and this would be a great place to study your local biodiversity. You have mentioned the children recording their findings and also using some of the worksheets from this module. A lovely idea for your 5th class would be to use some of these worksheets as inspiration to create their own scavenger hunts, tree trails or minibeast identification sheets. The children could work in groups to create a trail sheet by taking photographs or drawing pictures of what they see, researching the Irish names and putting them together into a set of Irish language resources that younger classes could use when exploring the nature reserve. This would be something that could be available in the school for future years. The resources could be added to or updated by pupils as they find and photograph new trees, flowers or animals or you could focus on just Autumn time with this class and get next year’s class to work on winter etc.
-
-
Seasonal biodiversity project for the school year-A scavenger hunt challenge-observe seasonal change-2nd/3rd class
Resources: fact sheets/ picture check lists, magnifying glasses, small containers, recording sheets, digital camera, tablets, books & keys from the national biodiversity data centre, websites, apps: seek, picture this,
Time frame: three outdoor visits for each season with follow up activities indoors.
Season: Spring
First outing: The children look around the surrounding area or school garden and see what natural items they can observe and tick them off when they see them on a list or photograph them. Focus on observation and questioning.
Second outing: Spring is a great time to notice the sounds of nature. How many of these can you hear? Challenge yourself to take photographs of the following things. For some of these, there will be the extra challenge of being patient and staying still and quiet long enough to get the shot. We all like to smell flowers sometimes but there are other smells in our gardens too. See how many different smells you notice in the garden. Flowers, herbs, leaves, fruit and vegetables all have different smells.
Third outing: Each person is given a matchbox or other small container with a lid. Challenge your pupils to see who can collect the highest number of different items. An example of a Spring Scavenger Hunt would be to find: A bud about to burst, A spider, 3 different coloured flowers, A dandelion, A feather, A daisy, Some moss, New leaves on a tree, An evergreen leaf
Curriculum links:
Art: Make your own colour match sheet using scraps from a magazine and see if you can find colours in your garden to match each colour on the sheet. Drawing observed or collected items.
Literacy: Scavenger Hunt Challenge Word or Letter Challenge: Pick a word or maybe use the letters of your name and find something in your garden that begins with each letter of the word. You can either make a list or collect the items. For a longer challenge see if you can find something that begins with each letter of the alphabet. This could carry on over a number of days and will probably involve some creative descriptions. New vocabulary of observed or collected items.
ICT: researching using websites or apps
Science: observe, identify and examine local habitats and the study of wildlife and plants.
The above actives would be carried out for the other seasons noting the different species and changes in each season. -
A seasonal biodiversity project.
I have planted vegetable gardens and spring flower gardens with classes in the past. They are great projects for children from getting the soil prepared for seeds, to planting and watching plants grow and finally cultivating what has grown.
I have asked children to make bird feeders from recycled materials and place them outside the classroom windows. This is a lovely motivator to teach children about various birds that visit the feeders.
Every time I have a younger class or ASD class, I bring the children outdoors to observe the trees on the school grounds during each season. We take photos and record what we see and find in our SESE journals. The children identify the trees and fruits.
I would like to have a wild flower garden in school. I have one at home at it is a fabulous way to attract bees and butterflies to the most colourful wild flowers. I love cutting a narrow path through the meadow so you can stroll through the flowers. I think children would enjoy this in a school setting and it opens the door to so much learning and fun outdoors.
The following ideas from this course are ones I will definitely make use of in the future, Wildflower Walk, Leaf Identification Challenge, Minibeast Safari Challenge, Garden Scavenger Hunt and The Farmer’s Wildlife Calendar.
-
-
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
We are lucky enough to have an outdoor space attached to our classroom. Our caretaker made a raised bed and we plant it every year. As I teach children with autism it was initially intended as a sensory space so we planted lots of herbs like rosemary, thyme etc. I need to be careful that what is planted is edible!
We planted lavender which the children loved and so did the bees! some of my children were terrified of bees until we started learning about them and how important they are. With the help of our caretaker we made a bird hose which the kids loved and a bird feeder. The children love to see the birds coming and going. I have a chart with native birds in it so they love identifying the various birds that visit.
We do have access to woods close to the school and the children love going for walks there. I do feel that starting in our safe space outside is better with the younger children but the woods offer a huge classroom for our older kids.
-
Hi Nessa
Your raised bed sounds like a fantastic resource to have right outside your classroom and it demonstrates the value of even small spaces for learning about biodiversity. Some schools have very little outdoor space and perhaps only a concrete yard but your herb bed is an example of what can be done in a small space and large planters could be used if a raised bed is not possible. I love how your pupils learned to overcome their fear of bees through observing them on the flowers and learning about them in class and also learned to identify the birds that visit your feeders through use of the poster.
-
-
Using some of the identification tools and resources outlined in this module, identify some species of plants or animals in your own local environment and record them with the National Biodiversity Data Centre and then outline how you would get your class involved in citizen science projects.
For the past 2 summers we have been really thrilled to observe long-eared owls in our garden. At first we didn’t recognise the “squeaky gate” sound at all but when we realised that it was owl chicks begging for food we began sitting out on the long summer evenings and watching them as they grew – we even witnessed them learning to fly in short bursts from tree to tree. I have long intended to record these on Citizen Science but didn’t do it till now. I’m delighted now that I’ve done it, and can see that there are not too many records at all of long-eared owls in Ireland – way fewer than barn owls, though this is probably because of their normally secretive nature. I wish I had recorded last year’s chicks too, but will definitely continue to update my record if I am lucky enough to have more next year.
While the owls are very exciting, I think children would be just as interested in whatever wildlife we encounter around our school. I love the idea of putting in a wildlife camera and observing what might happen overnight. The children would feel a real sense of ownership then, identifying and researching the wildlife, and recording it in Citizen Science. I feel that they would come away with a better understanding and appreciation for the creatures around them having completed this real-world activity. -
I’ve registered my garden with the All Ireland Pollinator Plan, and the website has been incredibly inspiring. Today, I planted a pollinator-friendly pot following their recommendations on the infographic on the site. Since my home is new, I’m excited to use their suggestions for planting various herbs and plants to make my garden pollinator friendly. The monthly guide available on the website also is particularly helpful, breaking down tasks month by month, making it all seem very manageable.
I also plan to introduce this idea at a staff meeting in school by adding it to the agenda for discussion. We already have a beautiful school garden, but I am not sure how pollinator friendly it is. I believe we should assess how pollinator-friendly it is and make necessary improvements. The action plans on the website will be an excellent resource to guide our efforts.
-
Register your garden with the All Ireland Pollinator Plan and record your actions for pollinators, then outline how you would register your school and what actions you could take to help pollinators.
I have registered my garden with the All Ireland Pollinator Plan. This is a fantastic website and has really inspired me. Just today, I have planted a pot for pollinators as suggested at https://pollinators.ie/plant-a-pot-for-pollinators/.
As I have a new home, I will definitely look to the suggestions for the various plants and herbs I should grow. I found the monthly guide at https://pollinators.ie/wp-content/uploads/2021/03/Pledge-your-Garden-for-Pollinators_WEB.pdf brilliant!! With it broken down to months, it is really helpful as a guide and makes it appear very doable.
In school, I plan on adding this to the agenda of a staff meeting. We have a lovely school garden but I think we should probably audit how pollinator-friendly it currently is and then make the necessary changes. The action plans on the website will be a good help in guiding us in our actions.
-
Hi Roisin
I’m glad you found the pollinator plan website so useful and that you have pledged your own garden for pollinators and got started straight away by planting a pot. Having a new house and garden is exciting and I’m sure you will love planning your planting scheme around pollinators and watching the results as your garden develops over time. I have a large garden with wild meadow, native hedgerow, a planted mini forest, an area of lavenders and other pollinator friendly shrubs and 2 mini ponds but I love picking out new projects and new areas to develop. I am currently planning for a small area in the front garden where I hope to plant a succession of pollinator friendly perennials using the guidelines from the Pollinator Friendly Planting Code https://pollinators.ie/wp-content/uploads/2022/12/Pollinator-Planting-Code-Guide-2022-WEB.pdf. I have learned a lot from my own garden and everything you learn from your own garden can be used in your plans to make your school garden more pollinator friendly.
-
-
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
I would use Biodiversity Observation Sheets to record the findings of a seasonal biodiversity project on the seasonal changes to a deciduous tree in a lakeshore setting near our school. We are lucky to be located in easy walking distance of a lake and the trees that grow around it. There is an oak tree, among others, on the walk and I would take the class on monthly visits to the tree throughout the school year where we would discuss the changes that we observe throughout the year. I would have the children work in pairs to observe, discuss and compare the things we see, feel and hear during each visit. I would have the children use our class ipads to take pictures and log same in a folder to revisit the pictures throughout the year to discuss the changes we have observed. We could also discuss the changes in ourselves and what we wear, the weather and the temperature outside and discuss why the trees might change throughout the year.
The children would complete seasonal tree paintings in visual arts, listen to vivaldis The Four Seasons in music and try to identify which season is being represented by listening to the music “blind”.
I would propose to carry out the above with a 2nd class. -
-
When researching the topic of Biodiversity and how to facilitate a project on it I came across this great detailed project with I think would work really well.
Seasonal Biodiversity Project Outline
Project Overview:
The Seasonal Biodiversity Project aims to explore local ecosystems and observe how biodiversity changes throughout the school year. Students will engage in outdoor learning, scientific observation, and data collection to study plants, animals, and their habitats across different seasons. The project will integrate multiple subject areas, encouraging students to connect their learning across disciplines.
1. Planning and Resources
Resources Needed:
• Field Guides: For identifying local plants, animals, and insects.
• Recording Sheets: Customized data sheets for observing and recording species, weather conditions, and seasonal changes.
• Digital Tools: Tablets or smartphones with apps for recording data, taking photos, and using GPS.
• Journals: For students to document their observations, sketches, and reflections.
• Outdoor Learning Kit: Including magnifying glasses, measuring tapes, thermometers, and clipboards.
• Classroom Resources: Posters, books, and online resources about ecosystems, food chains, and seasons.
• Parental Permission Forms: For outdoor excursions.
2. Project Structure
Frequency of Outdoor Learning:
• Monthly Field Visits: Students will go outdoors at least once a month to observe and record changes in the environment. These visits will focus on key seasonal transitions—autumn, winter, spring, and summer.
• Ongoing Observations: Encourage students to observe their surroundings daily or weekly, noting any changes in plants, animals, and weather.
Recording and Data Collection:
• Observation Sheets:
o Seasonal Biodiversity Sheet: Record the types of species observed, their abundance, and any notable behaviors.
o Weather Conditions Sheet: Track temperature, precipitation, and other weather conditions during each visit.
o Phenology Sheet: Record the timing of natural events, such as flowering, leaf fall, bird migration, and insect activity.
• Digital Recording:
o Use apps for documenting observations with photos and geotagging locations.
o Upload data to a shared online platform for collaborative analysis.
• Classroom Display:
o Create a wall chart or digital timeline tracking seasonal changes and species diversity over the year.
3. Integration with Other Subject Areas
Science:
• Ecosystems and Habitats: Study the interactions within ecosystems, focusing on food chains, pollination, and the impact of seasons on biodiversity.
• Data Analysis: Analyze patterns in the data collected, discussing biodiversity trends and seasonal impacts.
Mathematics:
• Data Representation: Use graphs and charts to represent data on species diversity, weather patterns, and seasonal changes.
• Measurement: Apply mathematical concepts to measure plant growth, temperature variations, and species abundance.
Geography:
• Mapping and Location: Use maps to plot observation sites and discuss the geographic factors influencing local biodiversity.
• Human Impact: Explore how human activities and urban development affect local ecosystems.
Language Arts:
• Writing and Reflection: Students will write journal entries reflecting on their observations, experiences, and the importance of biodiversity.
• Research and Reports: Conduct research projects on specific species or ecosystems, culminating in written or oral reports.
Art:
• Nature Journaling: Encourage students to sketch plants, animals, and landscapes, enhancing their observation skills.
• Seasonal Art Projects: Create artwork inspired by seasonal changes, using natural materials collected during outdoor visits.
Technology:
• Digital Tools: Integrate the use of apps for recording data and creating digital presentations.
• Online Collaboration: Use platforms like Google Classroom for students to share their findings and collaborate on projects.
4. Project Culmination
End-of-Year Presentation:
• Project Showcase: Organize an exhibition where students present their findings through posters, digital presentations, and displays of their nature journals and artwork.
• Community Engagement: Invite parents and local community members to learn about the importance of biodiversity and the students’ contributions.
Reflection and Assessment:
• Self-Assessment: Students reflect on their learning journey, discussing what they found most interesting and what challenges they faced.
• Teacher Assessment: Evaluate students based on their participation, quality of observations, integration of cross-curricular knowledge, and final presentations.
Conclusion:
This Seasonal Biodiversity Project encourages continuous engagement with the natural world, fosters cross-disciplinary connections, and helps students develop a deeper appreciation for the environment. Through regular outdoor learning and integration with other subjects, students will gain a holistic understanding of biodiversity and its importance throughout the school year. -
-
Seasonal Biodiversity Project
A year-long biodiversity project can foster a deep connection to the natural world. Beginning with autumn, students could collect fallen leaves, identify tree types, and track changes in plant life. Resources like identification guides and nature journals would be essential. Outdoor exploration is crucial for direct observation.
In winter, focus shifts to birdlife and animal tracks. Birdwatching charts and tracking sheets can be used to record observations. Integrating art allows students to create bird or animal portraits. Spring brings new life with budding plants and returning animals. Students can create nature diaries to document changes. Summer involves studying insects, plant growth, and weather patterns. Weather charts and insect observation sheets can be used.
Throughout the year, math can be integrated through data analysis, graphing, and measuring growth. Language arts can be used for writing nature poems, stories, or reports. Science incorporates the study of life cycles, habitats, and ecosystems. This project cultivates environmental stewardship and a lifelong appreciation for nature.
-
Hi Declan,
Thanks for sharing your thoughts on biodiversity projects after Module 3. Birdwatching is one way to explore biodiversity. You might be interested in the Irish Garden Bird Survey from Birdwatch Ireland which runs during the winter months. It is a great opportunity to get the pupils involved in a Citizen Science project.
I also like your idea to create nature diaries for the children to record their observations of plant and animal life from season to season.
-
-
Register your garden with the All Ireland Pollinator Plan and record your actions for pollinators, then outline how you would register your school and what actions you could take to help pollinators
Having registered my garden with the All Ireland Pollinator Plan here are a list of actions I will do for pollinators:
1. Plant a herb garden – I never really thought about herbs as being important for pollinators.
2. Manually remove weeds in necessary places.
3. Position small nesting/shelter for bees.
4. Drill small holes in unused areas of the garden for solitary bees.
5. Add some native Irish hedging to our existing hedging.
5. Leave the area under the washing line and around the perimeters unmoved.
6. Plant window boxes/planters seasonally to assist during times where food supplies are lower.Our school is not listed with the All Ireland Pollinator Plan, we are however doing a lot of things that would tie in with the pollinator plan.
Further actions I would do for the school would be to start with a pollinator team including members of the Green School Committee, the caretaker, teacher and Tidy Towns.
I would encourage each classroom to research pollinators and to devise a list of suggestions for our school. These suggestions would then be brought to the Pollinator Team.
The senior classes could map the school identifying areas that are currently in use for pollinators and identify possible areas for future use for pollinators.
We would link in with The Tidy Town’s Committee to update them on our plan and also to see what ideas/initiatives they offered to the school.
Some actions we could do:
We could leave the boundary surrounding the astro unmowed.
Add to our native Irish orchard.
Plant a native Irish hedging.
Plant a herb garden.
Add some more pollinator friendly plants to our flower beds.
Add hanging baskets to our building.
Plant some pollinator friendly blubs in Autumn such as snowdrops for spring.It would be a work in progress year on year and something that the children would share with their own family which would have a knock on positive effect.
-
Hi Giolla
Well done on registering your garden with the All Ireland Pollinator Plan and for taking steps to welcome more pollinators into your garden. I have planted several species of herbs in my garden and they are very popular with pollinators and your other actions in adding some native hedging, leaving some areas unmown and creating bee habitats will be great for allowing pollinators to survive in your garden year round. It is great also that your school is taking action to help pollinators and that you plan to do more. Although you are not already registered with the AIPP, it would be a lovely idea to add your actions to the map to share the work that you are doing. Using maps to help plan your actions and mapping and recording the changes from year to year will be a great learning experience for the whole school and as you said, a great way to spread the word and inspire the children’s families and others in your community.
-
-
Learning Outcome: The children will engage in a year-long biodiversity project that explores and records the seasonal changes in local flora and fauna. The project will incorporate outdoor learning, scientific observation, and cross-curricular integration with subjects like geography, art, and mathematics.
Resources: Field guides, observation journals, cameras or tablets, measuring tools, maps, recording sheets, and ESERO resources.
Integration with Other Subjects: Geography, Art, Mathematics, ICT
1. Introduction to Biodiversity (September)
Classroom Activity: I will introduce the concept of biodiversity and its importance. We will discuss what species and habitats students might expect to see in the school grounds or nearby areas throughout the year. I will show videos and resources from the Connecting with your Local Scientific Heritage course to support my introduction.
2. Outdoor Activity: We will then walk around the school grounds to identify and record the different plants, animals, and habitats observed. We will create a Biodiversity Map of the area, marking key habitats like trees, bushes, grassy areas, and any water bodies.
Resources Needed:
Field guides (plants, birds, insects)
Large paper or digital tools for creating the biodiversity map
Cameras or tablets for taking photos
Recording sheets for observationsSeasonal Observations and Data Collection (October – June)
Monthly Outdoor Learning:
Each month, I will bring the children outside to observe changes in the environment. We will focus on specific aspects of biodiversity, such as:
October: Leaf colour changes, migration of birds, insects preparing for winter.
November – February: Dormant plants, animal tracks, and signs of hibernation.
March: Early flowers, returning birds.
April – June: Full bloom flowers, nesting birds, insects, and plant growth.
Recording Data: We will use recording sheets to document observations, including date, weather conditions, species observed, and any noticeable changes since the last visit.
We will take photos to create a visual record of the changes throughout the year.
3. Integrating with Other Subjects:
Geography: We will map out the habitats observed and analyse how geography affects biodiversity.
Art: The children will create seasonal art projects based on their observations, such as drawing or painting the landscapes they see or creating models of the habitats. They will collect leaves, seeds, and other natural items to use in art projects.
Mathematics: The children will represent the data gathered throughout the year on graphs.
ICT: The children can use Google Maps or other mapping software to plot biodiversity findings.
The children can use online resources like GeoHive to compare their findings with larger datasets.
Conclusion: The children will reflect on the changes observed over the year and discuss the importance of preserving local biodiversity. -
Having registered my garden with the All Ireland Pollinator plan, I now have a much better understanding of what is required to do this for my school.
Firstly, I would set up the biodiversity@’myschool’.ie email as recommended in the course notes. I would use this to register the school so that all teachers can benefit access to the site. As with my own garden, I would add the outline of my site (the school grounds) to the school profile using “Add Site Polygon,” – it took me a while to figure this out and in the end I had to resort to watching the very helpful tutorial video. When doing this for my garden, I was presented with a form (see attached image) where I had to measure my hedges, mow less section sections, herbicide use, etc., there are some additional sections for schools related to raising awareness. There are some good links with maths here – length, area, time. The form would work very well to show us where we are doing well and where we could improve – it could be used as part of a biodiversity display.
In my school, we are developing an astro pitch but are lucky enough to also have a good-sized grass pitch. Though this is currently in use as a play area, I am very hopeful that we will
be able to use some of it more for biodiversity projects when the astro is available.-
Hi Robert
Well done for registering your garden with the All Ireland Pollinator Plan. As with all things practice makes perfect and now you will know exactly how to go about registering your school. As you said it is a great way of keeping track of changes in your school and getting the children involved in measuring and calculating the areas for particular actions is a great way to integrate it into maths in the classroom. Good luck with all of your planned biodiversity actions.
-
-
-
-
- You must be logged in to reply to this topic.