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ASSIGNMENT
Choose one of the options below and write 150 words as a reply to this post
- Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
- Research engineering in your local area and describe how you would use a local building, structure or other engineering feature as inspiration for a classroom or outdoor design and make project
Please also comment on at least one other participant’s post.
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I would introduce Johns Bridge in Kilkenny city as our main focal point. We can easily walk to the bridge from our school and will take some pictures on the school ipads. We will learn about the history of the local bridge. We will then discuss how bridges work outlining the importance of structure, materials etc.
Using our ipads we will learn about basic bridge types (beam, arch, suspension, etc). We will sketch our own bridge design inspired by the Johns Bridge. NB= consider what materials are available (lollipop sticks, cardboard, string, etc.). I will encourage them to think about scale and stability at all times.. In groups. Children will build small-scale models of their bridges. Groups present their bridge models to the class.
Bridges will be tested for strength and students reflect on what worked, what didn’t, and how they’d improve the design in the future. This type of project makes learning active, and meaningful, showing students how engineering is part of the world they live in.-
Lovely ideas. My class took part in an engineering activity where they hard to build a bridge strong enough to hold a bottle of water and the bottle had to be able to go under the bridge. They only had paper(A4) and sellotape. Each sheet of paper was worth 5000 euro and the team that built the best bridge for the least amount of money won. It was quick and easy and good fun.
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Barrow Viaduct
Students will design and construct a scale model of a railway viaduct inspired by the Carlow Viaduct. This handson project combines civil engineering principles with creative design and problem-solving. Students will learn about force distribution, materials, and the importance of engineering in everyday infrastructure.
The students will research. I would show students images and videos of the Carlow Viaduct, discuss how it works, what materials are used and its purpose.
Next students are challenged to design a mini viaduct that can support a specific weight. ( x amount of cubes)
I would allow the students a range of materials including Lollipop sticks, string, cardboard and egg cartons.
Using the IWB and visualiser for all students to see, they could test it out. In small groups they could record reflections on the tablets to include digital learning.
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Hi Fiona
The Barrow Viaduct in Borris would provide great inspiration for a project on bridges as it is a prominent feature of the landscape in that part of Carlow. As a former railway bridge, there would also be lovely history and geography links to transport in Ireland through looking at the construction of the railway system in Ireland and exploring both the course of the River Barrow navigation and the contrast between the past and present rail networks in Ireland. If it could be visited as part of a school trip, the walkway over and under the viaduct would be a fantastic experience for the pupils to tie in with their project work or it could be a suggested as a family trip for some of your pupils.
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This is a brilliant and engaging idea! I love how it blends research, design, and problem-solving. Using real-life inspiration like the Carlow Viaduct makes learning meaningful. Giving students a variety of materials encourages creativity, and testing their designs together supports teamwork and digital learning in a fun, hands-on way.
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Beginning: To introduce the lesson, we would look at famous bridges in Ireland and around the world and discuss why we need bridges and the problems that they solve. We would discuss the different types of bridges – beam, arch, suspension and truss. I would then show the class a bridge in our locality, one of the canal bridges and the lock houses that can be near them.
Middle: In pairs / groups, the children would choose the bridge type that they want to make and sketch their design on some paper. They would discuss what they would need to construct it and what will make it strong. Following this, the children build their bridges using various materials. I would generate discussions with the groups such as asking them how to make it stronger, where does the weight go etc. After this, as a whole class we would test each bridge to see what weight it can hold.
End: As a whole class, we reflect on which designs were strongest and why. We can discuss problems that the groups had, how they reached solutions and what they would do differently the next time.
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Hi Claire,
Thanks for sharing your lesson plan.
I like how you have broken down this activity into distinct sections, with a range of prompts to engage learners at the beginning, discussions and a visit to a local bridge, canal bridge and lock houses. Outings like these really bring these concepts to life, and although we pass over and see features like these most days, outings to observe make learners really see the details, something that they can be encouraged to sketch or photograph.
Some lovely questions to engage learners in the middle section, and testing opportunities to see if they hold up to their design specifications! It can be interesting to set specific targets, such as holding up five toy cars or reaching across 15cm.
Great to see reflections included, and how things could be done differently next time-reflections that also take place in the real world! As an extension to this activity, the role of engineers can be discussed, and real-life examples of failures in design. Here is an interesting list featuring a bridge failure: See 25 Extremely Embarrassing Architectural Failures
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There’s a lovely stone bridge near our school that crosses a small river, and I think it would make a great starting point for a class bridge design challenge. I’d begin by taking the class on a local walk to observe the structure, looking at its shape, materials, and how it spans the water. Back in the classroom, we’d discuss different types of bridges and what makes them strong.
For the challenge, I’d ask students (working in pairs or small groups) to design and build a bridge using everyday materials like lollipop sticks, string, cardboard, and masking tape. We’d set criteria, such as the bridge needing to span a set distance and hold a certain weight (e.g., a toy car or stack of coins).
Maths would be woven throughout: measuring distances, estimating weights, using rulers and scales, and recording data. Older classes could calculate averages or analyse which designs were most effective and why. It’s a brilliant way to bring STEM to life!
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Hi Niall,
Thanks for your post. What a lovely plan to use the inspiration of a local bridge for your class design and make activity.
It’s great to have such a prompt for this activity, and I have no doubt that it will create a lot of excitement among your learners.
I love your ideas for incorporating maths at a level suited to your learners. I have done this before and added a price to materials, adding another layer to the challenge: Who can build the cheapest bridge while still achieving required functionality? In senior classes it can even give rise to the allocation of roles within groups – architect, engineer, quantity surveyor, etc.
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Building Bridges with 2nd Class
Theme: Designing and Making – Inspired by Hope Castle BridgeAims
To explore what bridges are and why they are important.
To design and make a simple bridge using classroom materials.
To use basic maths skills such as measuring and comparing.
Resources required
Photo of Hope Castle Bridge.
Building materials: Lego, cardboard, straws, lollipop sticks, masking tape , A4 paper and other recyclable materials
Toy cars or small blocks for testing.
Rulers, pencils, simple recording sheet.I would begin by showing the class a picture of Hope Castle Bridge.
and asking them What is a bridge for? Where have you seen one?
Talk about strong shapes (arches, triangles).The children will then be encouraged to sketch a simple bridge design
and in groups to decide what materials they will use.How wide is it? Will a toy car fit?
to test the strength of the bridge the children will place a toy car or blocks on each bridge and count how many blocks the bridge can hold.
They will record the results with tally marksPupils will be encouraged to share their bridges and to talk about which bridges were strongest and why.
This design and make project can be integrated with Maths under the strands:
Measurement: measure width/length with a ruler.
Counting & Tallying: blocks or cars the bridge holds.
Comparing: which bridge held more/less.
Shapes: noticing triangles or arches in designs.The activity will be assessed according to the levels of engagement and teamwork during building.
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I would use images and the film from the 70’s as a stimulus at the beginning. The children can explore online the different types of bridges and why do we have different types – uses. Then the children will, in groups, decide upon which they would like to build using lego pieces. Before the pupils embark on their project they will be inform as to what the bridge must be able to do-can it carry the weight of a 500ml water bottle? Can the bottle be rolled under the bridge(length ways)? Using the planning framework, the class will take each step by working collaboratively and communicating effectively. Assign roles within groups, such as head engineer, recorder, supplier(sourcing particular pieces for the job. Once built, it is important that the children get the opportunity to evaluate their creation – using two stars and a wish- what went well and what we could have done to make it better.
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Hi Mary,
This is a fantastic idea. I really like your provocation at the beginning and the activity of looking at bridges from the past. Children love looking at older photographs and being able to compare then and now. Also, ensuring the children understand what the bridge actually needs is a great way to inspire critical thinking, teamwork and problem solving skills.
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Our school is also based in Dublin, Louise. It actually surprises me the amount of children that do not go into town and may not have seen the bridges and monuments of our city. I think, depending on age, of course, that a school trip or visit to these sites allows for a direct experience of their scale and design which can differ from how they appear in photographs.
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I loved the video where the farmer built his own bridge and would definately be using it as a stimulis during my bridge building lesson too. Evaluation and reflection are a key area that needs to be explored to consolidate learning after the activities are finished and something I forgot to mention in my lesson plan.
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I would plan a school challenge based on building a bridge, inspired by the suspension bridge at Birr Castle Demesne. First, we would explore it through photos and videos. The children would sketch the bridge, talk about the shapes they can see and discuss how it stays up and supports weight.
Next, I’d give the students a design challenge: in groups, they must design and build a model bridge using recycled or classroom materials like straws, string, cardboard, and lollipop sticks. The bridge must span at least 30 cm and hold a toy car or small weight. During the build phase, children would measure carefully using rulers or measuring tapes and keep their designs symmetrical and balanced. Once the bridges are built, we would test them as a class—seeing which can hold the most weight, stay standing the longest, or look the most like a real bridge. We’d record the results and graph them. Finally, we’d have a reflection session where children talk or write about what worked well, what didn’t, and what maths helped them along the way.
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I would begin by showing photos or a short video of the suspension bridge at Birr Castle Demesne. We would discuss “Why do we build bridges?”, “What makes a strong bridge?”. I would introduce the task: Design and build a bridge that can hold weight (e.g., a toy car or a stack of books) using materials like paper, string, cardboard, lollipop sticks, etc.
Pupils will then sketch a blueprint of their bridge.
I would get them to estimate and record:
o How long the bridge will be
o What materials will be used (introduce basic budgeting if appropriate)
o How much weight it will hold
In teams they will build their bridges using classroom or recyclable materials. I will use stopwatches to time how long it takes, or scales to measure the weight it can carry.
We will test each bridge under the same conditions.
• Record:
o How much weight each held
o Which design worked best and why
Each pupils will have to graph the results (bar chart for weights held, pie chart for bridge types used, etc.).
I would link it to 1st class maths by using blocks, non- standard units, problem solving, 3d shapes and 2d shapes.-
That sounds like a fantastic and engaging learning experience! I really like how you’ve tied in both visual exploration and hands-on learning, starting with photos and sketches really helps set the scene and gets children thinking about structure before diving into the build. Giving them a clear design brief with measurable criteria makes the activity purposeful and taps into their problem-solving and teamwork skills.
The integration of measurement, symmetry, and weight testing brings in plenty of real-world maths in a meaningful way. I especially like your idea of graphing the results, this gives students a chance to analyse data and compare outcomes, deepening their understanding.
The reflection piece at the end is also a great way to develop metacognition and reinforce the STEM learning. This type of project would work brilliantly across class levels and could even be expanded into a whole-school STEM day. Thanks for sharing, definitely one I’ll be adapting in my own classroom!
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I am lucky that my local area has many historic buildings that could be studied and used as a starting point for STEM projects and STEM explorations.
I would chose to study a local mill with the class. I would begin by encouraging the children to go home and ask their parents about the mill and to record evidence from their parents. We would come back together as a class and discuss what the children have learnt from their parents. We would then conduct our own research as a class and possibly invite a local historian in to the class. We could have science lessons about the mill wheel and investigate forces and pulley systems.
I would use all this learning in a connected STEM project. I would use the County Council needing to build a new mill in the local area as the brief and starting point of the STEM project. Children would then work in groups to plan and create a modern mill system and present it to the class.
This project would be multi-disciplinary and incorporate History, Science, STEM, local studies and more.
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I absolutely love your idea of using a local historic mill as a STEM springboard! From my own experience, linking learning to tangible local landmarks really captivates students. Encouraging them to gather oral histories from parents is a fantastic way to spark initial engagement and connect generations.
What truly stands out, and something I’d definitely adopt, is framing the STEM project around the County Council needing a new modern mill. That contextualizes the entire learning experience so brilliantly! It provides a real-world problem for them to solve, fostering genuine critical thinking and design skills. This multi-disciplinary approach, blending history, science, and engineering, is exactly what makes STEM projects so powerful and memorable.
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Hi Shaun,
I like the emphasis you have placed on the variety of historical buildings in your area. We often overlook our own locality and target national historical sites and indeed international ones. There is a clear cross-curricular focus in your ideas here which can be used across all class levels.
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Hi Shaun, This really reminded me of a local mill near our school Marty mill that we could visit.! I think we could definitely do something similar—maybe use it as a starting point for a STEM project just like you described. Exploring the mechanics of the mill wheel and pulley systems, combined with historical context, would make a fantastic cross-curricular learning experience. Bringing in a local historian is a brilliant idea too!
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I love your idea of using the old mill to get some real historical accounts of what it’s purpose was in the past- this provides such wonderful storytelling opportunities. Wouldn’t it be great to invite one of the children’s parents/grandparents to visit the school and talk to your class about their memories of the old mill.
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Drawing inspiration from the historic suspension bridge at Birr Castle Demesne, I would plan a “Bridge Building Challenge” for a 4th class.
The challenge would begin with an “Engage” phase, where we’d discuss the Birr Castle suspension bridge, its features, and the purpose of bridges, using images and possibly videos. We’d then move to “Explore,” where students, in small groups, would experiment with different paper bridge designs to span a gap (e.g. between two books). They’d test which shapes and structures, like folds or triangles, offer the most strength, mimicking the “Exploring: Investigating the design of bridges” activity from the module.
For the “Plan” phase, each group would design their own bridge, considering its purpose (e.g. to hold toy cars, cross a small “river”). This is where mathematical thinking would be deeply integrated. Pupils would:
Measure: Accurately measure the “span” of their river, the height needed for clearance, and the dimensions of their materials (length and width in cm).
Shapes & Properties: Identify and draw 2D shapes (rectangles, triangles) in their designs, understanding how triangles create strong structures (trusses), similar to those seen in suspension bridges. They would also consider 3D shapes for supports.
Problem-Solving: Calculate how much material they might need or how to divide a piece of card equally for multiple components.
Scale: Discuss the concept of scale, even if not creating precise scale models, by comparing their small-scale designs to the massive Birr bridge.
The “Make” phase would involve constructing their bridges using recycled materials like cardboard, straws, and string. Finally, in the “Evaluate” phase, groups would test their bridges for strength (e.g. by adding weights like coins or small blocks) and reflect on their designs, discussing what worked well and what could be improved, linking back to their mathematical decisions. This hands-on, inquiry-based approach, supported by Curious Minds and ESERO resources, emphasizes practical application of mathematical skills in a real-world engineering context. I have done this activity with several classes at various class levels over the years. It is always an extremely engaging project that really sparks curiosity in the children. -
Hi Shaun, I absolutely love your idea of using a local historic mill as a STEM springboard! From my own experience, linking learning to tangible local landmarks really captivates students. Encouraging them to gather oral histories from parents is a fantastic way to spark initial engagement and connect generations.
What truly stands out, and something I’d definitely adopt, is framing the STEM project around the County Council needing a new modern mill. That contextualises the entire learning experience so brilliantly! It provides a real-world problem for them to solve, fostering genuine critical thinking and design skills. This multi-disciplinary approach, blending history, science, and engineering, is exactly what makes STEM projects so powerful and memorable for the children.
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A good feature of engineering in my school’s locality is the Dart railway line that runs through the area. The bridges, tracks and overhead lines are all part of a clever system that has stood the test of time and weather. For a classroom design and make project, I would take inspiration from the railway bridge near Howth Junction. Its solid structure and clever use of space could be the basis for a miniature model project.
Students could design their own bridges using recycled materials, testing them for strength and balance. This would bring engineering to life in a hands-on way and show how science and design work together. We could take walk to the bridge for sketches and measurements before building our models back in the classroom. It would be a brilliant way to connect local infrastructure to learning and give students a greater appreciation for the built environment around them.
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I recently visited the Carrick-a-rede rope bridge and have some photos and videos of myself walking across it. I would probably use these as a stimulus to gain the children’s interest. I have multigrade class of Junior infants to 2nd class and they really enjoy practical hands on engineering tasks.
We would discuss the history, uses, and development of bridges. We would also look at a slideshow of famous bridges.
I would set the children up in small groups and give them their brief of creating a suspension bridge. I would lay out a variety of materials for them to use and conference with the groups as they work. Each group could then present their bridges to the class, explaining the key features and carrying out tests.
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Hi Natasha,
This is a great bridge to chose as a stimulus for the lesson, I’m sure your class would be very interested learning all about this suspension bridge which crosses so high above water. I love the idea of allowing the children to work in small groups. As you have infants-2nd class you would be able to create mixed-ability groups ensuring the older children in 1st/2nd could help the younger children in infants, which would be brilliant.
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That sounds like a brilliant and engaging way to bring the topic to life! Using your own photos and videos from Carrick-a-Rede will definitely capture their interest and make it more relatable. It’s great to see how you’re incorporating hands-on learning and group work, which are so effective for younger children. The idea of presenting and testing their bridges adds a lovely element of critical thinking.
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Using the Rose Fitzgerald Kennedy Bridge as inspiration, I would plan a STEM challenge for the class to design and build model bridges using materials such as string, card and lollipop sticks. To begin, photographs and videos of the bridge would be shown to the children. The children’s attention would be drawn to the bridge’s cable-styled structure, its location over the River Barrow and why its design was chosen. Following questioning, the children would begin working in pairs/small groups. They would firstly decide on the type of bridge they are making and its purpose. Working collaboratively, teams would plan, build and test their own bridges for strength and stability, with a challenge to hold a set weight (e.g. books, toy car). Maths would be integrated through recording materials used, considering symmetry and angles, measuring lengths and widths and testing how weight is distributed. Older children could be further challenged to explore topics such as ratio while creating their bridges. This hands-on project builds problem-solving, mathematical reasoning and teamwork skills while linking to local engineering.
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I am very familiar with Birr Castle as I live in close proximity to it, and the suspension bridge in the Demesne offers a fantastic real-life structure to inspire a class or whole school bridge-building challenge. For Third Class, I would begin with a visit to the bridge or use photos and videos to explore its design, purpose, and structure. We would discuss how it stays up, the materials used, and the forces acting on it.
Back in the classroom, students would work in small groups to plan, design, and build their own model bridges using materials like lollipop sticks, string, paper, and recycled cardboard. The challenge could be to build a bridge that spans 30 cm and can support a small weight (like a toy car or block).
Mathematical thinking would be integrated throughout the project. Students would measure materials using rulers and tape measures (length, width), record data in tables (weights, spans), and use basic multiplication and addition to calculate total materials used. They could also explore symmetry and shape when designing their bridge.
This project combines hands-on STEM learning with real-life application, while supporting Maths skills development in a fun and engaging way, encouraging collaboration, problem-solving, and creativity.
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hanks for sharing this—it sounds like such a well-thought-out and engaging project! Using the suspension bridge at Birr Castle as a real-life example is a brilliant way to make the challenge more meaningful for students, especially since you’re local to the area. I love how you’ve grounded the learning in something familiar but still full of engineering wonder!
Your integration of maths is really strong—especially the use of measurement, data recording, and calculating materials. It’s a great way to show students how maths is all around them and has real purpose beyond the textbook. Exploring symmetry and shape adds a lovely design element too, and helps reinforce spatial awareness.
The idea of working in small groups also supports so many key skills—collaboration, problem-solving, resilience—all while having fun and being creative. I can imagine your students being really motivated by the challenge, especially with the visual connection to Birr Castle.
Thanks for the inspiration—definitely taking a few ideas from this for my own class!
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Dolores,
I recently visited Birr Castle and took some photos and videos of the suspension bridge to use in the next academic year as a beginning stimulus to gain the children’s interest in the bridge.
Previous classes I’ve had really enjoyed the practical hands on engineering tasks/learning opportunities. I’ve gained some lovely ideas from your post and look forward to trying them in September.
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How you would use a local engineering feature as inspiration for a classroom or outdoor design and make project:
There’s a big wind turbine just outside my village that I’d use as inspiration for a design and make project. It’s a great example of engineering that helps produce clean energy, so I think it would be a great starting point for learning about renewable power. For the project, we could design and build our own small wind turbines using simple materials like paper, cardboard, and wooden sticks.We could test different blade shapes and sizes to see which ones spin the fastest when placed in front of a fan or out in the wind. It would be a fun way to learn about energy, design, and how engineering works in real life. It also ties into what’s happening in our local area, so it would feel more relevant and interesting. It would also be a great group activity that mixes creativity and problem-solving.
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Assignment:
‘Pick a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.’
Inspiration: The Ha’penny Bridge in Dublin city
Lesson learning experiences
Show images and video of various bridges around the world and then move into Ireland only bridges – last slide – the Ha’penny Bridge.
Discuss its purpose, design (arch shape), materials (cast iron), and historical importance.
Use online tools to observe real-life bridges in Ireland
Encourage discussion around the team roles (designer, builder, measurer, tester) when building bridge
Class Discussion Questions:
· What shapes do you see in the bridge?
· Why do you think the bridge is curved?
· What does a bridge need to do?
– List the 2D & 3D shapes used in any bridges
Design constraints:-
– Must span a 30 cm gap.
– Must support a small weight for 10 seconds.
– Limited materials (e.g. straws, tape, string, cardboard, lolly sticks).
Maths Integration:
· In small groups, students sketch a plan for their bridge using simple shapes (triangles, rectangles, arches).
· Measuring lengths (using rulers to mark out bridge parts).
· Symmetry: Discuss why symmetrical bridges are often stronger and more stable.
· Weight capacity: Use non-standard or standard units to measure how much weight the bridge holds.
· Recording results in simple tables or tally charts
· Continue to encourage and promote ‘maths tal’ usin mathematical language: longer, heavier, more stable, symmetrical, etc. throughout the whole process
Testing and Evaluation
· Hold a “Bridge Showcase”, where groups test their bridges in front of the class or other classes if the bridge theme is across a class level.Reflection and Extension
– Have students write or draw what they learned, including:
– A labelled diagram of their final bridge.
– What maths they used (e.g. “We measured 30 cm with a ruler”).
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In this post I will outline how I would integrate mathematical thinking and incorporate the maths skills appropriate to my class level. The bridge that I have selected to use is Kilcullen bridge. I am a teacher in Kilcullen, Co. Kildare.
One of the most rewarding activities we do in our school is a river study of he River Liffey which flows under Kilcullen bridge. By studying the engineering element of Kilcullen bridge, this river study could offer an excellent opportunity for cross-curricular integration. Children could conduct a project whereby they are given three famous bridges of the world to compare with Kilcullen bridge. This could focus on timelines being compared, materials used, purpose of the bridges etc.
There are a number of Mathematical activities that could be incorporated:
Measures:
1) Money: Find the cost of one block. Estimate the total cost of 2500 blocks.
2) Weight: What is the total weight capacity of the bridge. What skills do engineers need to work out this formula/figure?
3) Time: How long did it take to build the bridge? How many people were required to plan its building/ensure its safety?Making a model of the bridge: Using paper and sellotape how could you design a bridge in a group to support the weight of toy cars? This could be a hands-on challenge that a5th/6th class group could relish.
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Hi Robert. It’s great that you’ve tied in a real local feature like Kilcullen Bridge as a stimulus for an engaging project. I find children can really connect with things that are local, and it helps them develop understanding of wider concepts by starting in the local area. I decided on a similar inquiry, a bridge challenge in Bray, where we followed the River Dargle down to the only road bridge in town and used that as a starting point. Your idea of comparing famous bridges is brilliant, it adds a historical and global context that would really deepen the learning. I also like how you’ve woven in maths through measures like cost, weight, and time. The model-building challenge sounds really fun and would be great for sharing ideas and teamwork.
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In Sligo, one impressive example of local engineering is the Garavogue River footbridge, which connects different parts of the town and is a well-known landmark. I would use this bridge as inspiration for a classroom or outdoor design your own bridge project with my 4th class. We would begin by visiting and looking at the bridge from different angles, discussing the purpose and design of the bridge, and exploring how engineers ensure strength, balance, and safety when building bridges.
They would then work in small groups to plan and build their own model bridges using materials like lollipop sticks, string, and cardboard etc. They could test their bridges for strength by gradually adding weights, encouraging problem-solving and collaborative thinking. This project would not only develop STEM skills like planning, measuring, and testing but would also help students appreciate local engineering and see how maths, science, and creativity come together in the real world to solve problems.-
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Hi Mary,
I liked your lesson plan. This is a great example of how hands-on projects can make learning meaningful and engaging. Using a local landmark like the Garavogue River footbridge helps connect classroom activities to the real world, while also encouraging teamwork, problem-solving, and key STEM skills.
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Inspired by the Club Bridge in Ennis—a key structure in our local area—and drawing on the dramatic design of the suspension bridge in Birr Castle Demesne, I would plan a whole school “Build a Bridge” Challenge Week that integrates STEM, project-based learning, and age-appropriate maths skills.
Project Overview:
The challenge would ask each class (or small groups within classes) to design and build a model bridge that:Can hold a specific weight (e.g., 500g – 1kg)
Spans a minimum distance (e.g., 30–50cm)
Uses limited or recycled materials (e.g., lollipop sticks, cardboard, string, paper, masking tape)
To start, we would explore local bridges like Club Bridge through photos, maps, and discussion, highlighting function, structure, and types (beam, arch, suspension, truss). We would compare this with images or videos of the suspension bridge at Birr Castle to inspire creativity and variation in designs.Integrating Mathematical Thinking:
Junior Classes:
Shape and Space: Identifying and naming 2D and 3D shapes used in their designs.
Measurement: Using rulers or non-standard units to measure materials and span length.
Sorting/Classifying: Sorting bridges by materials or shapes.
Middle/Senior Classes: -
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am very familiar with Birr Castle as I live in close proximity to it, and the suspension bridge in the Demesne offers a fantastic real-life structure to inspire a class or whole school bridge-building challenge. For Third Class, I would begin with a visit to the bridge or use photos and videos to explore its design, purpose, and structure. We would discuss how it stays up, the materials used, and the forces acting on it.
Back in the classroom, students would work in small groups to plan, design, and build their own model bridges using materials like lollipop sticks, string, paper, and recycled cardboard. The challenge could be to build a bridge that spans 30 cm and can support a small weight (like a toy car or block).
Mathematical thinking would be integrated throughout the project. Students would measure materials using rulers and tape measures (length, width), record data in tables (weights, spans), and use basic multiplication and addition to calculate total materials used. They could also explore symmetry and shape when designing their bridge.
This project combines hands-on STEM learning with real-life application, while supporting Maths skills development in a fun and engaging way, encouraging collaboration, problem-solving, and creativity. Reply to message on a forum
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Hi Geraldine,
This project sounds fabulous. I completed something similar with a class in the past and they loved it.
I got the children working in groups. When completed each group then presented their designs to the class and discussed their scientific thinking and designs. Other children asked questions and it really facilitated lovely discussions and learning. I always try and incorporate children presenting their STEM designs into the project. I feel it incorporates lovely 21st Century Skills and learning.
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Bridges are one of the most important structures in our world, connecting us to new places and to one another. There are many different types of bridges that use different materials to support vehicles and people. Some last for thousands of years with the strength coming from its structure. They use angles and shapes to distribute the weight. I am going to get the children working as historians, mathematicians and engineers during this lesson. Our school is located in a very historical Georgian building connected to the Easter Rising 1916. As a starting point I would bring the class to visit O’Connell Bridge in Dublin city centre and on returning to the classroom get the children to create a bridge out of paper and see how many coins it can hold before collapsing.
o Discuss the importance of O’Connell Bridge in Irish history and view the famous statues and monuments – James Larkin and Daniel O’Connell.
o Discuss its width and its length and how it connects the south and northside of the city.
o Look at the various shapes and angles.
o Return to the classroom and design a paper bridge.
o Create a gap and lay an A4 sheet of paper across the top. Put coins on the paper. What happens? Record.
o Fold the paper in half and repeat. What happens? Record.
o Repeat, but fold the paper and create two 90 degree angles on both sides. What happens? Record.
o Continue to experiment with different shapes and folds.
o Compare and contrast and find which bridge design holds the most coins.
This lesson encourages collaboration, team building, problem solving and creativity skills, using very simple every day materials. Designing a paper bridge is suitable for any age group also.
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Research engineering in your local area and describe how you would use a local building, structure or other engineering feature as inspiration for a classroom or outdoor design and make project
I think the most appropriate building to use from the area I teach in is Tallaght stadium, the home of Shamrock Rovers and indeed more recently of the women’s International Soccer team. This is the home of so many Rovers fans, many of which are students I have taught in the past and will teach in the future. There is an automatic sense of community when identofying a building or structure that has relevance to the children you are teaching. There are many examples of how this structure could be part of a larger project on Sporting Stadiums in Ireland and the world.
Maths: Comparing capacity of fans from Tallaght stadium to rivals Shelbourne in Tolka Park. Not veering too far, Croke Park is just a short walk from Richmond Road to Jones’ Road when leaving Tolka Park. Google maps once gain comes into focus here. Timeline of stadiums being built/renovated can also be compared here, while always linking back to the stadium deep in the heart of the Tallaght community.-
Hi Niamh, using Tallaght Stadium as your stimulus is a fantastic idea. The fact that so many children love soccer and attend matches regularly with their families is guaranteed to spark their interest. It will also invite them to critically analyse their local environment in ways they may have never done before, hopefully facilitating scientific thinking and inspiring budding engineers.
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Lesson Title: Designing and Building Bridges – Inspired by Birr Castle’s Suspension Bridge
I used resources found in this module including resources I sources online.
https://www.teachengineering.org/curricularunits/view/cub_brid_curricularunit
https://www.twinkl.ie/resource/build-the-strongest-bridge-stem-activity-nz-ty-63
Engage / Trigger Questions
- What makes a suspension bridge strong and stable?
Using the Ipads, research and examine pictures of examples of suspension bridges in Ireland and worldwide e.g., Birr Castle Suspension Bridge, Samuel Hayes Bridge, Carrick-a-rede rope bridge and the Goldengate Bridge, Brooklyn Bridge. - How do engineers use shapes, tension, and compression to support weight?
- How could you build a bridge using simple materials that can carry a load?
Exploration and Investigation
Begin with group observations of the Birr Castle suspension bridge—discuss its cables, towers, and main span.
Conduct a brief paper bridge investigation. Test flat, arched, corrugated and walled designs on a 14 cm “river” with coins, predicting and recording strengths.Building Challenge
- Introduce types of bridges (beam, arch, truss, suspension), their load strategies, and material properties.
- Provide constraints: span length (e.g. 40 cm), weight capacity target, limited materials (e.g. straws, skewers, tape, cardboard, string)
Design and Construction
- Pupils sketch designs to scale, label measurements and calculate material quantities (e.g. using cm/mm, scale ratio).
- For truss designs, integrate triangles and multiple materials to resist compression and tension.
Testing, Data Collection & Mathematical Thinking
- Load testing: add weights incrementally until bridge failure. Record weight supported by each design.
- Pupils tabulate data and graph strength vs. weight.
- Discuss strength-to-weight ratios and compare designs—the strongest may not be the heaviest.
Evaluation and Reflection
- Groups evaluate using prompts: Was it strong enough? Did it meet design criteria? What adaptations improved performance? What would you change next time?
- What makes a suspension bridge strong and stable?
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This is such a well-thought-out lesson! I love how you’ve built in clear links to maths, engineering, and real-world structures. The use of trigger questions really encourages curiosity, and the variety of bridge types explored gives great depth. The testing and data analysis add a brilliant layer of critical thinking!
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Hi Niamh,
You’ve really captured something really important about how a familiar place like Tallaght Stadium can act as a kind of anchor for learning. I totally agree that choosing a local structure with emotional and community ties makes the learning more meaningful. I love your maths link too — comparing capacity and timelines of stadiums really broadens the project in an accessible way.I’m working in a school in northside Dublin and planning a similar project based around a local bridge — one the children walk past regularly. Like your stadium, it’s a piece of local engineering they already have a connection with, even if they don’t know the history behind it yet. It’s amazing how much potential there is in these kinds of everyday structures once we take the time to look at them more closely.
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I’d love to use a local footbridge near our school as inspiration for a class bridge-building challenge. I’d start by showing photos and discussing its purpose, structure, and materials. Then, I’d set a brief for the class to build a bridge using recycled materials that could hold a small toy car and span a certain distance between two desks.
To integrate maths, we’d measure the span in centimetres, estimate materials needed, and test the strength of different shapes (e.g. triangles vs rectangles) using coins or weights. Pupils would sketch their designs, label measurements, and compare actual vs predicted load capacity. We could also link it to 2D and 3D shape work and collect data to create simple bar charts showing which design held the most weight. This type of project really encourages teamwork, problem-solving and applying maths in a real, hands-on way—which is what makes it so worthwhile!
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Hi Helen
It’s great that you can use a local bridge as a stimulus for your bridge building project. As the bridge is local to your school, you should consider bringing the children to the bridge rather than just using photographs as this will emphasise the real life aspect. The fact that it is a foot bridge should make it easier for the children to walk across it and maybe estimate and measure the width of the bridge and estimate its height. These examples of practical maths in a real life setting would then help to inspire the measurements and calculations for their own model bridges.
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Using the suspension bridge in Birr Castle Demesne as inspiration, I would plan a class-wide “Bridge Builders Challenge.” Pupils would work in small groups to design and construct model bridges using simple materials like lollipop sticks, string, and cardboard. We would begin with a nature walk or virtual tour of the Birr bridge using Google maps to observe its structure and function. In the classroom, we’d discuss different types of bridges and their features. To integrate maths, pupils would measure materials, estimate lengths, compare weights their bridges can hold, and record results in tables. They’d use skills such as addition, subtraction, and multiplication when calculating totals and averages. Pupils would also explore shape and space by identifying 2D and 3D shapes within bridge designs. Finally, they would present their bridges, explaining the design process and reflecting on what worked well, which encourages communication, problem-solving, and collaboration.
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Chosen Topic: Research engineering in your local area and describe how you would use a local building, structure or other engineering feature as inspiration for a classroom or outdoor design and make project.
I’m inspired by the old Liffey Railway Bridge, which carries trains over the Liffey and into the historic Phoenix Park Tunnel. It’s a really striking example of traditional engineering that’s still in use, and it has such character. I think using a familiar bridge like this one would be a lovely starting point for a STEM ‘Bridges and Structures’ project in 4th Class.
We’d begin by looking at what makes a bridge strong — exploring forces, supports and load using pictures, videos and real-world examples. We could then design and make bridges using recycled materials, linking in maths by testing how much weight our models could hold and measuring span and symmetry. There’s great cross-over with visual art too — sketching bridges, exploring line and pattern, also constructing 3D bridge models.
Most of all, I think using a local landmark brings the learning to life in such a powerful way.-
Hi Susan, I really like your idea of bringing the students to a bridge and looking at it closely and I agree looking at a local landmark brings learning to life in a powerful way. I like the way you have thought about the forces side of the curriculum and linking this with the design and make task along with integrating it with the strand units of measuring in maths. This lesson lends itself well to visual arts as you have noted above with the children constructing and sketching their bridges.
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I really like your idea of using the Liffey Railway Bridge as a starting point. Using a familiar structure makes the learning much more meaningful for the children. I also love how you’ve tied in so many subject; STEM, maths and visual art, while keeping the focus on hands-on exploration. We did something similar with a local canal bridge near our school, and the children were so engaged when they recognised it. Testing the strength of their own bridge models was definitely a highlight. It’s a great way to encourage creativity and problem-solving.
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I would start by showing pictures of the suspension bridge in Birr Castle and our local Maudlin Bridge in Kells. We would talk about what makes each bridge strong and how they are different. Inspired also by the video of the farmer making his own bridge I would first show this and also discuss farmers having to make their own bridges or underground passes for animals to use in our local area. Then, I would give the class a challenge – to work in small groups to design and build their own bridge using things like straws, string, cardboard, and tape. Before building, we would do some maths thinking. We could measure how long and wide their bridge needs to be. We’d count how many materials they use, talk about shapes that make bridges strong (like triangles), and guess how much weight their bridge can hold. Older children could draw a simple plan of their bridge with measurements.At the end, we would test each bridge to see which one holds the most weight. We could record the results using numbers and graphs. This way, the children learn about bridges, teamwork, and maths all at the same time, in a fun and active way.
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The suspension bridge at Birr Castle is a great starting point for a fun and hands-on class project. I would begin by showing pictures of the bridge and talking about why bridges are important. Then, I would ask the children to design their own bridge using paper, lollipop sticks, string, or LEGO.
In maths, we could measure the length of the bridges and see which one is the longest or the strongest. We could use rulers and tape measures to help with this. We could also time how long it takes a toy car to cross each bridge and record the results. Children could work in pairs or small groups to plan, build, and test their bridges.
This project would help them use skills like measuring, counting, comparing, and problem-solving. It would also make learning fun and connect maths to real-life challenges.
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Response to point 2
I would plan a design and make challenge for my 5th Class which would focus on them becoming increasingly aware of the work carried out by engineers in Bord na Móna (a major employer in the area) and the importance of sustainable practices. Pupils would visit an existing local wind farm, noting the placement of wind turbines and other key features. They would then will visit the site of the proposed wind farm, noting and photographing the proximity to any roads and buildings, which direction is North, and any other key features. Pupils would then be tasked with designing a model wind farm that optimises energy production, taking into consideration wind direction and intensity. This project would culminate in pupils pitching -proposals for the layout of the new wind farm to Bord na Móna representatives and members of the school community. -
Using the fact that there’s only one road bridge in Bray to cross the River Dargle, I’d start the lesson by taking the class on a walk to track the river from Killarney Road down to the bridge. We’d talk about how important bridges are for travel and access, and the challenges that could happen if the bridge wasn’t there. We’d also discuss how the dearth of bridges in Bray can have a knock-on effect in other areas e.g. access, traffic etc. Back in class, I’d set a bridge-building challenge: in pairs or small groups, children would design and construct a model bridge using classroom materials like lollipop sticks, string, and cardboard.
Throughout the project, we’d integrate maths skills such as measuring lengths, estimating weight-bearing capacity, and using scale when drawing designs. Children would use rulers, measuring tapes, and basic multiplication or division for scaling. We’d also record results in tables and compare them. This challenge would naturally link maths with STEM, problem-solving, and teamwork, while being rooted in a real local context.
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Using the Wooden Bridge in Clontarf as a lesson stimulus, I would bring my class on a coastal walk down to view it, stand on it and cross over it. We would then watch as the cars cross the single-lane bridge. We would look at the materials used to build it and take some photos to share on the IWB in class.
The children would then be given a range of materials including lollipop sticks, books (for the bridge to balance on), sellotape, glue, scissors and card…etc. They would work in pairs to investigate and come up with a way to make a bridge that can balance in a whole-class challenge. The children would then put some coins on the bridge in the hope that it would balance.
To conclude the lesson, the teacher will ask questions about the children’s bridges. The children will be allowed to visit their friend’s bridges and experiment with them,
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As I teach in a school that is local to Birr I would use the suspension bridge in Birr as the stimulus to the lesson. I would use questions to prompt the students i.e. what do you notice about this bridge? What materials do you think it is made from? How do you think this bridge was made? When do you think this bridge was constructed.. Etc.. I would group the children, I would pose the scenario to them that they need to construct a bridge similar to this to cross the river in their locality (e.g. scale in the classroom 1 box of graph paper is equal to 1 m). I would get them to plan their construction. I would invite them to draw their plan and list what materials they think would need to construct the bridge in the classroom. To link this to science I would remind them of the importance of a fair test. What can we use to test the bridges e.g. using marbles, can the bridge hold up a pencil case etc and identify what materials they will need. I would then get them to record their results and display and analyse their data. I could also give the children budgets to work with to give an equal chance to all students. I would also scaffold the children to think about the angles, the measurement of the angles etc when constructing their bridges
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For this lesson, I want the students to explore bridge building with a connection to Irish geography. We’ll start by looking at different types of bridges in Dublin, such as the Ha’penny Bridge and the Samuel Beckett Bridge. I’ll show photos and have a discussion about why bridges are important and how natural features like rivers and valleys influence their design.
Next, I’ll introduce some basic engineering ideas such as load, tension, compression, and balance, and explain how the materials they’ll be using (popsticle sticks, straws, string, tape, etc.) affect the strength of their bridges.
Then, I’ll give out a worksheet that guides students to sketch their own bridge design, list the materials they plan to use, and outline the steps they will follow to build it. I’ll encourage them to think about what kind of Dublin bridge their design resembles and how the local geography, especially the River Liffey, influences bridge construction in the city.
After that, the students will work in small groups to build their bridges. Once built, they’ll test how much weight their bridge can hold using coins or small objects and record their observations on the worksheet.
To finish, we’ll have a group discussion about which bridges held up the best and why. I’ll ask students to share how their bridge design relates to real Dublin bridges and what they learned about geography through the process.
Maths link: measures, height, width, length. Experiment will make it longer make it stronger / weaker, how to make it longer while maintaining strength.-
Hi Megan
I love the idea of using a variety of Dublin bridges as inspiration for your bridge design project rather than just a single bridge. I also like your emphasis on the river itself and how the Geography of the river Liffey and the natural and built environment in the area influences bridge design and location.
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For a bridge building lesson with my class the first thing I would do is refer to curious minds and esero for resources, information and lesson plans to start to build my lesson. We would start with a basic introduction and understanding of what a bridge is, why is it needed, what is its function, who creates them, what travels over them, what are they built over…etc. Then we would look at some bridges in our local area. I would probably show them the video of the farmer who built his own bridge in Roscommon too to show them that anyone can give it a go if they have planned enough structural integrity for it to function safely and properly. We would then discuss materials we could use to make mini bridges. I would start with paper, cardboard and masking tape type materials. Then in another lesson we would revise what we have learned and use a more sturdy resource for creating our bridge like Brio, Lego or K’nex. We would create a quality control test for our bridges, something like can a person pass safely, can a car pass safely, can the bridge withstand a certain weight (500g, 1kg, etc)
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For this lesson, I want the students to explore bridge building with a connection to Dublin geography. We’ll start by looking at different types of bridges in Dublin, such as the Ha’penny Bridge and the Samuel Beckett Bridge. I’ll show photos and have a discussion about why bridges are important and how natural features like rivers and valleys influence their design. Next, I’ll introduce some basic engineering ideas such as load, tension, and balance, and explain how the materials they’ll be using (popsticle sticks, straws, string, tape, etc.) affect the strength of their bridges.
Then, I’ll give out a worksheet that guides students to sketch their own bridge design, list the materials they plan to use, and outline the steps they will follow to build it. I’ll encourage them to think about what kind of Dublin bridge their design resembles and how the local geography, especially the River Liffey, influences bridge construction in the city.
After that, the students will work in small groups to build their bridges. Once built, they’ll test how much weight their bridge can hold using coins or small objects and record their observations on the worksheet.
To finish, we’ll have a group discussion about which bridges held up the best and why. I’ll ask students to share how their bridge design relates to real Dublin bridges and what they learned about geography through the process.
Maths link: measures, height, width, length. Experiment will make it longer make it stronger / weaker, how to make it longer while maintaining strength.-
This sounds like a really hands-on lesson that links Dublin’s bridges with geography, engineering, and maths. The clear structure — from discussion to design, building, testing, and reflection — supports creativity, problem-solving, and teamwork. Using simple materials to explore load, balance, and strength makes engineering ideas accessible, while connecting designs back to the River Liffey gives real-world meaning. I think the pupils would really enjoy the lesson.
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Using the suspension bridge at Birr Castle as inspiration, I would plan a “Bridge Building Challenge” for 6th Class, encouraging teamwork, creativity, and STEM integration. We’d begin by exploring photos and videos of real bridges, discussing their purposes and structures. In groups, pupils would then design and build their own model bridges using materials like lollipop sticks, string, paper, and cardboard.
Before construction, we’d focus on measurement, estimating lengths, planning dimensions, and calculating materials needed—linking directly to maths skills such as perimeter, area, ratio, and basic geometry. Pupils would draw scaled diagrams of their designs and keep a record of materials used.
After building, we’d test each bridge’s strength using weights and record results. As part of the reflection, groups would calculate load-to-weight ratios and evaluate what worked well or could be improved. This project encourages problem-solving, real-world application of maths, and cross-curricular links with science, art, and engineering.
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In my local village of Kinnitty, 10 minutes from Birr, there is a striking stone pyramid built in 1834 by Richard Wellesley-Bernard as a family mausoleum. I would use this unique structure as the inspiration for a design and make STEM projects with my 4th class. We would begin by researching the history of the pyramid, its purpose, and its unusual shape and materials. During a visit or virtual tour, pupils would sketch and photograph the structure. Back in class, we would explore the strength and stability of pyramids in engineering and then work in small groups to design and construct their own model mausoleums using card, straws, clay, or recycled materials. In Maths, pupils would investigate 3D shapes and learn about the three types of triangles—equilateral, isosceles, and scalene—considering how triangles contribute to structural strength. I’ve done this project numerous times before and it lends itself excellently to integration – for example in History, Geography, English, and Maths, while encouraging creativity, collaboration, and an appreciation of local engineering heritage.
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I love how you’d tie the history and purpose of it into the project before getting the kids building their own versions. The mix of sketching, photographing, and then hands-on making really makes it come alive for them. The maths link with triangles is such a clever touch too – kids really get why shapes matter when they see how strong a pyramid can be. I also like how you bring in so many different subjects at once, it feels really natural and fun rather than “just maths.” I can imagine 4th class really enjoying the challenge of designing their own little mausoleums and comparing how stable each one is. Thanks for sharing!
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If I were doing this project with my own First and Second class, I would start by showing the class pictures of the new pedestrian bridge in Athlone Town. We would talk about why bridges are important and what shapes make them strong. I would encourage the children to look closely at the design, materials, and structure of the bridge.
Next, I would set a challenge: “Can you build a bridge that spans 30 cm and holds a small toy?” The children would work in pairs or small groups. We would begin with a planning session, where they sketch their bridge design and list what materials they want to use.
We would use everyday classroom materials like lollipop sticks, straws, string, cardboard, and tape. During building, I would encourage measuring using rulers or cubes, counting materials, and checking balance.
When testing the bridges, we would place a toy or coins on them to see how strong they are. We’d count how many coins each bridge holds and compare results as a class.
To finish, we would reflect on what worked, what didn’t, and how they used maths. This project would develop skills in shape, measurement, counting, teamwork, and creativity, while making learning fun and hands-on.
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I have actually done a lesson similar to this in the past, inspired by the Mary McAleese Bridge in Drogheda. The children absolutely loved it and it was so interesting to hear their thoughts behind their constructions.
This time, I would organise a “Bridge Building Challenge” for our class or whole school. Pupils would work in teams to design and build model bridges ( it would be an idea to show them lots of bridges in Ireland and let them decide on what they would like to do). This would give them some ownership over the challenge. I would encourage using recyclable materials such as cardboard, string, and lollipop sticks. The aim would be to create a strong and stable structure that can hold weight.
To integrate Maths, students would measure the length, height, and width of their bridges, record the weight they can support, and calculate averages. They would use shape knowledge to decide on the most stable base (e.g., triangles vs. squares) and discuss symmetry and balance. Older pupils could explore scale and ratios by comparing their models to the real Mary McAleese Bridge.
This cross-curricular activity encourages problem-solving, teamwork, creativity, and real-life application of maths concepts in an engaging, hands-on way, as encouraged by the active learning focus of the module
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Using the suspension bridge in Birr Castle Demesne as inspiration, I would begin by showing images of the bridge and leading a discussion about its purpose, design and structure. We would look at the key features of a suspension bridge and why it is strong and flexible. As a class challenge, I would ask pupils to work in small groups to design and make their own bridge using materials such as string, lollipop sticks, paper, and cardboard.
To integrate mathematical thinking, we would begin by measuring and sketching designs to scale, using rulers and discussing concepts like length, width and height. Pupils would estimate and record measurements and use multiplication or addition when calculating materials needed. During the construction phase, they would test weight and balance, applying concepts such as symmetry and shape. After building, we could test the bridges using weights and record results in tables or simple bar charts, encouraging problem-solving and critical thinking throughout.
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Module 4
Research engineering in your local area and describe how you would use a local building, structure or other engineering feature as inspiration for a classroom or outdoor design and make project
Prompt
We are very lucky to have on our door step in our locality bog lands full of many wind turbines. These turbines provide renewable energy sources with energy sold to the national grid. The owners are always very keen to have school group’s visit and pupils can learn about the workings of such turbines. The surrounding areas are rich in bio diversity also as they are located on bog lands. This outing makes a great place to explore local flora and fauna too. (Display photos to pupils)
Below is a lesson plan to design and make a Wind Turbine (inspired by our local wind turbines)
Equipment you will need:
Coloured card
Glue
Push pin
Cardboard tube
Sticky tack
Step 1
Get a piece of coloured card and a piece of patterned paper. The coloured card can be any measurement, try 10cmX10cm first and then you can go bigger or smaller once you get used to making them.
Step 2
Fold the square along the diagonal to make an X across the middle. Make a cut from each corner two-thirds of the way towards the middle. If you are using a 10cmX10cm square cut 4cm in from the edge
Step 3
Use a push pin to make a hole in the middle of the square. Use a cork mat or sticky tack to avoid making a mark on furniture. Make a hole close to the edge in the right-hand corner of each quarter of the piece of card. To make each blade, place the pin through the corner hole and then bring it towards the middle. Repeat to make each blade of the windmill. Repeat until all 4 blades are done.
Step 4
Finally, attach the windmill to the cardboard tube using the push pin. Use a bit of glue if it needs strengthening, but be careful not to stick the card to the stick as this will prevent your windmill from spinning around. Note: Depending on the type of cardboard tube that you have, you may need to add some cardboard to the base to help the windmill to stand.
Conclusion
Student Reflection
– What went well?
– What would you do differently?
– Did you enjoy?
– What was the most challenging part? -
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Students are challenged to design and build a model bridge that can:
Span a specific gap
Hold a minimum or specified weight
Use a range of materialsMaths element:
Use scale drawings
Calculate perimeter/area of bridge components.
Use ratios and proportion for design comparisons.
Record and analyse test data
Use geometryIntro:
Show pictures/videos of Birr Castle bridge or local bridges.
Discuss: What makes a bridge strong? What materials are used? How are bridges tested?
Introduce the design challenge and success criteria.Research & Design
In groups, students research types of bridges.
Sketch and label their designs.
Estimate and measure materials.Build Phase
Provide materials and allow time for testing and tweaking.
Record measurements throughout construction.
Document decisions and problem-solving.Test & Evaluate
Each bridge is tested
Results are recorded on a class chart or leaderboard.
Reflect on what worked well and how they could improve.Presentation
Groups present their designs and test outcomes.
Use graphs to show weight held, materials used, or time taken.-
Our school is located just 400 metres from the Living Bridge at the University of Limerick, making it the perfect inspiration for our annual engineering design and make project. Each year, we bring pupils on a field trip to the UL campus to explore and study the various bridges that cross the River Shannon, with a special focus on the Living Bridge itself.
The Living Bridge is Ireland’s longest pedestrian bridge, stretching over 350 metres across the Shannon. Its unique, curved structure is supported by cables and designed to flow with the river, both visually and structurally. It is not only an engineering achievement but also a peaceful space filled with nature. Pupils can observe swans, geese, and ducks below, while the canopy of trees at eye level gives the feeling of walking among the treetops. The bridge gently sways, adding to the sensory experience.
Back in school, pupils use what they observed to design and build their own model bridges using recycled materials like cardboard, string, and lolly sticks. They learn about forces, balance, structure, and sustainability. This project ties into science, geography, and art, while also encouraging teamwork, critical thinking, and real-world connections to engineering in their local environment.
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Hi Aaron, Your are most fortunate to live so closely to such an inspirational piece of engineering, the children would find such inspiration from this bridge, to support their own design work. Your work would provide so many ideas for integration with other curricular areas, from visual artwork to music, with wonderful opportunities for extension of their learning, when considering the natural world around the bridge.
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What a fantastic way to connect local landmarks with hands-on STEM learning! The Living Bridge is such an inspiring focal point — not just for its engineering brilliance, but also for the sensory and natural elements that make it so unique. I love that you bring pupils there to experience it first-hand before starting their own designs. The use of recycled materials is a great way to bring in sustainability and creativity alongside engineering concepts like balance and structure. This project clearly blends science, geography, and art beautifully, while also building teamwork and problem-solving skills in such an authentic, real-world context.
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Research engineering in your local area and describe how you would use a local building, structure or other engineering feature as inspiration for a classroom or outdoor design and make project
The Boora Pyramid in Lough Boora Bog and Parklands near Tullamore, County Offaly would be a great structure to use as inspiration for a classroom or outdoor design and make project. I would first discuss the Boora Pyramid’s construction, materials, stability, sustainability, and site-specific nature. The students would then draw their own stepped pyramid design, using modular blocks or reclaimed local stone/brick. Discuss load distribution and geometry. The children could use recycled or locally sourced material or integrate landscape context—such as bog grasses or low wildflowers. We could link this topic to history as we discuss other pyramids from other cultures and countries. We could also link it to maths by discussing 2-D and 3-D shapes. The children could use iPads to record their progress and plan their designs. They could showcase their designs and discuss why they chose particular materials. I would provide the children with autonomy on what materials they would like to use by providing them with some choice.
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Hi Ellie
The Boora Pyramid is an interesting choice for Engineering inspiration as it represents a crossover of art and engineering and was designed and built by an Irish artist. As you have described the project, there is lots of scope for maths and also art and science with the possible use of local materials and drawing artistic inspiration from the local landscape. There is also a nice crossover here with the Curious Minds Amazing Triangles resource when discussing and exploring the strength of the pyramid shape. I like the way you have left it open for the children to choose their own designs and materials and the use of iPads to both create their designs and record the construction process.
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Using a bridge in our local area as inspiration, describing a plan of work for our class, challenging pupils to design and make a bridge . How we would integrate mathematical thinking and incorporate the maths skills appropriate to the class level:
Resource used: CURIOUS MINDS, ESERO RESOURCE DESIGN CHALLENGE: DESIGN AND MAKE A BRIDGE
Prompt of local bridges in our area, class would visit the bridge closest to our school and a slideshow of the other bridges in our locality would be shown to the class.
Wondering stage , use of questioning
Exploring – investigating the design of bridges
Planning stage – making decisions on types and materials to use, collaborating with team mates, considering scale, criteria relating to uses of the bridge,what weight the bridge can carry, for example two lego/toy cars.
Incorporation of mathematical knowledge and skills: Use of 2 d/3-d shapes, length in maths, data. Length of the river to be passed over. Skills of lines, angles. degrees. The weight the bridge can carry.
Drawing and design of our bridges, completed using both paper/white boards and digital resources for example, tinkercad/minecraft.
Making of bridges together in class, variety of materials provided for pupils and materials taken into school by pupils too.
Sharing of completed work, showcase day, invitation to another class to view our bridge designs, pupils discussing their bridges and answering questions on their designs.
Evaluation of our completed bridges, asking questions, for example, what went well, what might we do differently next time, did the bridge change when compared to initial plans, did the bridge meet the criteria set out at the beginning of their project work.
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I teach in a lovely little town with 2 bridges still in use. They are hardly a quarter of a mile apart. It is very unique and they are of great pride in the town. They are right beside what we call The Grove which is the site of the first settlers in the town .
Interest therefore is particularly high as they are well use to crossing over both bridges. We could go on our own trip over both. Discuss both and see how alike they are.
I would allow them to take photos on their iPad.
Back in the classroom we could draw the bridges on their whiteboard. Then we would compare them to the iPad photos. A fun idea would be to allow them to take photos of their drawings on the IPad and then compare them to their IPad photo
I would show some of these on the interactive white board.
By now they have a good understanding and much oral language on the structure of the bridges and the uniqueness of the bridges being so close to one another.
Then we could after all this go on to make our own double bridge with blocks or Lego during Aistear /Science. We would discuss how to hold the arches/the strength at various points needed. They could insert various objects like strong little boxes /sticks to strengthen the pressure points
They could test the strength of the bridges by running toy cars over the bridges.
The river underneath could be recreated using blue paint on paper.
They would have such fun while using all the vocabulary of engineering
Cross curricular links in great use for
Literacy: writing sentences about what they are doing
Gaeilge: Using the word droichead
Maths: estimating how many blocks we need
Art; drawings recreating the bridges
History: Learning the history of the double bridges
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Using the suspension bridge in Birr Castle Demesne—or a local bridge—as inspiration, I would plan an exciting class or whole-school STEM challenge to design and build model bridges. I would begin by showing photos and videos of the bridge, discussing its purpose, materials, and structure. We would explore key concepts such as tension, support, and load-bearing in simple, age-appropriate terms.
Students would then be challenged to work in pairs or small groups to design their own bridge using materials such as lollipop sticks, string, paper, and glue. The design brief would include criteria like spanning a 30 cm gap and holding a small weight (e.g., a toy car or stack of coins).
Mathematical thinking would be woven throughout the project. Students would measure materials accurately, calculate the length and width of their bridges, and estimate weight-bearing capacity. Depending on the class level, older students could explore symmetry, angles, and even scale. Data from the testing phase—such as which bridge held the most weight—could be used to create bar charts or tables, reinforcing data handling skills.
This challenge promotes teamwork, problem-solving, and creativity, while integrating real-world maths and engineering in a fun and meaningful way for all learners.
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Hi Patrice,
Thanks for your post.
I really like your plan, and openness to the possibility of making this a whole school STEM challenge-a great way to get learners excited and comparing notes on bridge design!
It’s great that you have considered a design brief for learners to follow-they can be encouraged to draw their designs in advance and reflect on what went wrong/could be improved for next time.
You’ve come up with some great ways to integrate maths, communications, and team building, using bar charts, tables, messy ranges, and calculations, as well as exploring shapes, etc. I like to include costs for materials as part of this project with older classes, and find junior quantity surveyors soon emerge from the groups!
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Birr Castle and its suspension bridge in the Demesne provide an excellent real-world example to spark a bridge-building challenge for a class or even the whole school. For a group in Third Class, I’d begin with a visit to the site—or explore images and videos—to examine the bridge’s function, design, and structural elements. Together, we’d investigate how the bridge supports weight, the materials used in its construction, and the forces that allow it to stay in place.
Back in the classroom, pupils would collaborate in small groups to plan and build their own model bridges. Using materials such as lollipop sticks, string, paper, and recycled cardboard, their goal would be to design a structure that spans 30 cm and holds a light object like a toy car or block.
Mathematical concepts would be embedded throughout this project. Children would take measurements, record their data (e.g. span length, weight capacity), and apply basic calculations to determine material use. They could also incorporate geometric thinking by exploring balance, shapes, and symmetry within their designs.
This engaging STEM activity blends practical engineering challenges with mathematics, encouraging teamwork, creativity, and critical thinking in a meaningful, hands-on way.
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In our school, we would use the local bridges as inspiration. We have two bridges within walking distance of our school. The Killaloe bridge is an 18th century bridge with 13 arches which can only handle one lane of traffic. The Brian Boru Bridge is a two lane modern bridge opened in 2025 and built to handle regional traffic now and into the future.
Making comparisons of the bridges would form a very interesting part of an engineering project. The similarities and differences of the old and the new bridges could be analysed and used to form the basis of our own lesson on bridges.
I have previously completed STEM projects on bridge building with Fourth Class where our building material was newspapers and tape. The children needed to build bridges strong enough to hold toy cars and vehicles which would be able to cross the space between two tables or chairs.I would give certain criteria to the class and groups.
The bridge would need to cross 50cm.
A successful bridge could hold a certain weight.
The strongest bridge would be the one which held the most without sagging.
The bridge could not be taped or held to the table.
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That sounds like such a brilliant project. I really like the manner how your post is linking local history with real engineering design. Using newspaper and tape is so clever. Additionally, adding the criteria make it challenging and add in realistic challenges that engineers face. The comparison between the two bridges adds a great learning layer too.
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Hi Adrian,
Thanks for sharing. It sounds like you are spoilt for choice in your locality, with two bridges nearby to explore and discuss. I like your idea to compare the two bridges, from design, like the arches mentioned, to materials used, and functionality. It could even span into a discussion about future bridge designs and their considerations. If you are lucky enough to have an engineer parent in the locality, they could be invited to come in and give a talk on the topic.
Great criteria for this project, with defined weight bearing and length to incorporate maths and lots of measuring/testing. As you have experience with this activity already, you know what to expect and how exciting this is for learners!
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This is a fantastic and engaging project that beautifully ties local heritage with modern engineering. Using the Killaloe and Brian Boru bridges as inspiration offers a rich opportunity for comparison and discussion, allowing students to explore the evolution of design and function over time. The hands-on element using newspapers and tape is especially creative and age-appropriate, fostering collaboration, critical thinking, and problem-solving. Setting clear criteria like span, weight, and stability gives structure while encouraging innovation. It’s great to see real-world engineering concepts brought into the classroom in such a fun and meaningful way.
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The idea of comparing the old and new bridges is very creative and is a great way to integrate history. The class could research old bridges in small groups and create a list of their similarities and differences. Also, bridges can be compared across countries to find similarities and differences between Ireland’s creations and the rest of the world. This is definitely something that I will be doing in my class next year.
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One impressive engineering feature in Longford is the St. Mel’s Cathedral, a landmark that showcases both historical architecture and modern engineering, especially following its restoration after the 2009 fire. I would use the cathedral’s striking dome and arches as inspiration for a “Design and Make” project focused on building strong structures. Pupils could explore materials and shapes used in construction by creating model cathedrals or arches using cardboard, lollipop sticks, or recycled materials. We’d incorporate mathematical thinking by measuring height, span, and angles, and explore symmetry in the design. This project could also link with history learning about the cathedral’s past, religion, and art sketching stained-glass windows or creating decorative elements. We’d visit the site if possible or use virtual tours and photographs. This project would encourage STEM thinking, creativity, and hands-on learning while helping students build real connections with their local area and see engineering all around them.
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Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
For thi sactivity I would keep it as a class project as I teach 3rd to 6th class. As suggested in the slides I would use pictures as prompts for the children. I would show pictures of the bridge at Birr Castle and I would also pictures of bridges from the local area (Limerick) and around Ireland. I would ask questions that include the maths curriculum such as what shapes do they see? What do we use bridges for. I would then show the video of the farmer building his bridge to show the need for bridges. I would then give the groups the criteria for their bridge of 2 toy cars to travel on the bridge and a toy boat underneath (weight) and allow the children to plan and make their bridges.
The children would then present and analyse their bridges and those of their peers asking what 3 new things they have learned from the process.
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Working in a school close to the town of Birr means the suspension bridge there would be the perfect inspiration for a class project in my room. I would plan a fun and engaging bridge-building challenge for Second Class. We’d begin by looking at pictures and videos of the bridge, discussing its features—strong towers, cables, and how it spans across water. Then, in small groups, children would plan and build their own bridges using materials like lollipop sticks, string, card, and sellotape.
To integrate maths, we’d measure materials using rulers (length in cm), estimate and compare distances between bridge supports, and count how many coins each bridge can hold before collapsing. Pupils would record their results in simple tables or bar charts. They’d also explore shapes used in strong structures (like triangles) and think about balance and symmetry.
This project would support spatial awareness, problem-solving, and reasoning. We’d finish with a “Bridge Showcase,” where each group explains their design choices and tests their bridge. It’s a creative way to connect STEM, maths, and local heritage through hands-on learning.
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Topic: Local Bridges
Engage
Prompt- Pictures of different Bridges around the world.
Starter Question:
Have you ever walked or driven across a bridge and thought about how it stays up?
Visual Aid: Show photos of the Anna Livia Bridge (Chapelizod) and the Killeen Road Canal Bridge (Ballyfermot). Discuss how they look different from modern bridges.I wonder:
I wonder why the arches are curved, not flat?
I wonder what materials were used 200 years ago to build these bridges?
I wonder how engineers knew the bridges would be strong enough?Invite children to share any bridges they’ve seen or crossed.
Investigate
Focus Question:
How does the shape of a bridge affect how strong it is?
Activity: Design, Build & Test a Bridge
Materials:
Card, paper, masking tape
Blocks/books for supports
String, weights (e.g. coins, marbles)
Rulers, scissors
straws and other junk art materialsSteps:
Examine shapes: Show drawings of arch bridges, beam bridges, and truss designs.
Design Challenge: In pairs, students plan a model bridge (spanning 30 cm) that must hold weight in the middle.
Build Prototypes: Test 2 types — one flat bridge, one arch-based.
Test for strength: Place weights gradually on each bridge. Record how many items it holds before collapsing.
Compare results: Which design held more? Why?Reflect:
What did you notice about arch bridges?
Which shapes were strongest and why?
What would you change if building again?-
Hello Niamh,
Thanks for your post. You have put together a great class plan, aligned with the Curious Minds Framework for Inquiry.
I really like your choice of questions and how you broke down this activity to cover the various aspects of the framework.
A word wall with new technical terms, such as beam and truss, may be helpful, especially for EAL learners. SEN students may require support from an SNA for fine motor skills work, among other accommodations, to ensure an inclusive experience for all.
If you are lucky enough to have a local engineer willing to talk to learners about the challenges of bridge design, it’s a great way to conclude, bringing a STEM career and bridge design challenges to life.
Superb questions at the reflections stage-it’s so important to foster a continuous improvement mindset, and your choice of questions will help ensure learners come along in their STEM skills.
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I would use Blennerville bridge as inspiration for this project. It is within walking distance of our school along a gorgeous canal. There are endless possibilities to incorporate different subjects along the route including mapping, plants and animals living in the local area etc. With the help of our buddies Senior Infants could use math challenges to compare the height and length of the bridge using their bodies, feet, blocks etc for measuring. On return to school, students could use blocks or Lego in groups to create a bridge of their own.
As a whole school, we have used initiatives that incorporate parental involvement. Students have made rockets for space week. We could use the theme of bridges this year.
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Design and Make Project – Inspired by the Rock of Dunamase (Infant Class)
The Rock of Dunamase is a castle ruin in County Laois, standing high on a rocky hill. Its tall stone walls, towers, and gates once protected the people inside. For this project, infant pupils will learn about the castle through pictures, storytime, and simple role-play. They’ll explore its towers, arches, and steep hillside, using their imaginations to think about life in the olden days.
After discussing what castles are used for and what shapes they see in the pictures, the children will work together to build their own mini “Rock of Dunamase” using blocks, cardboard, stones, and natural materials like sticks and leaves. Outdoors, they can create a pretend castle hill in the sand or garden area.
The activity encourages creativity, teamwork, and early STEM skills like building, balancing, and planning. Children will learn new words like “tower,” “wall,” and “gate,” while exploring Laois’s local heritage in a fun and hands-on way. Their castle can become a play space for storytelling and imaginative games.
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Hi Elaine
I love the Rock of Dunamase. It is such a great place to visit and to imagine how it was built, what it looked like and what it was like to live there. I’m sure your infant class would love to use it to learn about the features of castles and as inspiration for their own models. I love the idea of outdoor models for this one. It would be great for the children to build hills in the sand or garden soil and build their Rock of Dunamase model on top with stones and natural materials or to build their model in the classroom with blocks or recycled materials. I remember hearing a few years ago about someone creating a virtual model of what the Rock of Dunamase may have looked like when it was in use, but I can’t find it.
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My lesson is inspired by the suspension bridge at Birr Castle Demesne. I would plan a class challenge for 3rd class students to design and build their own model bridges using simple materials like string, cardboard, and lollipop sticks. First, we would explore photos and discuss the structure and function of a suspension bridge. Students would work in small groups to sketch designs, estimating lengths and discussing balance and weight. We would integrate maths by measuring materials, comparing lengths, using rulers to draw straight lines, and applying multiplication to calculate total lengths needed. Students would record their results in tables and create simple bar charts to show which bridge held the most weight. They would reflect on their process using mathematical language like “symmetry,” “length,” and “balance.” The lesson would end with a showcase of bridges, encouraging peer feedback and reinforcing problem-solving, teamwork, and core maths skills in a fun, practical way. Once the lesson is finished and all the bridges are showcased to the rest of the class, we could also have a fun competition to see what bridge is the strongest by putting weight on the bridges.
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My school is right beside a small river crossed by a stone bridge. I would start by taking the children on a walk to the bridge with the intention of observing it with new eyes in terms of span, materials used to construct, shape. Back in the classroom I would show the children example of different types of bridges from all around the world, leading to talk and discussion in the ‘wondering’ phase of the lesson. Using materials such as paper, books and a coin children would work in small groups to investigate the design of different bridges and how effective they are. We would then move on to the planning and building of a bridge given a set of criteria, using materials like lollipop sticks, string, books, cardboard, masking tape and any simple classroom supplies. Maths talk would be encouraged throughout the lesson-measuring, estimating, recording data, explaining etc. Once they have finished building their bridges the children would be given an opportunity to evaluate their work and present it to the class.
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To do a fun and hands on activity using the bridge at Birr Castle as inspiration to make bridges with the class I would do the following. We’d start by looking at photos or videos of the real bridge, chatting about what makes suspension bridges special—like their long span, strong cables, and the way they distribute weight. Students would work in small groups to sketch out a blueprint of their bridge, deciding on the materials they’ll use (like string for cables and lolly sticks or straws for the deck and towers). They’d have to measure everything carefully, working to a scale and using maths skills like length, area, and symmetry in their designs. Once built, we’d test how much weight each bridge can hold, record the results, and talk about which ones were the most efficient or strongest. Throughout the challenge, we’d naturally weave in maths by estimating, measuring, collecting data, and even creating simple graphs or charts to compare outcomes. It’s a great way to get students thinking like engineers while applying real-world maths in a creative and engaging way.
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Hi Niamh,
I love how you’ve used the bridge at Birr Castle as a springboard for such a rich, hands-on STEM activity. The way you guide pupils through the design process—from observation and sketching to construction and testing—really mirrors the work of real engineers. Using everyday materials like string and lolly sticks keeps it accessible while still allowing for creativity and problem-solving. I also really like how you’ve naturally embedded maths throughout the project—applying skills like measuring, scaling, and graphing in a meaningful context makes the learning so much more engaging and memorable. Testing the bridges and analysing the results is a brilliant way to build teamwork and reflection too. A fantastic cross-curricular idea
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Project Title: Build Our Own STEM Building
Inspiration:
Use the new STEM building at MTU Tralee as a local example of engineering and design. Show photos of the building (from online or a local leaflet) and explain that it was specially designed to help students learn science, technology, and engineering. Emphasise that it’s modern, strong, and eco-friendly.Lesson Plan (simplified for primary pupils):
1. Discuss & Explore (Classroom):Ask: “What do you notice about the building?”, “Why do buildings need to be strong and safe?”
Talk about what engineers do: they help build bridges, houses, and schools.
Look at shapes used in buildings (squares, rectangles, triangles) and how engineers use these to make buildings strong.
2. Outdoor Walk (School Grounds or Local Area):
Go for a short walk to look at different buildings. Ask children to notice things like:
What shape are the windows?
How many floors?
What materials are used (brick, glass, metal)?
Is the building good for the environment?
3. Design Time (Back in Class):
Children plan their own mini STEM building for kids.
Ask: “What would your building have? A science room? A garden? Solar panels?”
Draw simple blueprints (floor plans) on paper using markers and rulers.
4. Make & Create:
Use cardboard, paper, toilet rolls, lollipop sticks, etc., to build a mini model of their building in groups or pairs.
Encourage adding features like:
A door and windows
A rooftop garden
Solar panels made from foil
Labels for each room
5. Share & Reflect:
Children present their models to the class or another group.
Ask them to talk about what they included and why.
Create a display table or “STEM Village” in the classroom with all their models!
Cross-Curricular Links:
Subject Activity
Maths Measuring, shapes, size comparison
Geography Local buildings and land use
Science Materials used in buildings; energy (solar, insulation)
SPHE Working in groups, sharing ideas
Art Drawing, model-making, using texture and colourResources Needed:
Photos of the MTU STEM Building (printed or on screen)Cardboard boxes, paper, glue, scissors, lollipop sticks, markers, etc.
Printable “My Building Plan” sheet (with space for drawing and labelling)
Labels or flags for naming building parts
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I would use the Mary McAleese Boyne Valley Bridge as inspiration for this challenge. We will begin by researching the bridge itself, the materials it is made from and when it was constructed. The class will discuss its cable-stayed steel structure and the importance of how it is structured. As an introduction, I will ask the children to list materials that they would use to make their own bridges. If I had a junior class, I would give them a material sorting activity where they will place materials into two different cups: good material and bad material. I will split the class into groups of 4 and hand them out various materials for their bridge: lollipop sticks, blu tac, string, straws etc. I will get the groups to draw a blueprint of their bridge first. The children will then create their bridges.
For maths integration, the children will measure their bridge, the length between supports etc. To integrate weight, the children could estimate in grams how much weight they think their bridge will hold before it is tested. Also, the teacher could ask questions such as “Is the bridge symmetrical?”
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David
What a lovely inspiration to use the Mary Mac Aleese bridge and I love your integration idea for Maths and measurement. I also think there is scope for integration for a History lesson on the life of Mary Mac Aleese her years and president and her subsequent years after her presidency. Great lesson stimulus using this bridge. Well done
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Leap Castle, link with Medieval castle 3rd/4th class SESE
We’ll start by looking at pictures of real Irish castles like Leap Castle in our area . I’ll ask them what they notice about the shapes, towers, walls, and gates, and why they think castles were built like that. We’ll talk about the different parts – towers for lookouts, high walls for protection, moats to keep enemies away..
Once they have some ideas, I’ll tell them the challenge: they are medieval engineers, and the king has asked them to design a castle to protect the people from attack. Their castle must have at least two towers, a strong wall, a main gate or drawbridge, and a place for archers to defend it.
They will first draw a quick plan in their copies, labelling the different parts and deciding which materials they’ll use. We’ll have cardboard boxes for the main structure, toilet roll tubes for towers, lollipop sticks for bridges, string for drawbridge ropes, and paint or markers for decoration. Once the plans are ready, they’ll work in pairs or small groups to build their castles. I’ll encourage them to think about how to make their walls strong and how to make sure all the features are included.
When the building is finished, each group will show their castle to the rest of the class, pointing out the key features and explaining how it would keep people safe. We’ll finish by talking about what they found tricky, what worked well, and what extra feature they would add if they had more time.
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Module 4
We have on our door step bog lands full of many wind turbines in an area as Gaeilge known as Moin na hInse. These turbines provide renewable energy sources with energy sold to the national grid. The owners are always very keen to have school group’s visit and pupils can learn about the workings of such turbines.
Lesson plan to design and make a Wind Turbine (inspired by our local wind turbines)
Equipment you will need:
• Coloured card
• Scissors
• Glue
• Push pin
• Cardboard tube
• Sticky tack
Step 1
Get a piece of coloured card and a piece of patterned paper. The coloured card 10cmX10cm and then you can go bigger or smaller once you get used to making them.
Step 2
Fold the square along the diagonal to make an X across the middle. Make a cut from each corner two-thirds of the way towards the middle. If you are using a 10cmX10cm square cut 4cm in from the edge
Step 3
Use a push pin to make a hole in the middle of the square. Use a cork mat or sticky tack to avoid making a mark on furniture. Make a hole close to the edge in the right hand corner of each quarter of the piece of card.
To make each blade, place the pin through the corner hole and then bring it towards the middle. Repeat to make each blade of the windmill. Repeat until all 4 blades are done.
Step 4
Finally, attach the windmill to the cardboard tube using the push pin. Use a bit of glue if it needs strengthening, Depending on the type of cardboard tube that you have, you may need to add some cardboard to the base to help the windmill to stand.
Conclusion
Student Reflection
– What went well?
– What would you do differently?
– Did you enjoy?
What was the most challenging part
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Before starting the design and make project, the class will go on a bridge walk around Dublin to see different bridges in the city. They will visit bridges like the Ha’penny Bridge, O’Connell Bridge, and the Samuel Beckett Bridge. During the walk, the children will look closely at each bridge’s shape, size, and materials, and talk about what makes each bridge special or different. They can also draw simple pictures or take notes about what they see.
When the class returns to the classroom after the walk, the children will use what they noticed during their visit to help them create their own bridge designs. They can pick any features they liked from the bridges they saw. For example, some might decide to build a small, curved bridge like the Ha’penny Bridge, while others might choose to make a wide, sturdy bridge like the O’Connell Bridge.
Using materials like cardboard, sticks, string, and glue, the students will build their own bridges based on what they noticed during the walk. They will think about how to make their bridge strong and how it looks. After building, they can decorate their bridges and then show their classmates what inspired their design.
This way, the bridge walk helps students learn by exploring real examples, and then they get to be creative and make their own unique bridges.
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Using the Ha’penny Bridge in Dublin as inspiration, I would plan a fun and engaging class challenge called “Build a Bridge Challenge!” Students would work in small groups to design and build their own model bridge using simple materials like lollipop sticks, string, cardboard, and glue.
To begin, we’d look at photos and facts about the Ha’penny Bridge — its shape, materials, and purpose. Then, each group would sketch a bridge design, thinking about how it can support weight and span a gap. The goal: to build a bridge that can hold a toy figure or small weight.
Maths integration would include measuring lengths (cm), comparing materials, and estimating how much weight their bridge can hold. Pupils would use rulers to measure accurately, record their data in tables, and count materials used. We’d discuss shapes that make strong bridges, like triangles and arches, linking to geometry.
Finally, we’d test the bridges and reflect on what worked, encouraging mathematical thinking, problem-solving, and teamwork — all while having fun with real-world engineering!
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This is a really engaging and well-thought-out activity! Using the Ha’penny Bridge as a real-world example is a great way to make the challenge relatable for students. I like how you’ve combined hands-on building with Maths skills like measuring, recording data, and exploring shapes and geometry.
The focus on teamwork, problem-solving, and reflection makes this more than just a craft activity—it’s a genuine STEM learning experience. I also like that you’ve kept the challenge achievable, with a clear goal and simple materials, while still encouraging creativity and critical thinking.
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Where I teach and live we live walking distance to the main bridge of the town so it is a great opportunity for children to explore this making and building challenge with the children this upcoming year. To elicit prior knowledge from the children I will show them a picture of this bridge and ask various questions about structure, angles, ratios etc., As a class we will take a short walk down to the bridge to observe the making of it allowing the children to see for themselves in real-life how this bridge was made and how we could improve the structure etc., In various groups the children will design and plan how they will create their own bridge. Teacher will give various objects to groups and will facilitate their learning throughout the lesson but allow the children to use their own critical thinking and creativity to come up with their own ideas. They will be reminded of measurements etc., throughout the lesson to incorporate and show how math is needed for constructing. Each bridge will be tested using toys cars and maximum loads (various objects) to see which group have made the best bridges etc., As a class we will discuss why certain bridges are more sturdy etc., what we could’ve done different.
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Teaching in Athlone, I would use the White Bridge over the River Shannon as the inspiration for a whole school bridge-building challenge. We’d start with a walk to see the bridge up close, observing its supports, shapes, and materials, and discussing why it’s built the way it is. Back in class, each group would design a model bridge to span a set distance and hold a small load. Maths would be at the heart of the project—measuring the real bridge and scaling it down, calculating widths for two toy cars to pass, and exploring how triangles and arches add strength. Older classes could work on ratios, scale drawings, and load calculations, while younger pupils focus on measuring and identifying 2D and 3D shapes. On testing day, we’d see which designs held the most weight, sharing ideas and improvements. It’s a hands-on way to connect local engineering with real-life maths learning.
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I would use the Ballina – Killaloe bridge area to create an exciting STEM and maths challenge for 6th class.
The goal would be to design and make a model bridge inspired by the Ballina -Killaloe bridge which would take two to three weeks broken into research, planning, building and testing. Our setting would be the classroom and school yard plus one local field trip if possible.
We could visit the actual bridge in the Tipperary ara or use Google Street View and local history resources. The students would record how the bridge is supported, length of spans,materials used and its purpose.
In teams, the children would design and build a model suspension bridge that spans at least 50cm between two desks, can hold a minimum weight of 500g without collasping, use limited materials and incorporate an actual scale based on the real bridge.
I would integrate key strands from the maths curriculum; measures – measuring bridge length, height of towers etc, shape and space; explore triangles in the trusses for strength, symmetry for design, angles of cables. Number;apply ratio and proportion to scale down measurements. Data;record and graph test results on weight held. Problem solving; work within given material limits.
The children would draw up bridge plans using scale drawings eg 1m =1 cm. They would build a model using wooden skewers, lollipop sticks and string. I would give them a budgeting challenge. I would assign prices to materials and the pupils must keep under a set budget of 20 euro.
We would have a testing day and create data analysis. Each group would present their original scale plan, photos of stage building and test results and discuss what worked and what would they change and we would link this back to our real bridge in Co Tipperary.
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Module 4
Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.In the year group I am currently teaching, Bridges is on our school plan and one of our topics during the year. I would introduce the children to bridges using pictures and showing them the different types of bridges, reflecting on bridges we know, famous bridges from around the world etc and looking at a bridge local to us. Then focusing on the Bridge in Birr Castle and learning a little bit about its history, etc.
In a further lesson I would set the children a challenge using Beebots. Beebots move in 15cm intervals. The children would be challenged to build a bridge to support their Bee-Bot to meet their friend on another table. The challenge would be to build a 30cm bridge strong enough to support a BeeBot to move across. The children would be given certain materials to use i.e. tape, lollipop sticks, construction straws, rulers, etc. They would have to test their bridge throughout the challenge to ultimately bring their BeeBot safely to the other side.-
Hi Gina,
Thanks for sharing.
What an exciting challenge you are setting your learners -finding a way for Bee Bots to meet their friends at another table via a bridge. I love to see a narrative woven into STEM activities; it’s such a fun way to engage learners in the activity and provide purpose to the work.
By using the Bee Bots, learners will need to use their rulers to measure their width to help with the bridge design. I like how you mention the all-important testing of the bridge throughout, and even the materials used can be a source of maths engagement, counting out how many lollypop sticks, what length of tape was used,etc, to determine who used the least materials to achieve the required bridge result.
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We have many bridges close to our school due to our proximity to the train station and the canal. As they are a constant source of curiosity for the children they are a great starting point and great topic for differentiation and expansion of STEM ideas.
I love to anchor each lesson with a story. There are two wonderful picture books called ‘Rosie Revere Engineer’ and ‘Iggy Peck Architect’. These highlight the real life transferrable skills that the children are learning also. We could extend this and pose the question, ’How did the 3 Billy Goats get across the river?’
We can move on to building a bridge!
We can use toy animals and discuss the type of bridge we need.
We can discuss types of bridges, truss, suspension, wooden bridges and cement bridges ect.
The children should work together to do research on types of bridges before they start their building. Perhaps even lending itself to a research project during ipad time.
We will then discuss how we can make our own bridge which must be strong enough to carry the toy goats over.
There is ample opportunity for discussionabout constructing of these bridges. How much will we need /how many pillars do we need. Around what length/height /width etc.
Estimation and guessing will play a big role here as will be applying and problem solving.
Reasoning and explaining will be how they formulate their plan
Implementing and carrying out their plan will be the final result,They can then present their plan to the class.
I know already they will have so much fun! -
Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
We are located in the countryside and have access to a local woodland area. In the woods, there is a lovely bridge that the children really enjoy crossing. I would use this as my prompt to spark curiosity and wonder. We would visit the bridge and take photos of it, sketch it and explore how much weight it can hold e.g. all the children can stand on the bridge no problem.
We would then return to school and I would set the children their own design challenge – to create a bridge that would hold the weight of a toy car or a lego car/people. The children would be broken into groups and would work collaboratively using recycled materials to create their bridge. I would integrate mathematical thinking by asking the children to use their rulers/measuring tapes to get the distance/height right and we could use tally charts to record types of materials used/how many lollipop sticks the bridge would hold etc.
I think the children would love this challenge and it integrates with so many subject areas.
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As I am currently teaching senior infants I would first read them the story of The Three Billy Goats Gruff and discuss the importance of bridges to connect two areas together. We will also explore the importance of building a bridge that is stable and durable.
For inspiration we will visit the suspension bridge in Birr and the pivoting swing bridge in Portumna.
When we return to the classroom we will look at different materials we might use to design and build our bridges. We will discuss the scale of our model bridge compared to a real bridge.
I will get the children to work in groups of two to design their bridges. I will invite them to explain to the class the materials they used and the type of bridge they built.
We will integrate music and learn the song London Bridge is falling down.
I am looking forward to using these idea to teach the children about bridges next year
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I like how you are linking the story with the bridge activity. Starting with a tale like The Three Billy Goats Gruff is a clever way to make the idea of a bridge real for younger children. Visiting local bridges will give them something concrete to picture when they build their own. I also like how you have thought about scale, as that can be tricky but important. Getting the children to present their bridges to the class adds language development too. Adding the song makes the lesson fun and ties in another subject. It sounds like a well-rounded plan.
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Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level:
I would make my class familiar with some of the past and present engineering features in our local area. We would use the bridges in our locality as inspiration for our classroom designs. I would also use some of the ESERO and Curious Minds classroom resources for design and make. First I would remind students about the design and make process. We would watch the Crash Course Kids video ‘What’s an Engineer?’ I would integrate mathematical thinking by teaching the class the unit of measure, especially angles, shapes and length. Throughout the task they will be solving and completing practical tasks and problems involving length, 2D and 3D shapes. I will encourage the students to explore the many types of engineering features that make our lives easier every day. Perhaps we could go on an Engineering Trail of our local area and explore some bridges along the way. I would also expose the students to well known bridges outside of their locality, such as the Carrick A Rede rope bridge in Northern Ireland. I would set a Design and Make challenge for the class. I would note all our ‘Wondering’ questions on a poster that we can refer back to during the lessons and at the end of our course of lessons during the evaluation process. We could explore and investigate materials for different properties. The students could explore how different materials may be used in construction and what would be best suited to their bridge. Hopefully we could complete the project as a Whole School engineering project so the students can improve their collaboration skills and support each other with their ideas.
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What a brilliant and thoughtful plan! I love how you’re combining local exploration with wider learning by including bridges like Carrick-a-Rede. The “Wondering Wall” is a great idea to keep curiosity alive throughout the project. Involving the whole school adds a lovely collaborative element, and integrating maths through real-life problem-solving makes the learning both fun and meaningful.
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Hi Orla.
Welcome to the course. What a great idea to explore the different bridges in your local area from both the past and the present. Going on a trail in the local area will also give pupils to explore local bridges from an engineering perspective. Having visited Carrick-a-Rede Bridge myself, I only think of it from the fear perspective rather than the engineering and on reflection it would be a good activity in the classroom to create a similar bridge. I also like how you are planning for collaboration with the whole school to share their knowledge and learning.
As you have mentioned, there are lots of opportunities for meaningful and purposeful integration with maths to explore 2D shapes, 3D shapes, lines and angles. It will allow the pupils to use these maths skills with links to real-life. Thanks for sharing, I hope you enjoy the course.
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Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level:
To begin with I would bring the children on a walk to our local bridge. The bridge has been here for many years and is in constant need of repair. This would be the ‘hook’ for the children and would engage the children. Discuss the purpose of the bridge and why it was built initially and for whom. I would tell the children that we are going to replace the bridge in Bunlahy. The bridge will need to hold the greatest weight as it will be used by lorries coming to and from a local quarry.
Children will work in groups to research and and plan. Sketch and label their drawings. Maths included in this – counting, sorting , comparing and use of non-standard units in junior room. Measuring in standard units, scaled sketches, estimating for middle room ( My class group is Infants – 2nd).
Children will work in groups to construct the bridges with given materials, paper, string, lollipop sticks, tapes, paperclips. Children will use predicting and measuring during the construction. When completed, the children will test their bridge, using appropriate weights eg small coins, toy cats, lorries. Children collect data and use comparisons. Discuss fair testing.
Children present their work and explain their findings. Link back to real world engineering where possible – Bunlahy Bridge, Birr Castle Suspension Bridge.
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Your approach is excellent, especially using the local bridge as a real-world hook to engage young learners. The hands-on building with simple materials encourages teamwork and creativity, while integrating measuring, predicting, and data collection develops important maths skills. Testing bridges with weights and discussing fair testing introduces scientific thinking in an accessible way. Linking back to real engineering examples like Bunlahy Bridge and Birr Castle Suspension Bridge makes the learning relevant and inspiring for the children.
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Module 4:
Using the suspension bridge at Birr Castle Demesne—or a local bridge as inspiration—I’d plan a fun, hands-on class (or whole-school) challenge where students work in groups to design and build their own bridges using simple materials like lollipop sticks, string, cardboard, and glue. We’d kick things off by looking at photos or videos of real bridges, talking about their purpose, structure, and what makes them strong. We’d explore different types of bridges—suspension, beam, arch—and students could choose which type they’d like to build.
To link it with maths, we’d measure materials, estimate lengths, and work with symmetry and shape. For older classes, I’d introduce weight testing—how much their bridge can hold using coins or small weights—and get them to record the results. They’d also need to draw their bridge plan to scale, measuring angles and lengths, and calculating how much material they need.
We’d bring in problem-solving, teamwork, and even a bit of budgeting— buying materials within a set budget using fake money. At the end, we’d test the bridges, reflect on what worked, and maybe even give awards for strongest bridge, most creative, or best teamwork. It’s a brilliant way to mix STEM, fun, and learning.
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Module 4: Looking to Improve Engineering
Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
As the location of my school is set in a large, agricultural and rural area the video about the Ned the farmer building a bridge to help his cows cross onto the island would provide great inspiration to help stimulate the children’s mind about bridges and their uses. There is a large viaduct in the parish which was built for the same reason for the transportation of cows under a new busy road, so this would also act to make a good connection for the children with Ned and his bridge.
Following the exploration and evaluation of Ned’s bridge; materials used, shape of the bridge, structure involved and time involved, we would then compare and contrast Ned’s bridge with that of the local Ryan’s viaduct under the same headings. I would then pose a new problem for the class where using google maps of our area another farmer, Pat in the parish required a new bridge built to help transport his cows just like Ned and the Ryan’s. We would investigate the map and location highlighting the size of the bridge required, volume and velocity of the flowing river and the geography of the land surrounding the proposed new bridge site.
The children would then break into small groups and using paper, blocks and toy cows’ experiment and design their new bridges. The groups would report back to the whole class about the creations they made and speak about the points of knowledge gained when making their bridges.
We would then do a follow up lesson using the Curious Minds Amazing Triangles resources to help explore 2D shapes and the valuable roles they play in engineering. The children would be tasked with using 2D magnets to create a new bridge for the cows to cross where they must incorporate a triangular shape in its design. The groups would then present to the whole class comparing and contrasting the two bridges they made for Pat the farmer.
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This is an excellent follow-up as it reinforces learning through hands-on exploration of triangles in engineering. Using magnets makes concepts visual and engaging, while designing a bridge for Pat the farmer adds purpose and fun. Presentations encourage teamwork, reflection and communication, helping pupils connect maths, engineering, and creativity in a meaningful, memorable way.
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If I was using the suspension bridge in Birr Castle as inspiration, I’d set up a fun class challenge where everyone gets to design and build their own mini bridge. We’d use simple things like lollipop sticks, string, and cardboard. First, we’d chat about why bridges are important and look at pictures of different types — noticing shapes, lines, and how they’re held up. Then, in groups, the children would draw out their own ideas before building. To integrate Maths : measuring sticks with rulers, comparing lengths, counting how many pieces they need, and working out how much weight their bridge might hold. Younger children could focus on counting and spotting shapes like triangles, while older ones could think about symmetry and balance. At the end, we’d test the bridges by seeing how many little weights or toy cars each one can hold.
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Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.
Using the suspension bridge in Birr Castle Demesne as inspiration, we will plan a whole school challenge to design and make a bridge. Each class will be encouraged to engage, investigate, create and reflect at their own level.
The challenge will begin with a whole school or class visit to the Demesne to see the suspension bridge. The children will also be encouraged to explore pictures of bridges from Ireland and around the world as they begin to build their knowledge on bridges.
To build on knowledge, a cross-curricular, integrated approach will be used in the younger classes. Story books and play will be utilised to ensure learners work to their own ability. Lego or construction toys will be readily available for the children to encourage a ‘give it a go’ approach to learning. Integrating ICT programmes will be encouraged in the more senior classes as the children are more au fait with technology.
Researching the history of bridges, exploring the different types and needs for bridges will further enhance the children’s developing knowledge of bridges. Encouraging the children to collaborate in groups during school time and at home to plan, make complete and evaluate their bridges will ensure take the next step in their learning.
Shape and space, measures, weight and data are just a few ways that the children will be working across the curriculum.
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To introduce the challenge, I would show images of the Drogheda suspension bridge and discuss how bridges are designed to be both strong and efficient. The class or whole school would then be tasked with designing and building a bridge that can span a set distance and hold weight, using limited materials such as lollipop sticks, string, and card. Children would begin by sketching their ideas, incorporating mathematical skills such as measurement, symmetry, and simple scale drawing. During construction, pupils would record lengths, angles, and quantities of materials used. Testing would involve placing weights gradually until the bridge collapsed, with results compared fairly across groups. Mathematical thinking is integrated at each stage: younger pupils might count blocks and compare lengths, while older pupils could calculate averages, ratios, and graph results. This real-world challenge develops problem-solving, resilience, and collaboration while applying maths meaningfully across class levels.
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Using the suspension bridge in Birr Castle Demesne as inspiration, I would plan a class or whole-school STEM challenge where pupils design and construct their own model bridges. To begin, we would explore photos and videos of the bridge, discussing its purpose, structure, and how it distributes weight. Pupils would then work in teams to plan a design using simple materials such as lollipop sticks, string, paper, and cardboard, I would also allow pupils to use other materials they find around the classroom as it will inspire creativity and thinking like an engineer.
Mathematical thinking would be embedded throughout the project. Younger pupils could focus on measuring lengths with rulers, counting materials, and recognising 2D and 3D shapes in their designs. Older classes might calculate perimeter, explore symmetry, measure spans in centimetres and metres, or estimate load-bearing capacity. Testing bridges by gradually adding weights would encourage prediction, estimation and data recording, which could be represented in graphs.
This hands-on challenge would develop problem-solving, collaboration, and creativity, while showing how maths and engineering combine in real-world contexts inspired by real-life Irish landmarks.
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I would begin the lesson by showing photos of the suspension bridge at Birr Castle Demesne as a stimulus. I would then elicit prior knowledge by asking questions such as “Why do we build bridges?”, “What makes a strong bridge?”. I would then introduce the task – Design and build a bridge that can hold weight of a toy car using materials such as paper, string, cardboard, lollipop sticks. The children will then make a sketch of their bridge, estimating and recording how long the bridge will be, what materials will be used and how much weight it will hold. The children will then work in groups to build bridges using classroom or recyclable materials. Once complete will test each bridge under the same conditions, recording how much weight each held and which design worked best and why. Each child will then have to graph the results (bar chart for weights held, pie chart for bridge types used, etc.). I would incorporate it to 1st class maths by using blocks, problem solving, 3D and 2D shapes.
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As we would be visiting Birr Castle as part of our History and Science trail, we would visit the Suspension Bridge at Birr Castle. I would engage the children in a dicussion about the bridge and look for their observations and opinions on it. I would ask them about the shape, structure, size, materials age etc. I would ask them why we cant walk across it now. How could we make it safe to walk across now. The children would sketch the bridge and use this as part of design research for their own bridge design. Then on return to the classroom the children would take part in a design and build challenge. Working in small groups they would design and build a bridge of their own under a number of constraints, length, materials-recycled classroom and kitchen materials, tooth picks, clay, plastic etc. It would have to hold a particular weight e.g. a toy car, brick etc. The children in the groups would all have an important role such as predictor, planner, recorder, designer etc.
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Hi Margaret,
I really like this idea. It is very beneficial that you can bring your class to see first hand the bridge and learn the history about it. This would create a spark in the children and they would be very motivated to complete the project.
I also really like your idea of giving each group member a role. I have tried this in the past and it has been very successful. Now I only assign roles to groups where certain members are struggling. I find in the senior classes that some children engage really well in group work and assigning roles only holds them back. Whereas others really struggle and group roles and jobs really benefit them.
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I also would use the local environment and our local bridges. Our school is situated in Ballina/ Killaloe.
I would start with a simple bridge activity using plastic cups and lollipop sticks. The children would see how many mini bears can cross the bridge under varying scenarios.
For our next lesson we would take a walk to the oldest bridge in the area and take some photos to bring back. We would investigate the history of this very interesting bridge and the history of the area. We would then look at another bridge in Ballina, now a pedestrianised arch bridge.
We would then do the one sheet of paper bridge challenge to see what way we can fold the paper to make the strongest bridge.
Following on from this, children would investigate other types of bridges and engineer their own from recycled materials.
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Research engineering in your local area and describe how you would use a local building, structure or other engineering feature as inspiration for a classroom or outdoor design and make project
In my local area, Liscarroll, the castle would provide excellent inspiration for a classroom or outdoor design project. This 13th-century Hiberno-Norman fortress, built from limestone with circular towers and defensive walls, showcases advanced medieval engineering.
My project, called the Castle of Learning, would be an outdoor classroom inspired by the castle’s architecture. Circular seating areas would mimic the castle’s towers, creating intimate spaces for discussion and group activities. Low walls would improve acoustics and airflow, reflecting the castle’s functional design. The walls could be decorated with murals depicting local history and engineering achievements, combining learning with creativity.
Locally sourced materials, including limestone, would emphasise sustainability and connect students to their heritage. Solar panels and green roofs could be incorporated to teach environmental awareness. By blending historical architecture with modern engineering principles, this design fosters creativity, education and an appreciation of Liscarroll’s rich history.
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Úsáidfidh mé Díméin Chaisleán Bhiorra mar spreagadh mar tá sé inár gcontae. Mar rang, pléifimid gach cineál droichid atá feicthe againn, agus ansin cuirfear an dúshlán os comhair na bpáistí a ndroichead féin a dhearadh.
Achmhainní- Dhá leabhar tiubh nó boscaí beaga, Páipéar, Téip, Boinn nó rudaí beaga troma eile le húsáid mar mheáchain (clocha beaga, cnónna agus boltaí, srl.)Cuir na leabhair thart ar 25cm óna chéile.
Leag píosa páipéir amháin trasna na leabhar.
Cuir bonn airgid i lár an pháipéir. Cad a tharlaíonn? Mura dtagann androichead anuas, bain triail as níos mó boinn a chur air.
Fill an páipéar ina dhá leath ar fhad, agus bain triail eile as. An dtacaíonn an droichead le níos mó boinn an uair seo?
Anois, fill an páipéar i gcruth cainéil. Fill an páipéar ina dhá leath ar fhad faoi dhó. Ansin, fill suas na himill chun ballaí a chruthú. Úsáid téip chun na himill a choimeád ina n-áit, ionas nach leathnóidh an droichead amach.
Cuir bonn i lár an droichid. Ceann ar cheann, cuir boinn chomh fada leis an ndroichid. Má líonann tú fad an droichid, tosaigh ar an dara sraith de bhoinn. Coinnigh ort ag cur boinn go dtí go dtagann an droichead anuas.
Déan fiosrú le cruthanna éagsúla don droichead. Mar shampla, bain triail as an bpáipéar a fhilleadh níos mó uaireanta, bun níos leithne a chruthú, nó ballaí níos airde a dhéanamh. -
My school is located in Dublin so we would look at some of the many bridges from the Ha’Penny to the ones closest to the school on the canal
We would discuss what makes a bridge the strongest?
Then I would try this activity – you build simple bridges with paper and test to see how much weight they can hold.
Materials
• Two thick books or small boxes
• Paper
• Tape
• Coins or other small, heavy objects to use as weights (small rocks, nuts and bolts, etc.
Instructions
1. Place your books about 10 inches apart.
2. Lay a single piece of paper across the books.
3. Place a penny in the middle of the paper. What happens? If the “bridge” does not collapse, try adding more pennies.
4. Fold the piece of paper in half lengthwise, and try again. Does the bridge hold more pennies this time?
5. Now fold the paper into a “channel” shape. Fold the paper in half lengthwise twice. Then, fold up the edges to form walls. Use tape to hold the edges in place, to prevent the bridge from unfolding.
6. Place a penny in the middle of the bridge. One at a time, keep adding pennies along the length of the bridge. This simulates how real cars and people are spread out along the length of a bridge. Do not stack them all on top of each other in the middle.
7. If you fill up the whole bridge, start a second layer of pennies. Keep adding pennies until the bridge collapses
8. Experiment with different shapes for your bridge. For example, try changing the number of times you fold the paper in half, the width of the base, or the height of the walls.
What shape makes the strongest bridge?
9. There are many other simple experiments you can do. See the Further Exploration section for some ideas.
Discuss what happened.
The we would record findings in science copy. -
In the town I teach in there is a ruin of a castle and in the senior classes we teach the history of this castle and the local area. I would use this as the stimulus for the engineering and STEM challenge of designing the bridge. This ruin is something we study and something the children are aware of and regularly see. Thus this is relevant to the children’s lives.
I would give children a brief that they have to include in their design. This would include certain mathematical concepts such as height, width, symmetry, etc.
When completing this project children would work in groups and I would allow opportunities for them to develop twenty first century skills such as communicating, collaborating, working with others, etc.
When finished each group will then present their design to the class and an opportunity for others to ask questions will be provided.
I look forward to giving this engineering challenge a go during the coming academic year. -
I am very familiar with Birr Castle, which is close to where I live. The suspension bridge in the Demesne is a great real-life example for a bridge-building challenge.
To start, we could visit the bridge or use photos and videos to look at its design and structure. We would talk about how it stays up, what materials it is made of, and what forces act on it, like weight and tension.
Back in the classroom, students would work in small groups to plan, design, and build their own model bridges. They could use materials like lollipop sticks, string, paper, and recycled cardboard. The challenge could be to build a bridge that spans 30 cm and can hold a small weight, such as a toy car or block.
Maths would be part of the project too. Students could measure materials using rulers or tape measures, record data in tables, and use simple addition and multiplication to work out how much material they need. They could also explore symmetry and shapes when designing their bridges.
This project combines hands-on STEM learning with real-life application. It helps develop Maths skills while encouraging collaboration, problem-solving, and creativity in a fun and engaging way
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I would introduce the oldest Bridge in Ireland (Trim) as our main focal point.
Our school is located 20minutes away and many of our children have visited the castle in Trim.We could easily get a bus to Trim and take some pictures of the bridge on the school ipads. We would learn about the history of the local bridge. A local historian from Trim could be invited into the class to talk about the bridge and it’s purpose. We would then discuss how bridges work outlining the importance of structure, materials etc.
We would discuss the role of engineers in particular civil engineers and learn about basic bridge types (beam, arch, suspension, etc).Following this the children would work in groups where each child would take on the role of engineers, architect and quantity surveyor.
Within these roles and working as a group the children would have to
-sketch their own bridge design inspired by Irelands oldest Bridge.
-consider what materials they would use (lollipop sticks, cardboard, string, etc.).
-think about scale and stability and cost factor of materials used to produce the same outcome.
Groups would then present their bridge models to the class.
Bridges will be tested for strength and students reflect on what worked, what didn’t, and how they’d improve the design in the future.Each group will be availing of their 21st century skills throughout this project aswell as observing the important role that engineering , maths & design play in our world in our past, present and future.
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Excellent suggestions above Michelle. Your suggestion regarding Trim Bridge is an excellent one and one I will look to incorporate into my own project on this topic in the coming year. It has also encouraged me to consider looking at local bridges a little beyond my locality, from the 19 Arches Bridge in Arklow, the Avoca Bridge on the M11, pedestrian and ancillary bridges crossing the M11, local railway bridges, animal crossing bridges, among others.
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Module 4: Assignment
Using bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the math skills appropriate to your class level?
I would begin this challenge by leading the learning of the children on:
– What an engineer is
– Different types of engineers that the students know of and what their job involves
– Researching other types of engineers that students may not know of
– Introducing 3 very important questions every engineer much consider: (1) What is the problem that needs to be solved? (2) Who has the problem that needs to be solved? (3) Why is the problem important to solve?
– I would then share the “Crash course in Engineering” video from YouTube.
Next, I would share the Engineers Week video explaining the Design and Make process to children. Following the prompts given in this video we would then put on our engineering caps and start to think/work as engineers, looking at things in the locality that have been designed by engineers – appliances/devices, roads/structures, computers/software, etc.
We would then follow the design and make process by:
1. Exploring – Observing, investigating and describing the main bridge in our locality, including a class visit to our local bridge.
Looking at photographs, videos and researching other bridges in the nearby area, in Ireland and famous bridges in other parts of the world. Also looking at the different types of bridges and different range of materials that can be used to create bridges. Videos of the Carrick Rope Bridge and of the farmer building his own bridge across the River Suck to access an island for farming purposes would also be very useful at this time.
Discussing/researching when local bridge was built, what purpose it initially served and what purpose it serves today, the advantages and disadvantages of this bridge today [only 1 car can pass bridge at a time coming into village (too narrow), no pedestrian path, very old structure, etc.], among others.
We will then reflect on the following questions before planning and making our new bridge designs for our village: -Are we going to make a completely new bridge or just adapt the current bridge into the village? What problems are there with the current bridge and what problems do we hope to solve by designing and making a new bridge? What will we design? Who are we designing it for?
Explore materials – Using different materials like plastics, paper, cardboard, playdough, natural materials [twigs, stones, etc.], Sellotape, Elastics, String, etc.
The exploring and investigating the design of bridges activity shared in this module using paper, boxes, books and other readily available materials would also be useful to do at this time as it would encourage children to think about the shapes they would use to construct their bridges.
2. Plan – Children make a plan, brainstorm ideas, set out their criteria asking some basic questions like “What does my bridge need to do? Who is it for? How big does it need to be?” among others. They will then sketch out their bridge ideas before moving on to the next step.
3. Make – Children will then either BUILD, MAKE or MODEL their miniature bridges using their pre-chosen materials, noting if they have had to change or adapt their initial bridge plan as problems/challenges may arise.
4. Evaluate – Once completed students will then reflect upon their bridge designs and miniature bridges using question prompts provided by the teacher. Students will evaluate their work and present their bridges to the class, sharing their learning with their peers, as well as sharing challenges they encountered, changes they had to make to their initial plans along the way, etc. They will also reflect upon whether they have met their own success criteria, focusing on the positives.
5. Follow-Up – As reflected upon in this module, it can be very useful to conduct follow-up activities like looking at the history of bridge design and discussing the possible future of bridge design with modern technology [increased use of drones, etc.] in mind, discussing the use of bridges on farms, wildlife bridges in motorways and around the world, looking at examples of bridges being swept away in storms, discussing the impact on climate change and erosion on bridges, looking at the different types of bridges that exist, unusual bridge design, etc.
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We have a number of bridges in the village and it’s surrounds of all different types. A railway viaduct, a single arch old stone bridge over a road, pedestrian bridges over the train tracks, a few bridges over streams and the nearby M50 bridge. In fact, I wasn’t aware how many bridges were in the local area until I looked them up for ths purposes of this exercise as they some are ancient and hidden
1There are 2 possible lessons here
1. We could look at an ordinance survey map of our local area and try to find as many bridges as we can and plan a route to visit them.
Looking at the scale on the map the kids could determine which were bigger/ smaller and by how much and the distances we would have to walk between the bridges.
We could bring trundle wheels with us to compare and determine the accuracy of the os maps.
They could then come up with their own exploration worksheet to fill in on the walk to include pages for sketching each one and writing observations
On our return we could predict which one was oldest, why they came up with that conclusion and which was their favourite and why.
They could then work in groups, choose one of the bridges to research and build to scales using materials of their own choice. Part of their research should be “the bridge in numbers” e.g. length, height, structural shapes, how long it took to build, how many vehicles pass over it daily, how it compares in size to the other bridges in the area, details of the measurements they took in comparison with the OS maps.
Prior to the build, they should decide on a weight their bridge should hold, depending on the type of bridge and work to that. E.g. a pedestrian bridge should hold x amount of lego characters, a road bridge x amount of toy cars and a railway bridge a toy train with x amount of carriages. This could form part of a concept map built by the group showing their journey through wonder, exploration, planning, making and evaluating.
Each group can evaluate their own bridge highlighting WWW (what went well) and EBI (even better if) and then another groups bridge – via 2 stars and a wish
Just by way of combining it with a previous assignment, on visiting the bridge the kids could record the ambient noise around it and use that as a soundtrack when presenting their information.
They could also be encouraged to present their research on the bridge in any way they would like e.g. a poem, a song, a slideshow, a story, a play, a stop motion video. In Art they could create the backdrop for the bridge.
The bridges could be displayed with their stats and other info in the outdoor classroom.
2. We could focus on the Broadmeadow Viaduct and discuss the 2009 partial collapse.
Kids could give their hyopotheses on why the bridge collapsed. What do they think were the factors that put stress on the bridge?
Using the Curious Minds Design a Bridge resources, they could learn about the different types of bridges and research what problems might occur with each type and how to combat them.
As part of literacy/history, they could use news articles, footage and eye witness accounts to piece together the events that could have led to a tragedy.
They could then create a timeline of events that led up to the accident and include a who, what, when, where, why, how.
From a numeracy pov, the kids could research the numbers associated with the event
How long is the bridge, what was the length of the section that collapsed, what fraction of the bridge colllapsed,
How long did it take for the bridge to collapse? What was the time period between the driver noticing the issue and emergency services kicking in etc…
When precisely, will the 20th anniversary of the collapse occur?
How many tons could the bridge support?
What shapes are evident in the structure of the build, why do you think these shapes were used?
MATHS PROBLEM: if a train left Balbriggan at 6.20pm on that Friday, travelling at a speed of 140km/h would it have been on the section of bridge at the time of collapse?
Create your own maths problem based on the event.
We could then look at the short doc on the Tacoma bridge collapse in the 1940s and see if there were any similarities..
Using the Curious Minds Build a Bridge Reources and the curious minds esero design and make framework, the kids could build 2 prototypes to scale: One of the bridge pre-collapse and one to include of the new section of bridge.
They could then design the bridge in Tinkercad which involves using a lot of Maths and solving problems in 2D, before printing them in 3d.
Once the 3D models are built they could create a Seconds from Disaster type video on The incident in 2009 – Similar to the style of this https://www.youtube.com/watch?v=MDzhIZafL4I
Using pictures, articles, footage and eye witness acounts.
This could then be presented to the rest of the school.
Follow up`Activities
The Viaduct goes over the european-protected Malahide Estuary. The kids could look at why the estuary is protected, what protections are in place, theflora and fauna present in the estuary and try to determine how traffic on the bridge and the collapse and rebuild of the bridge might have affected them
The kids could research the planning of a proposed estuary carpark in Malahide and research the pros and cons and look at why it was not approved.
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Using the suspension bridge in Birr Castle Demesne as inspiration, I would plan a class or whole-school challenge where pupils work in teams to design and build model bridges using materials like lollipop sticks, string, paper, and cardboard. The challenge would begin with photos or a video of the Birr bridge, followed by a discussion on what makes a bridge strong and stable. Pupils would sketch their designs, thinking about shape, balance, and structure.
To integrate mathematical thinking, pupils would measure materials, calculate lengths, and compare weights. Senior pupils could estimate load-bearing capacity and test their bridges using small weights, recording results in tables and graphs. Younger pupils might focus on sorting materials by size or shape and using non-standard units of measurement.
This STEM-focused project promotes teamwork, creativity, and problem-solving while applying real-life maths skills such as measuring, estimating, comparing, and recording—linked to their class level in a fun, meaningful context.
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Sligo town in built on the Garavogue river. It has 3 vehicular bridges and 2 footbridges. For many years, there have been discussions about building a ring road around the town with a new bridge over the river. I would use this as my project inspiration.
We would look at maps of the town and river and discuss possible bridge locations – what makes a good location. Why were the other bridges located where they are? We would look at pictures of the various bridges and discuss their various purposes and materials used. We would discuss when the bridges where built and if this influenced materials/build methods/size.
Back in the classroom, students would work in small groups to plan and build their own model bridges using simple materials like lollipop sticks, string, and cardboard.
To test their designs, they could gradually add weights, promoting problem-solving and teamwork as they refine their structures. This hands-on project would help develop STEM skills such as measuring, planning, and testing, while also encouraging creativity. Most importantly, it would help students appreciate real-world engineering and see how science, maths, and design work together to solve everyday problems. -
Using the bridge in Birr Castle Demense as a stimulus I would plan a class challenge to tie in with engineering week in March! I would begin by showing them images of the bridge at Birr Castle Demense, alongside a variety of other bridges of various sizes and shapes.
Children would be given the opportunity to work in groups to create the bridge which could hold the most weight. Children would be given a range of materials to choose from spaghetti, lego, lollipop sticks, string, paper, cardboard etc. They could begin by creating a sketch of their bridge before working together to physically build their bridge.
To integrate mathematical thinking I would discuss the use of shape when building bridges, this would link in with the curricular area of shape and space.
This challenge would encourage the children to develop thier team work and critical thinking skills in a fun and meaningful manner. Real life stimuli provide opportunities for engaging lessons in the primary school, which in turn provide opportunities to learn through play in the classroom. -
We have a local bridge in Kilcullen that is accessible from the school. We would investigate the history of it and the difference between the old and modern sides of it. Then we could also complete the paper bridge challenge and encourage thinking about strenghtening the bridge using arches, struts etc. I also like the idea of creating bridges from recycled materials with various maths concepts e.g. a bridge that is wide enought to cater for two way traffic and a boat to travel underneath. If time was limited, we have access to large amounts of lego and Knex and would create them using this as an alternative. I would defo integrate to other subjects to and making drawings of the bridge in art. There are also artefacts from the 1798 rebellion on our local bridge and we even have costumes available to reenact the battle of Kilcullen in history and drama.
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Hi Marguerite,
Thanks for sharing this lovely lesson plan on your local Kilcullen Bridge. The paper bridge challenge is a great hands-on way to explore the various bridge designs and their features.
Recycled materials are such a great (and cost-effective!) source of supplies. It’s a great way to model responsible use of materials and transforming trash into something new. Using LEGO and Knex is another suitable alternative-there are so many ways this can be achieved.
It sounds like you’ve chosen your bridge wisely, with its rich history and costumes to reenact the battle of Kilcullen! Great to see such local interest in heritage!
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For this module I would use the Boyne cable bridge in Drogheda as the starting point. Most of the children will have seen it, and that makes it a good hook. I would show them some pictures and ask what they notice about the shape and the way it is held up. From there I would set a design challenge in class. The task would be to build a bridge that can cross a set gap and hold a small object. They could use straws, string or lollipop sticks and work in teams to plan, build and test. We could measure the spans and compare which design worked best and why. This would bring in maths, science and problem solving, while also encouraging teamwork. I think using a real bridge from the local area would make the activity more engaging and show that engineering is part of everyday life.
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