- This topic has 271 replies, 124 voices, and was last updated 2 months, 2 weeks ago by
.
-
Posts
-
-
*Please Note: Participants who use Word (Or equivalent) to write their assignments and then copy and paste these into the forum may find that additional extraneous formatting is brought across. To avoid this, either right click in the post window and choose ‘Paste as Plain Text’ or use the keyboard shortcut cmd+shift+v. Alternatively, you can first paste the content into Notepad (Or similar text editor) and then copy it from here to the topic window.
ASSIGNMENT
Choose one of the options below and write 150 words 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.
-
In Adamstown Castle ETNS, engineering is clearly visible through the ongoing construction of high-rise apartment blocks and modern housing developments in the local area. I would use these buildings as inspiration for a Design and Make project where pupils explore how engineers design strong, stable structures for growing urban communities. Children would investigate photographs and observations of local construction to examine frameworks, materials and how tall buildings are supported against wind and weight.
In class, pupils would design and build model apartment blocks using materials such as straws, cardboard and blocks, focusing on height, strength and stability. This would be extended through our LEGO club, where children work collaboratively to design and construct bridges that must hold their own body weight. They test, refine and improve their designs, developing problem-solving and resilience.
Key questions would include: How do engineers ensure tall buildings are safe? What shapes make structures stronger? How can we make bridges stronger and more efficient? This links local engineering to hands-on STEM learning.
-
I think this is a fabulous idea and children are using what’s right on their doorstep as inspiration for learning. Using lego is a great idea and from my experience children love using it and this gives them a meaningful way to use it in the classroom. The key questions are very interesting and require thought.
-
-
-
-
-
This is a great way to promote outdoor learning and engage the students with their own environment through the curriculum. The key questions invoke a lot of thought and discussion from the students.
I like how the lessons are extended into the LEGO Club, showing that STEM Learning continues outside the classroom
-
-
-
As Naas Hospital is close to our school, I would use this building for students to explore, visit and use for engineering their own designs. I would begin with visiting with the group of students. I had done similar lessons in the past using Georgia O Keeffe – American artist which she focused on still life. As part of her journey she looked at new york buildings as part of her still life paintings. I would incorporate this cross curricular linkage to support this project. Especially for our L1L2 junior cert students and senior cert students in our special school. after visiting the hospital and collecting photographs, researching online, we would look at brainstorming ideas to set the criteria and use various natural and mechanical toys for designing. providing the children with the materials they will engage in inquiry based learning within small groups to generate their own designs. teacher will use various questioning differentiated and adapted to support all learners.
-
-
I like how you connect a real local building with art, design, and STEM, making learning meaningful and accessible for all pupils. The emphasis on inquiry-based learning, collaboration, and differentiated questioning ensures that every learner can participate and develop their creativity, problem-solving, and design skills.
-
-
-
-
The suspension bridge at Birr Castle would be the stimulus for my lesson on bridges with junior pupils. I would begin by showing photos of the bridge and encouraging the children to discuss its purpose, shape and materials. Using questioning, I would activate prior knowledge before introducing different bridge types. Following the Curious Minds Design a Bridge activity, pupils would investigate how a simple paper bridge can be strengthened through folding and changing its shape before testing how much weight it can hold. This hands-on investigation encourages prediction, observation and evaluation while developing problem-solving skills.
The lesson would integrate the Primary Mathematics Curriculum through the strands Shape and Space, Measures, and Data. Children would identify 2D shapes, lines and angles within the suspension bridge, measure the span of their own bridges using non-standard or standard units, and record the weight each design holds using simple tables or pictograms. These activities develop mathematical language, reasoning and representation while linking mathematics to an authentic engineering context. The Birr Castle suspension bridge provides a meaningful context that promotes curiosity, collaboration and STEM learning across the curriculum. I would conclude the lesson by visiting a local bridge to our school which crosses the M50 motorway. We would draw comparison between the two bridges. -
-
-
This lesson has been very well thought out and sounds like a very successful engineering project Aoife. I hope to do something similar with my class. Making the comparison and connections to a bridge on their door step will reap many benefits. If ye have school ipads, it would be a lovely idea to photograph the bridge and allow for greater analysis in the classroom after your visit.
-
-
-
-
-
-
I would use the Church in our local village as inspiration for our classroom design and make project. We would firstly watch the YouTube video on what makes a good engineer. We would then explore the different range of materials that we could use to make this structure and discuss the materials suitability as a class and individually. We would talk and plan how we would create the structure through discussion, drawing pictures and modelling by the teacher. We would then brainstorm what tools we would need to create the structure such as scissors, glue etc and compile these together. We would talk about safety and sharing materials before they are distributed. We would then present our structures to the class when they are completed and evaluate each others work critically but kindly. Each group would present their structure to the class and explain how it was made etc. We would reflect as a group on what we could do better next time.
-
-
-
There is a local bridge in Ennis named the Club Bridge, built so people can drive over the River Fergus.
I would begin by showing pictures of the bridge to students, where they can discuss its purpose, shape and materials. We would then walk to the bridge and observe these features and draw a sketch of the bridge.
The students would split into smaller groups of 4. Using items in the classroom, they would be asked to build a replica of the bridge at a 1:100 scale (approximately 50cm) using items in the classroom. Resources such as lollipop sticks, string, glue and cardboard would also be provided to the students. Bridges made would have to hold the weight of a chosen item in the classroom. They would record results of materials that work best.
Students would compare and contrast designs of bridges through oral language discussions, identifying strengths and weaknesses and how they may be improved
This would incorporate mathematical thinking as students measure and construct bridges, noting what shapes and lengths work best.
-
-
As we are lucky enough to be in walking distance of Birr Castle we could visit the suspension bridge there and give my first class children a real, memorable starting point for a design-and-make bridge challenge.
After the visit, we could discuss what a bridge is, where bridges are found, and what shapes keep them strong. In groups, children can build paper bridges spanning a “river” made from books, using the same amount of paper each time, then predict and test which shape — flat, folded, arched — holds the most coins without collapsing. This links directly to First Class maths: comparing and ordering length and height, sorting 2D shapes, counting, simple estimation, and non-standard measurement, using blocks or hand-spans to measure the river’s width and each bridge’s height. Children could compare their model to the Birr suspension bridge, talking about longer/shorter and higher/lower. Evaluating which design worked best then builds early data-handling and reasoning skills, all anchored in a real local structure.
-
Hi Margaret
Welcome to the course. Thanks for your contributions in other modules. You are very fortunate to have Birr Castle within walking distance of your school. As you have said visiting the castle and seeing the suspension bridge will give the learners a real memorable starting point.
I like how you plan to explore the paper bridges back in the classroom with opportunities for cross curricular integration with maths that you have outlined above. These are real hands on practical maths investigations using lots of skills. Thanks for sharing, I hope you enjoy the course.
-
Hi CJ, I really enjoyed reading your post. I think using a local bridge would make the lesson very interesting for the children. I especially like the idea of allowing them to design, build and test their own bridges. This gives them the opportunity to work as a team, solve problems and learn from their mistakes. It would be a fun and practical STEM activity
-
-
In Vicarstown, Laois, a unique piece of engineering can be found in the historic Grattan Aqueduct. It was designed to carry water from the canal over the Glasha river, without disturbing either course of water. The structure had to be strong enough to hold a heavy body of water.
To start, we would look at images of the structure and discuss how the structure was made. The children would discuss the mass of water and the challenges the engineer may have faced when designing the structure. Then I would divide the children into groups with the following mission. Teams must build a 50cm bridge out of cardboard and popsicle sticks that holds a plastic trough. This “canal” must cross over a blue paper “river” on the classroom floor and hold the weight of real water without collapsing or spilling.
they would start by leading an investigation. The students must try to balance a heavy book on a flat piece of paper spanning two desks (it will collapse). Then, show them how folding that paper into an arch shape instantly supports the book by pushing the weight outward.The groups will then choose their materials, popsicle sticks, string, cardboard, and plastic tinfoil containers (the canal bed). They must design an arch or triangle support structure. To mimic the historic “puddled clay” waterproofing, they use plasticine to seal the joints where their foil containers meet.
To test, the children will place the structures over the classroom “river.” Using a measuring jug, they would slowly pours 500ml of water into their canal. They would then evaluate, did the bridge hold the weight, did it stay dry?-
I really like this activity because it combines history, engineering and problem-solving in a very hands-on way. Testing the bridges with real water would be really engaging for the children and encourage them to think critically about improving their designs. It sounds like a fun STEM challenge that they would really remember.
-
-
-
-
-
-
-
This is a fantastic idea and sounds like such a good lesson! The children would love exploring this and would learn so much from the hands on aspect of the lesson. It would be an ideal lesson for integration across so many curricular areas.
It’s lovely to read in this forum other places we could all use for inspiration for a make and design lesson. Thanks for sharing!
-
-
Hi Mary,
I live close to this aquaduct and often visit it on walks with my family, my children love standing on the canal bank looking down at the river flowing underneath, but I don’t think I’ve ever stopped to really wonder at the feat of engineering it is! It’s a fantastic idea for a lesson and I’d imagine it the kind of lesson where a lot of fun laughter and chaos would accompany the learning, the best kind.
-
-
-
I really enjoyed reading your bridge-building activity and think it is an excellent example of authentic, inquiry-based STEM learning. Using the Grattan Aqueduct as a real-life context makes the engineering challenge both meaningful and engaging for pupils. I particularly like how the investigation begins with a simple demonstration that encourages children to predict, test and understand why arches provide strength. The collaborative design process, followed by testing and evaluating their bridges, develops problem-solving, creativity and resilience. This activity also provides excellent opportunities to integrate Science, Mathematics, History and Engineering while promoting teamwork and reflective learning.
-
-
-
-
-
Using the suspension bridge in Birr Castle Demesne as inspiration as I am from the area, I would organise a class or whole-school STEM challenge where pupils design and build their own bridges using materials such as paper, lollipop sticks, string, or recycled materials. The activity would begin with a discussion about different types of bridges, their purpose, and the features of the suspension bridge in Birr Castle. Pupils could explore how bridges are designed to hold weight and remain balanced.
Mathematical thinking would be integrated throughout the challenge. Younger classes could focus on measuring length, comparing sizes, identifying shapes, and counting materials used. Older pupils could investigate symmetry, scale, estimation, weight distribution, and problem-solving by testing how much weight their bridge can hold. Pupils would work collaboratively to plan, build, test, and improve their designs. This activity would promote creativity, teamwork, engineering skills, and practical application of mathematical concepts in a meaningful context.
-
I really like this idea, Rachael because it uses a well-known local landmark to make STEM learning interesting and relevant. The activity encourages creativity, teamwork, and problem-solving while giving pupils a chance to apply maths and engineering skills in a practical way. It could also be easily adapted to suit the different abilities and learning needs of pupils in a special school, ensuring everyone can take part and experience success.
-
-
-
-
I agree Rachel, the suspension bridge in Birr Castle is a great stimulus for engineering tasks / a unit on building bridges. This is further improved by having the bridge in our locality – meaning that many of the children are familiar with the bridge, having visited the Castle and Gardens with their families or on our annual Summer Programme.
-
-
Using the suspension bridge in Birr Castle Demesne, I would firstly bring the children to see the bridge (I am teaching local to Birr Castle). The children would see first hand what the bridge looks like and could then use this visit as a basis for designing their own bridge. We would discuss what materials might be most suitable for creating our own bridges, the pupils could us recycled materials, lego, sticks etc to try create their own bridges. We would sketch or draw our designs before attempting to build them. In relation to maths we could measure the bridges, do some graphs on the materials needed to make the bridge, compare and contrast the shape and size of different groups bridges. There are endless opportunities with this activity and the pupils could work in groups or individually to create and design their own bridges. I think it would be so interesting to see how creative the children could be with this activity. Pupils could test their bridges for strength also. They could revisit their designs and see if they would do things differently the next time to improve or strengthen their design.
-
-
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
There are modern wind turbines visible from our school in Dalystown NS and we have had access to Mount Lucas Wind Farm. As a class/school we could investigate how they are designed and how they compare to other historic windmills in Ireland and Europe. We could look at the more widespread use of windmills in the Netherlands for example.
Looking at historical models, the children could investigate the challenges of wooden structures against metal ones- perhaps creating ones using Lego and then found materials such as twigs etc.
They will need to research and discover how to make the ‘arms’ move, and older classes may use the ESERO website for information on air and using barometers. They may need to investigate how many arms are needed and what angles they need to be.
The infant class could use the story of ‘The Little Red Hen’ as inspiration to create their own windmills in groups, using recyclable materials- plastic bottles, straws, cardboard may all be needed and collected. ‘Paxi explores Wind’ on the EESA website is nice introduction of how wind works. This could be used from infants up.
The school/classes can test their windmills to see will they move when placed outside and discuss how to improve their designs.
-
-
Hi Anna I love your idea of using The Little Red Hen to explore wind energy. Given that I am focusing on the new bridge project in Newbridge with my students, I think I will incorporate your strategy by using The Three Billy Goats Gruff as the narrative hook for my class. I think it would provide the perfect context for a design challenge i.e. building a bridge that is strong enough to support the Billy Goats’ journey while also incorporating a “troll” under the bridge as a test for clearance requirements. 😀
-
-
Hi Anna,
This sounds like a really fun lesson for both the older and the younger classes. It would be a lovely activity to do during engineering week and its especially interesting for the children considering they live close to the wind farm. I never would have thought to use the little red hen as inspiration and an introduction for the infant classes.
-
This sounds great and makes excellent use of local resources and real-world engineering. You could also ask pupils to predict which windmill design will spin the fastest and record their results using simple charts or pictograms.
I also like how this project links local engineering with sustainability and renewable energy, making learning relevant to the children’s own community. A visit to the wind farm or inviting a local engineer to speak to the class would probably interest the children too.
-
-
Project title Engineering Roscommon: Design a Strong, Stable Structure Inspired by Roscommon Castle
Big idea and question
Big idea: Engineers design with forces, materials, and constraints in mind.
Driving question: How can we build a castle‑inspired model that is strong, stable, and fit for a modern purpose?Explore (History/SESE + Science)
Look at photos/virtual tour of Roscommon Castle.
Notice features: thick walls, arches, towers, battlements, buttresses.
Mini‑demo: books as “walls” vs a paper arch under compression.
Vocabulary: force, load, compression, tension, stability, foundation.
Plan like an engineer (Maths + Visual Art)
Design brief: Build a gatehouse/tower/curtain‑wall section that:supports a 1 kg mass for 10 seconds,
survives a side “wind test” (fan/hairdryer),
uses a limited “budget”.
Choose materials and predict weak points.
Build (Science/Engineering)
Materials: recycled cardboard, paper tubes, straws/skewers, string, tape, card triangles for bracing.
Techniques mini‑lesson: triangulation, buttresses, layering arches, wide base.
Rapid prototype → quick test → improve.
Test and iterate (Maths + Science)
Test rig: add weights gradually; record max load; wind test; “siege” marble roll for parapets.
Pupils graph results (bar chart: design vs load held).
Identify where it failed and reinforce.
Communicate and connect (English + Art + SESE)
Create a poster or 60‑second video: “How Roscommon Castle inspired our design.”
Label force paths, reinforcements, and one change after testing.
Option: propose a modern community use (ticket kiosk/mini‑pavilion) linking heritage and today.
Constraints and criteriaConstraints: base fits on A3; 40 “budget tokens” for materials; build time 2 lessons.
Success criteria: stability, load capacity, neat construction, clear explanation, heritage feature included (arch/tower/battlements).
DifferentiationScaffolds: joint/arch menu cards; sentence starters for explanations.
Extension: add a working drawbridge or simple truss roof.
AssessmentRubric: applies force ideas, plans with sketches, tests and improves, communicates clearly.
Evidence: sketches, load graph, photo sequence, final poster/video.
Local links and safetyReference Roscommon Castle’s limestone and site choice (firm ground, visibility).
Safety: no blades for pupils; hot‑glue by adult; goggles for “siege” test.
Outcome Pupils connect a local landmark to real engineering—planning, testing, failing safely, and improving—while integrating History, Science, Maths, English, and Art. -
-
I teach 2nd class in Tullamore. I would use the historic stone bridges along the Grand Canal in Tullamore as inspiration as they are well aware of and walk over daily.
After exploring the bridges and exploring how shapes affect structural strength, and linking directly to the local canal infrastructure, the children will use recycled materials such as recycled cardboard, paper cups, lollipop sticks, masking tape, and blocks or lego to make a bridge.
Working in small groups, the children will design and construct their own miniature bridges to span a 30cm “canal” gap on their desks.
Children test their structures by gradually adding toy cars or blocks to see how much weight their bridge can support before bending, encouraging basic teamwork and problem-solving.Maths would be incorporated by measuring the length of the bridge. The children could estimate how many toy cars their bridge can hold and weigh them. The children could collect and record data on the amount of cars bridges held.
-
-
-
-
It’s lovely to have inspiration so close to the school and this makes it much more interesting for the children.
We did something similar in our school last year, where the children had to design and make a bridge that would span 30cm and hold a certain amount of cars. They had great fun experimenting with recycled materials and using different designs. They were so happy when they got the bridge to hold the weight of the cars!
-
-
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.
For an outdoor design-and-make project, I will use the proposed second bridge over the River Liffey in Newbridge as a local engineering case study.
1. Inquiry and Research: We will begin by exploring the purpose of the new bridge: traffic management and improving community connectivity. Students will research different bridge types such as beam, arch, and suspension, to understand how different structures distribute forces.
2. The Design Challenge: Using the River Liffey as our inspiration, students will be tasked with designing and building a bridge model that can span a set distance while supporting a specific weight.
3. Integrating Mathematics: This provides a perfect opportunity to apply maths skills in a real-world context. Students will practice:
Measurement: Calculating the span and height requirements.
Geometry: Identifying and utilising strong shapes like triangles (trusses) and arches to add structural integrity.
Proportion: Creating scaled-down versions of their designs.
4. Reflection: Following the engineering design process, students will test their structures, record failures, and make changes to their designs. The students will hopefully be able to see the direct relevance of STEM to their own community with the upcoming construction of a new bridge in the town.
-
Hi Niamh
I love the idea of using the proposed new bridge in Newbridge as inspiration for a bridge design project. Looking at the pupose of the new bridge is a good link to the Engineering strand of the New STEM curriculum in particular the emphasis on user-focused design. It is also. as you said, a lovely way to incorporate practical maths skills.
-
-
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 incorporate this class challenge/whole school challenge into engineers week. To begin the leason, I would ask children to brainstorm any bridges they know of in the local area. We would have a discussion on different types of bridges, features, materials used, uses of bridges, pros and cons of features/materials, etc. We would also look at the role of engineers and the different types of engineering using the crash course kids videos. I would ask the children to identify what type of engineer would be involved in building a bridge. Using the curious minds lesson plans, we would look at important design features of bridges. Children would be given the opportunity to plan, design and create bridges once they have gathered enough information. Each group would be provided with the same amount of materials and asked to build a bridge a specified distance between two chairs and to incorporate features which they have learned about to ensure the bridge is strong and stable. They would then test their bridges using 20c coins to see which bridge can hold the most weight. Following on from the challenge, we would evaluate the structures, compare and contrast designs and identify any areas which would be improved upon. Maths can be incorporated in a number of aspects, including length, weight and shape.
-
Responding to bullet point 2
In my local area, an interesting example of engineering is the yurt used in our forest preschool. This circular structure, traditionally used by nomadic communities, is designed to be strong, weather-resistant, and easy to assemble. It provides an excellent opportunity to explore engineering principles such as stability, shape, and materials.
To use this as inspiration, I would introduce students to the design of a yurt, examining its circular frame and structure. Students would then work in small groups to design and create mini yurts sized for toy figures. They would plan, sketch, and select materials, considering how to make their structures stable. The mini yurts would be tested outdoors in the school garden to observe how well they withstand weather conditions. Following this, the most successful design could be selected and recreated on a larger scale. This project would promote creativity, problem-solving, and practical engineering skills.
-
Hi Rachel
Using the yurt in the school grounds is a great way to inspire creativity in the children. It shows them that engineering isn’t just important for large buildings and structures, but is all around us in our daily lives. I love the idea of getting the children to examine the structure and stabiity of the yurt and the building techniques used in its construction and to use this as a basis for designing and testing mini yurts.
-
-
Near my school, there is a martello tower. It has very thick walls that are made of bricks, roughly 2 to 4 meters thick. This made them nearly impossible for enemy cannonballs to break. It also has walls that slant inward which helped to bounce enemy cannonballs away. Another engineering feature was a machicolation which is located above the high door. If enemies tried to climb up, soldiers could throw rocks down on them. Another engineering aspect of the martello tower is the layout. The bottom floor stored food and gunpowder and the soldiers lived on the middle floor.
Using this knowledge, the children could design and make their own martello tower incorporating the original aspects but also adding on other engineering tweaks to improve the tower. This could be structurally, adding on building supports, added security, weapons, materials etc. The children could share their projects in the form of an engineering fair where they explain their tower adaptations.
-
-
-
The Martello tower is a great example of how engineering was used to solve real-world problems, and it would provide a very engaging starting point for a STEM project. I like the idea of pupils not only recreating the original design features but also challenging themselves to improve and adapt the structure. This would encourage creativity, problem-solving and critical thinking as they consider stability, materials and purpose. An engineering fair would also be a great way for pupils to explain their design choices and reflect on their learning. It would be a wonderful opportunity to integrate history, science, mathematics and technology while helping children see the engineering ideas present in their own local environment.
-
-
I looked into engineering work in the Tralee area, especially the skills used in local building, design and problem‑solving. As a teacher, I would use the Ashe Memorial Hall Museum as inspiration for a simple design‑and‑make project. The building has strong shapes, arches and stonework, which children can explore.
In class, I would bring photos of the museum and ask the children to look closely at the lines, patterns and materials. Outside, we could sketch the front of the building and talk about how engineers make structures stand safely. Then the children could design their own small model building using cardboard, blocks or recycled materials. They could try to copy the arches or pillars they saw.
Another activity would be creating a mini outdoor “museum space” in the school garden. Children could plan where to place paths, signs or small structures. This links well with engineering ideas like planning, measuring and testing. By connecting the museum to hands‑on tasks, the children learn how real buildings inspire creative STEM projects.
-
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 an infants teacher, I would use a story “The three Billy Goats Gruff” as a trigger and images of different types of bridges. I would then ask questions to assess their knowledge of bridges: What is a bridge? Is there a bridge near our school? What is it used for? What shape is the bridge? Can you show me what a bridge looks like with your partner?
I would then tell the children that we are going to make a bridge today. I will give the children a scenario about animals needing to cross the bridge and that we are going to build a bridge that will hold 3 animals.
I will then let them explore the materials that we are going to use to make our bridge..lollipop sticks, toilet roll holders, tape, string. They decorate their resources any way they want to.
With their partner, they plan their bridge by drawing a picture of what it will look like. They then make their bridge and test if their bridge can hold 3 animals. They then reflect on their design. Do they need more sticks? How will you use the toilet rolls?
This is a great activity for promoting problem solving, fine motor skills and hand-eye coordination. There are lot of opportunities for integration, oral language, maths(counting, shape and space) and art.-
Hi Barbara
For infants, a story is a nice way to start an activity and then the scenario of animlas needing to cross the bridge leads on nicely from the story of the Three Billy Goats Gruff. The idea of drawing a picture of their bridge before building is a nice way to introduce the concept of planning for a younger class and I lke that you have considered opportunities for testing and evaluating their work. Bridges are a great introduction to engineering design and the concepts explored in this can be applied to many other engineering challenges.
-
-
I really like this lesson. Using The Three Billy Goats Gruff as the stimulus makes the challenge meaningful and engaging for infant children. I also like how you encourage pupils to plan, build, test and improve their bridge, as it mirrors the engineering design process in an age-appropriate way. There are excellent opportunities for integrating oral language, maths, art and STEM while developing children’s creativity, collaboration and problem-solving skills.
-
-
-
I love the idea of using a familiar story like The Three Billy Goats Gruff to spark the children’s interest and imagination. It makes the engineering challenge meaningful and engaging for younger learners. I also like how the activity gives the children plenty of opportunities to work together, experiment, solve problems and learn through trial and error.
-
-
-
Inspired by the historic suspension bridge at Birr Castle, I would challenge my 5th class students to design and build a model bridge using sustainable materials like recycled cardboard and twine.
To integrate mathematical thinking, students will first investigate the geometry of triangles versus squares in structural stability. The core math skills will focus heavily on Shape and Space and Measures. Students will use protractors to measure and construct stable angles, and use rulers to calculate precise lengths and perimeters for their support beams.
During the building phase, we will incorporate estimation and weight. Students will predict and physically measure the weight capacity of their structures using standard units (grams and kilograms). Finally, we’ll dive into Data by recording each bridge’s maximum load-bearing capacity and plotting the results on a comparative bar chart, beautifully marrying engineering design with practical, real-world math applications.
-
Hi Eibhlin
I love your comprehensive ideas for the use of maths skills and concepts in the design of your bridges for an integrated STEM approach to the task. The application of practical maths skills in their designs will really help the children to understand the importance of maths in real life, especially in ensuring that large engineering structures such as bridges and buildings are fit for purpose. The Curious Minds Amazing Triangle resource might be a good starting point for the use of triangles in structural stability.
-
-
I would use the suspension bridge in Birr Castle as my inspiration, I would take the pupils to see it, as we are local to the area. This would give them plenty of ideas and inspiration.
We would look at the features of the bridge and talk about what makes it work (the shapes, the length, the materials used).
Back at school, the pupils could work in pairs or small groups to design and make a bridge. I would utilise the Curious Minds Amazing Triangle resource when looking at structure. Other mathematical concepts explored during this design and make challenge include weight, force, shape and length.
I think there is endless scope here for children, as they have ownership over materials used and design of the bridge.
It would be interesting to see how bridges made of different materials hold up, and I think children would really enjoy presenting their designs to the class (or other classes) and reflecting on what worked well and what challenges they faced.
The finished bridges could be displayed in the school for other classes to see, or we could incorporate digital technology and make a video presentation of our bridges and share them with other classrooms.
-
We are very lucky to be situated meters from St. Mary’s Cathedral; in fact, it is our fire assembly point! The Cathedral has magnificent arched windows and tall tower, and famous stained glass windows. We could visit the site together. Back in the classroom, I would divide the class into 3 teams, and they could design and construct a tower- maybe from recycled materials or whatever they chose. Use Lego to explore if they could navigate the arches and maybe research how they actually did it back in the day, and using parchment paper design and make their own stained glass window. The teams could then present their project to the rest of the class and teach them what they learned and how to do it themselves
-
I would use the suspension bridge in Birr Castle Demesne as the starting point for a class design and make challenge. We would begin with the wondering stage by discussing different types of bridges, the materials used and what makes a bridge strong. Pupils would then investigate simple bridge designs using paper and predict which shape would hold the most weight before testing their ideas.
During the planning stage, each group would decide on the purpose of their bridge, agree on design criteria and draw a labelled plan. Maths would be integrated throughout the activity. My class would measure the span their bridge needed to cross, use accurate measurements when planning, identify 2D and 3D shapes and compare the weight each bridge could support. They would record their results and use them to explain which designs worked best.
The evaluation stage would be just as important as the construction. Pupils would compare their finished bridge with their original plan, discuss any changes they made and suggest improvements. This approach encourages collaboration, problem-solving and mathematical thinking while allowing children to develop and test their own ideas rather than simply following instructions.
-
I really enjoyed reading this post Patrick!! This is an excellent example of integrating STEM with real-world learning. The bridge challenge promotes curiosity, teamwork and creativity while embedding meaningful mathematical skills through measurement, prediction and data analysis. The strong emphasis on planning, testing and evaluation helps pupils develop critical thinking and an understanding of the design process.
-
-
Using the suspension bridge in Birr Castle Demesne as inspiration, I would plan a bridge-building challenge for my class. We would first look at pictures of different bridges and discuss what they are used for. Students would then work in small groups to build a bridge using materials such as cardboard, craft sticks, Lego or recycled materials.
Mathematics would be included throughout the activity. Students would count the materials they use, compare the lengths of their bridges using words like longer and shorter, and explore shapes used in the design. They could predict how many toy cars or blocks their bridge will hold before testing it. We would record the results using simple tally charts or pictograms.
In my special school setting, I would use visual supports, modelling and hands-on activities to ensure all students can participate at their own level. The challenge promotes problem-solving, teamwork and practical mathematical thinking.
-
For a First Class group, I would introduce the challenge of designing and making a suspension bridge by exploring different types of bridges and discussing their purpose and features. We would look at what makes a bridge strong and identify key parts of a suspension bridge, such as towers, cables, and the bridge deck.
The children would work in groups to design and build their own suspension bridge using materials such as cardboard, string, paper, and craft sticks. They would create a simple plan, construct their bridge, test how much weight it can hold, and make improvements based on their findings.
Mathematical thinking would be developed throughout the activity through measuring the length, height, and width of bridges, comparing designs, and recording results. The children would explore shape and space by considering how different shapes and structures help create stability. They would also use number skills by counting materials, comparing quantities, and analysing which bridge design performed best.
This challenge would support the First Class maths curriculum by developing skills in measures, shape and space, number, and problem-solving while encouraging teamwork, creativity, and mathematical discussion.
-
-
I would use a local engineering feature such as Kilbeggan Bridge over the River Brosna as inspiration for a classroom design and make project. We would begin by exploring the bridge through photographs, maps or a local visit, encouraging pupils to observe its design, materials and purpose. The class would investigate what makes a bridge strong and stable before working collaboratively to design and construct their own model bridges using a range of materials. Mathematical thinking would be integrated through measuring, estimating, comparing lengths and exploring shapes, symmetry and structure appropriate to the pupils’ level. Pupils could test their bridges by adding weights and recording results using tables, graphs and data analysis. This project would provide opportunities to develop problem-solving, creativity and teamwork while showing children how engineering is connected to their local environment. It would also highlight the STEM concepts behind structures they see in their everyday lives.
-
Using the Ha’penny Bridge in Dublin as inspiration, this engineering project allows 3rd Class pupils to explore how bridges are designed and built to solve real-world problems. The lesson begins with pupils examining photographs and discussing the purpose of the bridge, its arched design and the materials used in its construction. They will explore why bridges need to be strong, stable and safe, and investigate how arches help to distribute weight.
Working in small groups, pupils will follow the engineering design process by asking questions, planning, designing, creating, testing and improving their bridge models. Using recyclable materials such as cardboard, lollipop sticks, paper straws, string and masking tape, they will design a bridge capable of supporting a set number of weights. Pupils will sketch and label their designs before constructing and testing their models.
After testing, groups will evaluate the success of their bridge by identifying its strengths and suggesting improvements. They will compare results with other groups and discuss how engineers refine designs through trial and error. This project integrates Science, Mathematics, Visual Arts and Geography while developing teamwork, creativity, communication and problem-solving skills. It provides an engaging STEM experience by connecting classroom learning with a familiar Dublin landmark and demonstrating how engineering improves everyday life.
-
-
I would try out a Design and Make a Bridge challenge with my class, using the suspension bridge in Birr Castle Demesne as our inspiration. Initially I didn’t think this activity would suit younger classes, but having gone through the module I can see lots of ways to adapt the activity to suit different class levels.
I would use the Curious Minds Framework as a guide, taking into the account the changes to adapt for Design and Make projects. I would start the wondering stage by showing the children various pictures of bridges, including the one in Birr Castle, the Ha’penny Bridge, a local bridge over a stream, another local bridge over the Tallaght bypass and some international bridges like the Golden Gate Bridge. I would ask leading questions as shown on the slide in the module. We would use maths skills like identifying shapes in the different bridges, and i would introduce certain scientific terms such as arch, beam and force at this point.
Next, we would look at the video ‘What’s an Engineer?’ to help explain what an engineer does, and how we are going to be civil engineers and create our own bridge, as the one that crosses over the river where the troll lives has been washed away!
In small groups or pairs, the children would get the opportunity to plan and make a bridge using the Curious Minds Build a Bridge resource, using A4 paper and books/bricks/lego etc, and we will agree on our criteria for testing the strength of the bridge. This would be followed by an evaluation, as per the ideas on the slide.
-
• 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 use the ESERO lesson provided to help me plan this lesson, as I found it to be well thought out, and clear and easy to follow.
I would start with a class discussion on bridges. We would discuss what bridges are, where you find them, and what they are used for. We would talk about bridges the children have seen or heard about. I think the children would really enjoy the video of the farmer who built his own bridge for his cows, and maybe direct their though to uses for bridges that they hadn’t considered. I would then introduce the Suspension bridge at Birr castle and show the children how it works, and talk about the planning and designing that went into building it, and have them evaluate the design.
Next we would test out some bridge shapes using paper as outlined in the lesson. I would start with a simple suggestion (a poor one) and ask the class to work on groups to see if they can improve on my efforts, encouraging them to plan and evaluate their efforts.
I would then introduce the idea that we could build our own bridges. The children would work in small groups, referring back to our earlier discussion on what important things they need to plan for in their planning stages – where will it be used, what will it be used for, what materials they have to create it, how it will be evaluated, and set our criteria. I would then allow the children time to gather materials, before having a Making lesson in class where they build what they have planned.
Finally we would evaluate our designs, incorporating a lot of mathematical thinking into our questioning – Could it support enough weight? Was it long enough? Was it high enough to allow clearance? What angles do we see – and what kinds of angles were most/least effective? Was it build according to plan or did you have to adapt as you went – and if so what changes did you have to make and why? What would you do differently if you were to do the project again, and what did it teach you?
The ESERO lesson also gives lots of lovely follow up activities to incorporate ICT, citizen science and topics such as environmental impact, which would be a great way to take an even more cross curricular approach to the topic.-
I really enjoyed reading your post. I agree that the ESERO lesson is very well structured and provides a great starting point for this type of activity. I especially liked your idea of beginning with the discussion about different types of bridges and using the farmer’s bridge video to get the children thinking beyond the obvious examples. Your focus on planning, testing and evaluating really reflects the engineering design process, and I think the mathematical questions at the end would encourage children to think more deeply about why some designs worked better than others. I also hadn’t considered using the follow-up ICT and environmental activities, so that has given me some ideas for making the project even more cross-curricular in my own classroom.
-
-
-
- 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
Our school, Borris NS in Co. Carlow, is located next to Borris Viaduct which is a marvellous 16 arch railway bridge completed in 1860. Rising to a height of 18.3 m (60 feet), the structure is celebrated as one of the finest examples of 19th-century monumental bridgework and masonry in Ireland and it is the dominating feature of the town. It was championed by the famous local landlord Arthur MacMurrough Kavanagh (Born without arm or legs and became Westminster MP for the area). It is an obvious reference for a build your own bridge project.
The project would begin with researching the history of the structure. We would be able to approach the current residents of Borris House (the ancestral home of Arthur MacMurrough Kavanagh), the Kavanagh family, where there may be documentary evidence of the commission of the viaduct. The family have always been very facilitating to requests from the school. Investigating the uses of the viaduct both past and present would also be an important part of this aspect of the project.
For the children then to design and make their own viaduct they would firstly begin to gather their chosen materials. Because it is such an iconic landmark in the area, I would give the children the option to build a copy of the structure while also giving them the option to create their own unique bridge. The children would be in groups of three or four with each group delegating tasks to individuals e.g. material sourcing, historical research. On completion of the project I would hope to hold an exhibition of the bridges in our school hall and also in the branch of Carlow Co. Library which is adjoining our campus. The library would also be a valuable resource when researching the history of the viaduct.
-
-
Hi Pat – I really like the local history aspect to your idea. It’s really fascinating for the pupils to learn about their local community whilst engaging in STEM activities. The opportunities to visit the bridge, speak to the family and visit the local library really adds a unique aspect to the project.
-
I would use the suspension bridge in Birr Castle Demesne as the starting point for a STEM bridge-building challenge. After discussing the purpose and design of different types of bridges, pupils would investigate what makes a bridge strong and stable. Working in small groups, they would design and build a bridge using materials such as paper, lollipop sticks, straws or recycled materials before testing how much weight it could hold. Mathematical thinking would be integrated throughout the activity. Younger pupils could measure the length and height of their bridges, compare sizes and count the number of materials used. Older pupils could estimate, measure accurately, record results in tables, create graphs and calculate the maximum load each bridge supported. The challenge would encourage problem-solving, teamwork and creativity while linking Mathematics with Science, Engineering and Art. Pupils would reflect on their designs and suggest improvements based on the results of their testing.
-
I would use the viaduct in Borris Carlow, as the inspiration for a class bridge design challenge. Pupils could explore different types of bridges and investigate which paper bridge design is strongest before working in groups to plan and build their own bridge using recycled materials.
Mathematical thinking: Pupils could measure the span their bridge must cross, estimate and compare lengths, identify 2D and 3D shapes used in their designs, and test how much weight their bridge can hold. They could record and compare results using tables or bar charts before evaluating their bridge against the agreed success criteria and suggesting improvements.
-
Using the suspension bridge in Birr Castle Demesne, I would organise a STEM bridge design challenge that encourages students to apply their knowledge of science, engineering, technology, and mathematics to solve a real-world problem. The challenge would be suitable for my class or could be adapted as a whole-school STEM initiative, with different class levels working on age-appropriate bridge designs.
The project would begin with an exploration of bridges in the local area. Students would examine photographs or visit a nearby bridge to observe its purpose, design, materials, and structural features. During the visit, they would discuss questions such as: Why was this type of bridge chosen? What forces act on the bridge? How does the structure support weight? Students would identify features such as beams, arches, trusses, suspension cables, and supports, linking these observations to scientific concepts of forces, balance, compression, and tension.
Following this introduction, students would be presented with a design brief: Design and build a bridge that can span a gap of 40 cm and support the greatest possible load using only a limited selection of materials. Materials might include paper, card, craft sticks, drinking straws, string, masking tape, and glue. Working in small teams, students would follow the engineering design process by investigating, planning, designing, building, testing, evaluating, and improving their bridge prototypes.
Mathematical thinking would be embedded throughout the project. Students would estimate and measure bridge length, height, width, and span using appropriate units of measurement. They would calculate the amount of material available, compare dimensions, and use scale drawings to plan their designs. Geometry would be explored through identifying and constructing shapes that provide strength, particularly triangles used in truss bridges. Students would investigate symmetry and consider how balanced designs contribute to structural stability.
Data handling would play an important role during testing. Each bridge would be tested by gradually adding weights until it failed or reached a predetermined limit. Students would record the mass supported, organise the results in tables, calculate averages where appropriate, and create bar charts or line graphs to compare the performance of different designs. They would analyse the data to identify which design features contributed to strength and discuss how modifications could improve performance.
The challenge would integrate all aspects of STEM. Science learning would focus on forces, materials, gravity, and stability. Technology would involve researching bridge types and documenting the design process using digital tools such as photographs, presentations, or short videos. Engineering would be central to designing, constructing, testing, and refining prototypes. Mathematics would underpin planning, measuring, estimating, calculating, representing data, and evaluating outcomes.
The project could also be integrated across other curriculum areas. In English, students could write design proposals, maintain engineering journals, present their findings, and evaluate their work using scientific vocabulary. In Visual Arts, they could sketch bridge designs, create technical drawings, or build aesthetically pleasing models. Geography would provide opportunities to investigate why bridges are built in particular locations and how they connect communities. History could explore famous bridges in Ireland and around the world and examine how bridge engineering has evolved over time.
Assessment would include observation of teamwork and problem-solving, review of design plans and engineering journals, evaluation of completed bridges, and student reflection on the effectiveness of their designs. Students would be encouraged to explain the mathematical reasoning behind their decisions and use evidence from testing to justify improvements.
This bridge design challenge reflects the principles of STEM education by providing an authentic, collaborative, and inquiry-based learning experience. By integrating mathematical thinking throughout the engineering design process, students develop measurement, geometry, data handling, and problem-solving skills while experiencing how mathematics supports real-world engineering. The project encourages creativity, resilience, collaboration, and critical thinking, helping students appreciate the interconnected nature of STEM learning.
-
I would first start by showing students pictures of different bridges with some famous ones too. We would then discuss what bridges are for and what materials they are made from. I would use the Curious Minds design a bridge resource for guidance. I would show students pictures of a poorly made bridge and a structurally strong one to open them to discussion. I would then ask students to sketch what they think would be an appropriate bridge and why. Students would compare their bridges. Students would then be given resources from our STEM box in school to try to recreate their bridges. This box contains multiple boxes of different materials to support STEM such as straws, blocks, sticks, stickle bricks, etc. Once students have created their bridges they must see how many cubes can the bridge support, in order to see if it is sufficient in holding weight. The students will take note of how many it can hold, then modify their bridge and try again with counting the cubes. This would incorporate Maths into their lesson. They would take note of the amount of cubes it could hold with each attempt/modification and then make a graph to see their success rate. It also is a great way of showing students the effort, time and detail of planning that goes into being an engineer.
-
Showing poorly made bridges are interesting and great point. This could help the class make a success criteria before they start and avoid easy mistakes. Giving the chance for the children to modify their bridge is a really good idea for their resilience and builidng confidence in the design and make process.
-
-
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 beside broombridge so we could go and visit that bridge. There are other local bridges that we could compare and contrast with. How are they different, what is the most efficient, could each of them hold the same weight.
First allow the children to explore materials and brainstorm how to make bridges. THen they will be given the purpose of the bridge, as a class we will decide what features are needed and then they can begin building.
When evaluating we can use weight of objects as our deciding factor if the bridge is fit for purpose. A pederstrian bridge would not need to hold as much weight as a bridge on the motorway for example. The class can discuss and suggest ways to improve their bridge.
-
Hi Eva
I love the idea of using not just one local bridge but a few different types. This is a great way to discuss the purposes of different bridges and the design that best suits that purpose. That is a great way to begin discussions of the bridges that the children will create and help them to set criteria as a class. Inspired by your post I’ve just looked up Broom Bridge and found that it has importnat historical and scientific significance as well as being importnat for transport in Dublin so it could also be the inspiration for further STEM and cross-curricular studies
-
-
-
For this project I would use the new pedestrian town bridge in Athlone as inspiration. I would begin by showing the children photographs of the bridge and discussing why it was built, the materials used and how it helps people travel safely across the River Shannon. As our school is close to Athlone we would visit the bridge to look at its design, shape and structure. The children could identify, in-person, the engineering features such as supports, balance and strength. Back in the classroom, the children would work in small groups to design and build their own model bridges using materials such as lollipop sticks, paper, cardboard, string and masking tape. They would plan their designs, predict which structures would be strongest and test their finished models by adding weights. This would be a good activity for Science through investigating forces and materials, Maths through measuring and estimating, Geography by exploring the local environment, and Visual Arts through designing and constructing models. As its a hands-on activity it would be good for developing creativity, teamwork, problem-solving and an appreciation of engineering in their own community.
-
Option 1
I would use the suspension bridge in Birr Castle Demesne as the starting point for a class design and make challenge. Before building, we would examine different types of bridges and discuss why engineers choose certain designs for different purposes. I would encourage pupils to think about what makes a bridge strong by investigating shapes such as triangles and testing simple paper bridge designs before creating their own models.
Working in groups, pupils would design a bridge using recycled materials, ensuring it could span a set distance and support a chosen weight. Throughout the activity, maths talk is encouraged. Pupils would measure the required span, draw their bridge to scale, estimate and compare lengths, and use 2D and 3D shapes when planning their designs. Once completed, each bridge would be tested using weights, with pupils recording and comparing the results in tables and graphs.
I also like the idea of extending this into a whole-school STEM challenge, where each class designs a different type of bridge before showcasing their work. This would encourage collaboration, creativity and problem-solving, while helping pupils appreciate the important role engineering and mathematics play in everyday life.
-
-
<span class=”TextRun SCXW82522981 BCX4″ lang=”EN-GB” xml:lang=”EN-GB” data-contrast=”none”><span class=”NormalTextRun SCXW82522981 BCX4″>I would </span><span class=”NormalTextRun SCXW82522981 BCX4″>use the</span><span class=”NormalTextRun SCXW82522981 BCX4″> suspension bridge in </span></span><span class=”TextRun SCXW82522981 BCX4″ lang=”EN-GB” xml:lang=”EN-GB” data-contrast=”none”><span class=”NormalTextRun SCXW82522981 BCX4″>Birr Castle Demesne</span><span class=”NormalTextRun SCXW82522981 BCX4″> </span></span><span class=”TextRun SCXW82522981 BCX4″ lang=”EN-GB” xml:lang=”EN-GB” data-contrast=”none”><span class=”NormalTextRun SCXW82522981 BCX4″>as </span><span class=”NormalTextRun SCXW82522981 BCX4″>the vision or inspiration as it is local </span><span class=”NormalTextRun SCXW82522981 BCX4″>enough </span><span class=”NormalTextRun SCXW82522981 BCX4″>to where </span><span class=”NormalTextRun SCXW82522981 BCX4″>my home house is </span><span class=”NormalTextRun SCXW82522981 BCX4″>located</span><span class=”NormalTextRun SCXW82522981 BCX4″>. I do </span><span class=”NormalTextRun SCXW82522981 BCX4″>frequently</span><span class=”NormalTextRun SCXW82522981 BCX4″> use</span><span class=”NormalTextRun SCXW82522981 BCX4″> places around my home to compare to the children’s area in Dublin in STEM subjects.</span> <span class=”NormalTextRun SCXW82522981 BCX4″>I would organise a whole-</span><span class=”NormalTextRun SCXW82522981 BCX4″>class STEM</span><span class=”NormalTextRun SCXW82522981 BCX4″> challenge where pupils work </span><span class=”NormalTextRun SCXW82522981 BCX4″>together </span><span class=”NormalTextRun SCXW82522981 BCX4″>to </span></span><span class=”TextRun SCXW82522981 BCX4″ lang=”EN-GB” xml:lang=”EN-GB” data-contrast=”none”><span class=”NormalTextRun SCXW82522981 BCX4″>design, build, and test a model bridge</span></span><span class=”TextRun SCXW82522981 BCX4″ lang=”EN-GB” xml:lang=”EN-GB” data-contrast=”none”><span class=”NormalTextRun SCXW82522981 BCX4″>.</span><span class=”NormalTextRun SCXW82522981 BCX4″> The bridge must hold the weight of objects.</span><span class=”NormalTextRun SCXW82522981 BCX4″> The challenge would encourage creativity, problem-solving, engineering skills, and the practical application of mathematical concepts.</span><span class=”NormalTextRun SCXW82522981 BCX4″> I would aim to set this challenge for a </span></span><span class=”TextRun SCXW82522981 BCX4″ lang=”EN-GB” xml:lang=”EN-GB” data-contrast=”none”><span class=”NormalTextRun SCXW82522981 BCX4″>3</span></span><span class=”TextRun SCXW82522981 BCX4″ lang=”EN-GB” xml:lang=”EN-GB” data-contrast=”none”><span class=”NormalTextRun Superscript SCXW82522981 BCX4″ data-fontsize=”12″>rd</span></span><span class=”TextRun SCXW82522981 BCX4″ lang=”EN-GB” xml:lang=”EN-GB” data-contrast=”none”><span class=”NormalTextRun SCXW82522981 BCX4″>/4th class level.</span></span><span class=”TextRun SCXW82522981 BCX4″ lang=”EN-GB” xml:lang=”EN-GB” data-contrast=”none”><span class=”NormalTextRun SCXW82522981 BCX4″> Throughout the challenge, mathematical thinking would be </span><span class=”NormalTextRun SCXW82522981 BCX4″>us</span><span class=”NormalTextRun SCXW82522981 BCX4″>ed by encouraging pupils to measure bridge spans and heights using centimetres, estimate and compare lengths, </span><span class=”NormalTextRun SCXW82522981 BCX4″>identif</span><span class=”NormalTextRun SCXW82522981 BCX4″>y</span> <span class=”NormalTextRun SCXW82522981 BCX4″>2</span><span class=”NormalTextRun SCXW82522981 BCX4″>-</span><span class=”NormalTextRun SCXW82522981 BCX4″>D shapes such as </span><span class=”NormalTextRun ContextualSpellingAndGrammarErrorV2Themed SCXW82522981 BCX4″>triangles</span><span class=”NormalTextRun ContextualSpellingAndGrammarErrorV2Themed SCXW82522981 BCX4″> and</span><span class=”NormalTextRun SCXW82522981 BCX4″> record the weight each bridge can support. Pupils would </span><span class=”NormalTextRun SCXW82522981 BCX4″>write</span><span class=”NormalTextRun SCXW82522981 BCX4″> their findings</span><span class=”NormalTextRun SCXW82522981 BCX4″> using </span><span class=”NormalTextRun SCXW82522981 BCX4″>tables and bar charts before </span><span class=”NormalTextRun SCXW82522981 BCX4″>investigating </span><span class=”NormalTextRun SCXW82522981 BCX4″>their designs and suggesting </span><span class=”NormalTextRun SCXW82522981 BCX4″>how to improve</span><span class=”NormalTextRun SCXW82522981 BCX4″>. This hands-on activity would develop problem-solving, teamwork and engineering skills while </span><span class=”NormalTextRun SCXW82522981 BCX4″>also </span><span class=”NormalTextRun SCXW82522981 BCX4″>showing </span><span class=”NormalTextRun SCXW82522981 BCX4″>how mathematics can be </span><span class=”NormalTextRun SCXW82522981 BCX4″>used </span><span class=”NormalTextRun SCXW82522981 BCX4″>in a practical</span> <span class=”NormalTextRun SCXW82522981 BCX4″>real-life context</span></span>
-
response keeps putting Span coding in,
I would use the suspension bridge in Birr Castle Demesne as the vision or inspiration as it is local enough to where my home house is located. I do frequently use places around my home to compare to the children’s area in Dublin in STEM subjects. I would organise a whole-class STEM challenge where pupils work together to design, build, and test a model bridge. The bridge must hold the weight of objects. The challenge would encourage creativity, problem-solving, engineering skills, and the practical application of mathematical concepts. I would aim to set this challenge for a 3<sup>rd</sup>/4th class level. Throughout the challenge, mathematical thinking would be used by encouraging pupils to measure bridge spans and heights using centimetres, estimate and compare lengths, identify 2-D shapes such as triangles and record the weight each bridge can support. Pupils would write their findings using tables and bar charts before investigating their designs and suggesting how to improve. This hands-on activity would develop problem-solving, teamwork and engineering skills while also showing how mathematics can be used in a practical real-life context.
-
Hi Rebecca
To resolve your formatting issue, before pasting in text, right click on the response window and choose “paste as plain text”. This will remove all the extra formatting.
I love the idea of using places near your home town of Birr to contrast with areas that are familiar to children living in Dublin. Using the Birr Suspension bridge to compare to local bridges in Dublin would be a great way to begin a discussion on the uses of bridges and the design of different types. You have outlined lots of ideas for incorporating practical maths in a real world setting.
-
-
Using the suspension bridge in Birr Castle Demesne as inspiration, I would plan a STEM bridge-building challenge that combines Science, Technology, Engineering and Mathematics. The challenge would encourage pupils to work collaboratively to design, build, test and improve a bridge capable of supporting a given weight using a limited range of materials such as paper, card, straws, lolly sticks, string and masking tape. I would begin the lesson by exploring images and videos of the Birr Castle suspension bridge. We would discuss why bridges are built, the different types of bridges and the engineering features that make them strong. Working in small groups, I would ask students to design and build a bridge that spans a 30 cm gap and can hold as much weight as possible. Before building, each group would sketch their design, identify the materials they will use and predict how much weight their bridge will support. After construction, the bridges would be tested using weights, and pupils would evaluate what worked well and what they would change before redesigning if time allowed. Mathematical thinking would be integrated throughout the activity. Students would measure the length and height of their bridge using cubes or centimetres, compare which bridges are longer or taller and count the number of materials used. They would also estimate how many weights their bridge might hold before testing their predictions.
-
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 teach in Birr and this coming year I will have 5th class so this question was of particular interest to me as I hope to carry out some of the ideas from this course in September. I think the above would be a very worthwhile idea for my class.
I would start by giving the class different recyclable materials such as straws, paper, craft sticks and give them the challenge of bridge building working in pairs. The idea would be to create the strongest bridge using the aforementioned materials. We would test which bridge could hold the greatest weight incorporating our skills learned through Maths. The class would use their estimation skills throughout the lesson along with problem solving. Each pair would record their findings, note problems and solutions and ways to make their builds better. This incorporates literacy skills, oral language and art.
Getting each group to present and talk through their own designs would lead to class discussion on where each pair succeeded and maybe where they could improve. Using Digital technologies I think creating a short photostory of each build/construction would be very worthwhile and could be shown to different class levels.
-
Living in Waterford, I would use Rice Bridge as the inspiration for a STEM design-and-make project. Before beginning, I would show pupils photographs of the bridge and discuss its purpose, structure and the engineering challenges involved in spanning the River Suir. We would identify features such as the bridge’s opening section for river traffic and explore why strong materials and careful planning are important. Pupils would then work in groups to design and build their own bridges using materials such as paper, straws, lollipop sticks or recycled materials. Throughout the activity they would apply mathematical skills by measuring lengths, estimating loads, comparing shapes, recording results and creating simple graphs to show how much weight each bridge could hold. Finally, pupils would evaluate and improve their designs, discussing why some bridges were stronger than others. This project would promote teamwork, problem-solving and creativity while helping pupils appreciate the engineering landmarks in their own local community.
-
-
I would introduce the concept that Engineers use maths to design strong, safe bridges and share that we will work in groups to explore and test different designs that will hold a small bag of coins.
Different bridges will be displayed on the whiteboard – arch/rope/beam etc. to encourage questioning about materials and what maths language – length, shapes, strength etc.
Introduce new vocabulary -span,load, support, beam, arch, triangle etc.
Break into small groups and give 2 sheets of paper to explore whether a square or triangle would be stronger.
Brainstorm ideas and what classroom materials they will use.Design their bridge on paper and gather materials they will need.
Build their bridges in groups ensuring they test its strength and ability to hold the small bag of coins. Make amendments if needed.
Showcase their bridges to the rest of the class before having a whole class discussion on which design and materials were the most or least effective and why.
-
-
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
I would begin the lesson with a whole class discussion. I would question the children to elicit prior knowledge of bridges e.g. What is a bridge? Where would you find bridges? •What types of materials are bridges made from? What makes a good bridge? What types of bridges are there? Can you name any? Do you know of any famous bridges around the world? What type of bridges are they? Are there any bridges near where you live or go to school? What shapes are used in bridge construction?
For the activity I would divide the class into groups. I would explain to the class that their task is to construct a bridge using recyclable materials. I will give each group a variety of materials such as paper, card board, lollipop sticks, string, pipe cleaners. Selotape, glue, blue tack, match sticks. When each group has finished I will invite the groups to predict which bridge design will be the strongest and order them from strongest to weakest. Next the groups test each bridge in turn with coins or other objects to see which one holds the most weight without collapsing
To conclude the lesson groups present their findings and discuss the shapes that work best.
There is opportunity for cross curricular integration. The children could look at the building of the Golden gate bridge or the Sydney harbour bridge.
-
Hi Bríd-Síle,
Welcome to the course. Thanks for sharing your idea on constructing bridges with the learners in your class. I like your discussion and prompt questions to allow for lots of discussion on bridges they know whether in their local area or around the world. You could also consider images of bridges in the local area to further engage the learners specific to their own local area.
I like how you have considered multiple materials for the learners, I would also consider some time for the learners to explore the materials and consider a specific plan before they get to making their bridges. They could also consider some materials from home to help them in their task also.
I like how you are allowing for critical thinking when considering the designs and predicting which would be the strongest. You could consider using specific weights or recording the weights of the coins and objects used for testing the bridge to further enhance mathematical thinking and maths skills.
It is a great opportunity for integration with other curricular areas too as you have mentioned. I hope you enjoy the other modules.
-
-
Using Local Bridges in Edenderry to Explore Engineering and Maths
I would use Edenderry and the Grand Canal as inspiration for a bridge-building STEM challenge. We have several local examples, including Downshire Bridge, George’s Bridge, Walsh Bridge, Blundell Aqueduct and Rathmore Bridge, which many of the children would be familiar with. We could look at photographs of these bridges and discuss their different designs, shapes, materials and purposes.
I have completed a similar STEM bridge challenge with my 4th Class before. Pupils worked in groups to design and build a bridge that had to span the gap between two tables. They were given limited materials and had to consider how they could make their bridge strong enough to support weight.
Maths would be naturally incorporated through measuring the span, length and width, exploring shapes and symmetry, and estimating how much weight the bridge could hold. We would then gradually add weights to each bridge, record the results and compare which designs were strongest. This would be a practical and enjoyable way of combining local history, maths, engineering, problem-solving and teamwork.
-
Task 2:
To explore engineering in our local area, I would start by showing the children the video of “What is an engineer”. There would be chat around what engineers exist and I would list local male and female engineers. We would then list some buildings and structures in the local area, it is likely that Rathfarnham Castle features on that list.
The children will be shown pictures of Rathfarnham Castle and we will chat about why buildings like this were designed the way they were. We’d look at its strong walls, shapes, symmetry, and tall windows, helping pupils notice simple engineering features. We would compose a list of questions for use on our site visit. A short walk to the castle and a sequential virtual look‑around using Google Maps would help them see the castle in its real setting. Google Maps acts as a great resource for reference when we have returned from the castle.
For the design and make project, pupils could sketch their own “mini‑castle” ideas and build small models using cardboard, blocks, or recycled materials. The mathematical element would come through measuring lengths of walls, comparing heights of towers, counting windows, and using simple shapes to plan their structure. They could estimate and record these measurements as part of a class data chart.
Children would test their models for stability and make improvements. Presenting these to other classes or having a whole school challenge would open up endless possibilities in terms of collaboration, inquiry and reflection.
-
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.
Firstly, I would use the Daly Bridge also known as the Shakey Bridge in Cork as a starting point for this lesson as it uses the children’s own environment as a starting point for learning. This is a bridge that all children would be familiar with. It is known as the shakey bridge as it moves when jumped on. Questioning would occur surrounding why this occurs. Do the children think it is a good idea, is it safe and so on.
I would then get photographs of some famous bridges from Ireland and around the world, for example the Brooklyn Bridge, the Golden Gate Bridge. We would discuss similarities and differences as a class. Questioning would occur surrounding what makes a bridge solid and safe.
I would divide the class into groups. Each group would receive a different building material. Jenga blocks, stickle bricks, Lego, and magnetic tiles. The children would work together to create a bridge. Discussion at the end of the lesson would occur surrounding what toys were best to make a bridge and why.
This lesson would promote mathematical skills as the children are using their spatial awareness when building the bridge. Tesselation could also be used by fitting the shapes into each other to create the structure for the bridge. Is the bridge symmetrical? The opportunities for integration are wide. I would also follow up with drawing and painting a famous bridge in Art. This would be a great hit as children would be particularly interested in bridges such as the Brooklyn bridge as it appears in many movies -
Using the suspension bridge in Birr Castle Demesne as inspiration, I would organise a whole-school STEM bridge-building challenge. The project would encourage every class to engage in the engineering design process by investigating, planning, creating, testing and improving a bridge appropriate to their class level.
The challenge would begin with a visit to Birr Castle Demesne, or alternatively a virtual tour and photographs if a visit was not possible. Children would observe the bridge closely, discussing its purpose, structure, materials and design features. They would then explore different bridge types, such as beam, arch, truss and suspension bridges, and consider why particular designs are suited to different environments and uses.
An integrated, cross-curricular approach would underpin the project. In the younger classes, storybooks, play-based learning and construction materials such as LEGO, blocks and loose parts would encourage children to experiment with building strong structures. Older pupils would investigate the engineering behind bridges, research famous bridges from Ireland and around the world, and use digital tools such as Tinkercad or simple bridge simulation apps to sketch and refine their designs before construction.
The mathematical learning would be differentiated across the school. Younger children would focus on shape, spatial awareness, estimating, measuring length and height using informal and standard units, and comparing the strength of different designs. Middle and senior classes would apply measurement, perimeter, scale, symmetry, angles, weight, capacity and data handling. They could test how much weight their bridge could support, record results in tables and graphs, calculate averages, and evaluate how design changes affected performance.
Throughout the project, pupils would work collaboratively in teams, using recycled and everyday materials to design, build, test and improve their bridges. They would be encouraged to view failure as part of the learning process, refining their designs based on evidence gathered during testing. The project could culminate in a whole-school “Bridge Expo,” where each class presents its bridge, explains its design choices and reflects on the mathematical thinking, engineering skills and teamwork involved. This authentic STEM challenge would foster creativity, resilience, communication and problem-solving while demonstrating how mathematics can be applied meaningfully to real-world engineering.
-
Hi Claire,
Welcome to the course and thanks for sharing your comprehensive plan for exploring bridges across all levels of the school. I like how you have planned for building toys and materials in the younger classes to incorporate digital tools in the older classes.I also like how you have consider exploring different maths concepts with the different classes also and how this can be developed from class to class so this whole project could be repeated again in a few years. I can see how this would foster everything you have outlined mathematical thinking, engineering skills and collaboration too. Such a fantastic idea, thanks for sharing, I hope you enjoy the course.
-
-
-
I really enjoyed reading your response. I like how you have adapted the bridge-building challenge for every class level, making it accessible across the whole school. Your emphasis on the engineering design process and viewing failure as part of learning is particularly valuable. I also think the idea of a whole-school Bridge Expo is a fantastic way to celebrate children’s creativity, teamwork, and STEM learning
-
-
I’d use the Presentation Brothers House and Monastery on Moorpark Street in Birr, County Offaly as inspiration for an “Arch & Truss Engineering Challenge.” In class, pupils would investigate how arches and triangular trusses distribute weight to support heavy masonry and high ceiling. Working in teams, kids would use craft sticks, cardboard, and PVA glue to design, prototype, and build their own miniature load-bearing bridge or frame inspired by the monastery. We’d then take the project outside to conduct a live weight test using water bottles or pebbles to see whose design holds the most.
This project would tie in nicely with another ongoing Creative Cluster project in our school where we studied Georgian architecture in Birr through an artistic lens.
-
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.
This project would be aimed at first/second class.
Prompt
The Uillinn Art Centre in Skibbereen is a purpose built building. It was somewhat controversial when completed due to it being about 20 meters tall and clad in Corton Steel giving it a striking reddish brown appearance which resembles rust. We would do a field trip and explore the building both inside and out. Take photos, do drawings, investigate the Corten Steel etc
Wondering
Do you like it? What makes it so different from the other buildings? Does it stand out /blend in? Why might the architect have used that steel? Could there be another reason other than colour? Doe sit protect the building in anyway? What else could have been used? How would it look with just glass/bricks? What effect might that have on being inside the building?
Exploring
As a class group we would research Corten Steel and why it is used in buildings (protects the steel under from further corrosion, no need to paint, striking appearance).
Small groups would then be asked to think about other materials that could have been used and what might happen them over time, slate/wood/blocks anything they can think of. Each group would present to rest of class.
Making
The design task would be make a miniature Uillinn with lego and clad it in materials available , card, paper, cloth, tinfoil, greaseproof , stone, grass, bamboo etc.
The material most stick and no piece of lego can be seen.-
I love this idea Hilda, its great to have unique building like this in the locality and it is a fabulous idea to incorporate it into engineering lesson plans. As you say yourself, it may not be a popular building with everyone i nthe locality and it is great to see the children being asked to think critically about the design and see beyond any negative commentary about it
-
-
-
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 use this lesson with a 1<sup>st</sup>/2<sup>nd</sup> class group.
I would start by showing the children pictures of famous bridges and then look at bridges in our own town. Ask them first if we have any, can they think of where they are? What is different about those bridges? What materials are used? Are there any other bridges that they know about?
Introduce the suspension bridge at Birr Castle Demesne through story/picture/video.
Ask the children if they know how the bridge stays up? Draw their attention to the tall stone towers….what shape are they?
At this stage, children learn best through hands-on handling of shapes and direct comparison. Inspired by the Birr Castle suspension bridge, set them a task of building a bridge out of classroom materials (2D and 3 D shapes)that you can drive a toy car across. Give them a specific distance e.g. 20 cm or 30 unifix cubes. Allow them the freedom to choose other resources too that they think might strengthen their bridge! Mathematical thinking is an integral part of this challenge with the focus on measuring length, comparing sizes, identifying shapes, and counting materials used. This activity promotes creativity, teamwork, engineering skills, and practical application of mathematical concepts in a hands on and fun and engaging manner. Motivation is high with a real and practical target of a bridge that will stay standing!
-
I am teaching in a small rural school just outside Birr so the suspension bridge in Birr Castle Demesne would be ideal to use as inspiration for a class bridge-building challenge. First, we would look at pictures of the bridge and talk about its purpose, shape, and materials etc. Pupils might work in groups to design and build a model bridge using various different materials. They would test each bridge to see how much weight it could hold and discuss how to improve their designs. Mathematical thinking would be included throughout the activity. Pupils would measure the length and height of their bridges, compare sizes, and estimate how much weight each bridge could carry etc. They might record results in simple tables, and create bar charts to compare the strongest bridges. Pupils could also explore symmetry, shapes, and problem-solving. This project would also link with Science, Art, and STEM while encouraging teamwork, creativity, and practical learning.
-
I would use the suspension bridge in Birr Castle along with a range of other local bridge designs as a stimulus for work on a bridge design project for my class.
I would use the SFI design and make framework to structure the lesson. We would identify some well-known bridges and would look at some common design features such as arches, suspension bridges, simple beam bridge etc The children we would ask the children why different designs are sometimes used in the design of a bridge? What role would the bridge play? How does this affect the bridge design? What words would you use to describe a good bridge? What characteristics. should it have? I could show them the video of the farmer from Roscommon. We could discuss what is good about his design and what limitations if any there would be to his design (not able to pass under it with a boat, not wide enough for farm machinery etc)
We could use two sheets of paper and some books to try out some of the simpler design concepts. E.g. what effect does outing the arch under the sheet of paper have?
After agreeing a class requirement specification for the bridge, pupils will then discuss the design they want to create and will work together to use recycled materials to make a model of the bridge. They must work together to figure out how to join all of their materials together.
Integrating with maths, we would look at the different shapes that may be used. We could explore how much weight the bridge should support, the length required for the bridge etc.
When all designs are complete then we would test each solution. Pupils will be encouraged to reflect on the effectiveness of their design. -
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!-
Hi Serena
It is great that you have so many different types of bridge in your local area to use as inspiration, all serving different purposes. This is great for starting a discussion on the uses of bridges and helping to set the criteria for your class engineering project. I love the idea of using the picture books as inspiration too. Tying in the research project on bridges will also round out the lesson.
-
-
-
-
For this module, I have chosen the make your own bridge activity and have adapted it for the infant classes. My school is very fortunately located close to Broombridge where Sir William Rowan Hamilton famously wrote his formula for quaternions. Although the concept is far beyond the infant class levels, they are aware of the famous mathematician, physicist and astronomer who lived up the road in Dunsink Observatory. As part of the lesson, the children would look at photos of local bridges, take a class trip to visit the famous Broombridge and investigate the shape and hypothesise why it was necessary to build. On returning to the classroom the children could design their own bridge on paper in groups. They will then try to recreate the bridge using classroom toys such as Lego, duplo, wooden blocks, mala and lollypop sticks or magnetic tiles. Maths skills could be incorporated into the lesson by looking at how many sticks were used or how tall is your bridge or how many Lego figures can walk across? The children could then have fun evaluating their bridge by using a lego figure or small car to test its durability and structure.
-
Using the suspension bridge in Birr Castle Demesne as inspiration, I would plan a hands-on STEM bridge challenge for 1st class where pupils design and build a bridge to hold a small toy or weight. We live very close to JOhnstown Castle and a visit to this would help the children to see a bridge in real life setting. We would begin by exploring the bridges in Johnstown Castle and discussing its features, such as cables, towers and the deck, linking this to Birr Castle.
Children would follow a simple design process: Ask, Imagine, Plan and Create. In groups, they would draw their ideas and then build using materials like lollipop sticks, straws, string and cardboard. After construction, each bridge would be tested for strength and after this, based on discussions an improved versions could be constructed.
Mathematical thinking would be key. Pupils would measure in centimetres, compare and estimate sizes, and use 2D and 3D shapes in their designs. They would count materials used, solve simple addition and subtraction problems, and record how much weight each bridge holds. Results could be shown using pictograms or simple bar charts. Pupils would also use mathematical language such as longer, shorter, heavier and lighter when discussing their work.
This activity develops problem-solving, collaboration and early mathematical reasoning in a fun, meaningful context.
-
One engineering structure that would make an excellent focus for a classroom project is the Hook Lighthouse in County Wexford. As one of the oldest operational lighthouses in the world, it provides a real-life example of how engineering, design, and problem-solving have been used for centuries to keep people safe at sea.
With my 5th class, I would begin by exploring the history and purpose of the lighthouse using photographs, videos, and maps. We would discuss how its design has enabled it to withstand strong winds, storms, and coastal erosion for over 800 years. Children would investigate the materials used in its construction and the engineering principles behind its stability.
As a STEM challenge, children would work in small groups to design and build their own model lighthouse using recycled materials such as cardboard, paper, and wooden sticks. They could test their structures for strength and stability by using a fan to simulate strong winds. Children would then evaluate and improve their designs before presenting their models to the class.
This project would integrate Science, Engineering, Geography, Mathematics, and Visual Arts while also supporting our Digital Learning Plan through online research, digital design sketches, and presentations. It would encourage creativity, collaboration, and problem-solving while helping children appreciate the engineering heritage of County Wexford.
-
Hi Ciara,
I really like how you have connected the Hook Lighthouse to a practical STEM challenge. The wind testing activity would be a great way for pupils to apply their understanding of strength and stability while developing problem solving, communication and teamwork skills. I also like the strong cross-curricular links, particularly the use of Visual Arts and digital technology.
-
-
I teach Junior & Senior Infants in a school close to Birr Castle. I would organise a STEM challenge where the children work in small groups to design and build a bridge inspired by the suspension bridge in Birr Castle Demesne. We would begin by looking at photographs of different bridges and discussing their purpose, shape and the materials used to build them. The children would then explore a range of construction materials such as blocks, cardboard, lollipop sticks, recycled materials and playdough before planning and building their own bridges. To integrate maths throughout the activity, the children would estimate and compare the lengths and heights of their bridges using informal units such as cubes or hands and use mathematical language including longer, shorter, taller, wider, heavier and lighter. They could count the number of materials used, identify and describe 2D and 3D shapes within their designs, and investigate which bridge could hold the most toy cars or small weights. This would encourage prediction, problem-solving and simple data handling by recording results using pictograms or tally charts.
The challenge would integrate STEM, Mathematics, Science, Visual Arts and Oral Language while promoting teamwork and creativity. At the end of the project, each group would present their bridge to the class, explaining how they built it and what they might improve next time.
-
-
An example of engineering in Athy is the Grand Canal and River Barrow navigation, including the historic canal locks, stone bridges and horse bridge. These structures were built in the late 18th and early 19th centuries to allow boats to transport goods across Ireland. The canal system demonstrates excellent examples of civil engineering, using locks to raise and lower boats between different water levels.
In the classroom, the children could make their own bridges, draw, design and construct them using a variety of different materials. A stem activity that they can relate to in their locality. I would also bring the children on a walk and we would look and explore and investigate the locks on how they operate and about what the purpose of their function is. By doing this project we will also demonstrate how engineering can solve practical transport challenges while becoming an important part of the town’s heritage.-
I enjoyed reading about your interest in canals and locks, as it is something I can easily relate to. Living in Kilcock, the Royal Canal, heritage bridge and lock chamber are an important part of our local community and provide an excellent example of engineering that can inspire meaningful, place-based STEM learning.
-
Hi Edel
I would love to research and learn more about the canals and so you have inspired me to do this.
I look forward to reading about Athy, the river barrow and the Grand Canal and especially reading about the tone bridge and horse bridge
My Senior Infants would love to know about all this!!
Thank you
-
the Grand Canal would be a lovely focus for this task, especially for the older children. There are so many man-made aspects. The canal itself, the locks and many bridges that cross over it. They why were canals created, what was their purpose and how did people travel on them. The bardge is another engineering wonder that a class could study.
This topic would link in really well with history, geography and English lessons. There is so much scope as to what you could focus on and it would all be based on a local and well known landmark in Athy.
-
-
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 have chosen to look at the nineteen arches bridge in a nearby town of Arklow. This bridge will serve as a great prompt for the children as I am sure they know it due to it being the bridge you cross to go to the local shopping centre. It will act as a prompt to look at the design features, types of bridges and any other bridges that we can find that have similar design. This bridge is very topical at the moment as there is discussion of a new bridge being built due to the existing one not being able to cater for the traffic flow in the town. This would lead on nicely to the children undertaking the project of designing and building a new bridge for the town and presenting their project to a local engineer from the council. I think picking somewhere the children are familiar with really helps them engage in the content and makes it more relevant to them.
-
Planning a Bridge Design Challenge – 6th Class
As our school is located in Celbridge, I would use the historic six-arch bridge over the River Liffey as the starting point for this STEM challenge. Many pupils cross this bridge every day on their way to and from school, making it a meaningful context for learning. We would begin with a class discussion by asking pupils what they notice about the bridge. Is it busy at certain times of the day? Why do traffic jams happen? Why do they think there have been plans for many years to build another bridge? This discussion would help pupils understand that engineers design structures to solve real-life problems.
Next, we would investigate different types of bridges, including arch, beam, truss and suspension bridges. Pupils would compare the advantages and disadvantages of each type. We would discuss why the existing bridge has six arches and how arches make bridges strong. Pupils would then think about whether another arch bridge or a more modern design might be a better option for Celbridge, explaining the reasons for their choice.
Working in small groups, pupils would design and build a model of a second bridge for Celbridge using materials such as lollipop sticks, card, string and masking tape. Before building, each group would draw a labelled plan of their bridge and explain why they chose that particular design.
Mathematics would be integrated throughout the challenge. Pupils would measure the width of a model river, estimate and measure the materials they needed, and build their bridge to given dimensions. They would explore how shapes, particularly triangles and arches, can make a structure stronger. Once the bridges were completed, each group would test their design by gradually adding weights to see how much it could hold.
The results would be recorded in a table and displayed using a bar chart. Pupils would compare the performance of the different bridges and discuss why some designs were stronger than others. They could also consider which bridge would be the best choice for Celbridge, taking into account strength, safety, traffic flow and appearance.
To conclude the activity, each group would present its bridge to the class, explaining the mathematical thinking behind the design and suggesting one improvement they would make after testing. This real-life challenge would encourage collaboration, problem-solving and critical thinking while helping pupils see how mathematics can be used to solve problems in their own community. -
- 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 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 Bruff.
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
-
-
What a lovely idea, especially as the two bridges are such an important and familiar part of the local area. I really like the idea of taking the children on a walk to see and compare the bridges firsthand and using the iPads to photograph what they observe. Recreating the double bridges using blocks or Lego would be a great hands-on way for the children to explore strength, structure and engineering through play. Testing their bridges with toy cars would also add a fun problem-solving element. There are fantastic opportunities for cross-curricular learning here, particularly through Maths, History, Literacy, Gaeilge and Art. The strong local connection would make the learning especially meaningful and engaging for the children.
-
Using the Samuel Beckett Bridge as inspiration, I would plan a whole-class bridge-building challenge where pupils work in small groups to design and construct a bridge using recyclable materials such as cardboard, lollipop sticks, straws and tape. We would begin by exploring images of the bridge, discussing its purpose, shape and key features. Pupils would sketch their ideas before building and testing their designs to see how much weight they could hold.
Mathematical thinking would be integrated throughout the activity. Pupils would measure and compare the length, height and width of their bridges using appropriate units. They would estimate and record how many materials they need, identify 2D and 3D shapes within their designs, and use problem-solving skills to improve stability. Older pupils could collect and display results in tables or graphs after testing the bridges. This activity encourages collaboration, creativity and engineering skills while providing meaningful opportunities to apply mathematical concepts in a real-world context.
-
Using the Rose Fitzgerald Kennedy Bridge as an example, I will describe how I would plan a whole school challenge to design and make a bridge. Materials needed would be craft sticks or wooden skewers, string, cardboard tubes and masking tape or PVA glue. Firstly I would allow the children to explore the materials and help each other design and make their own bridge or a replica of the Rose Fitzgerald Kennedy Bridge after we learn about it and visit the bridge. It would be important to allow the children time to explore their own designs and what would structurally work best. This could be integrated with maths particularly in shape and space where the children can identify shapes. Measurement would also be a prominent topic as the children would be measuring heights in centimetres. Dara might also feature when exploring the design of the whole project. Financial projects and planning for the project would also be included.
-
-
• 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.
Last year, we completed a STEM bridge project with our class and it was a great experience. We began by looking at different bridges online, including the suspension bridge in Birr Castle Demesne. We then walked around our village to look at local bridges and discuss their designs.
A highlight of the project was when one of our pupils’ fathers, who is an engineer, came into the classroom to talk to the children about bridge design. This made the learning real and exciting for the pupils.
The children worked in groups to design and build their own bridges. They used maths skills such as measuring, estimating, comparing sizes and testing weight. They learned about balance, strength and how designs can be improved. The project encouraged teamwork, creativity and problem-solving while showing children how maths and engineering are used in real life. -
-
<span style=”font-family: ‘Comic Sans MS’;”>A local well known structure near our school is The Wooden Bridge in Clontarf, North Dublin. It is beautifully designed and only made for one-way traffic done on a stop-go system out to Dollymount beach or Bull Island. For a Junior Infant Make and Do or STEM project I would use this local wooden bridge in Clontarf as inspiration. I would show children photographs of the bridge, look it up on Google Maps and discuss its purpose and allow the children to discuss a time when they crossed or saw the wooden bridge. This would lead into a discussion as to why bridges are important. What materials we can use to create a bridge and how they help people cross over bodies of water, uneven ground or by-pass cities. </span>
<span style=”font-family: ‘Comic Sans MS’;”>We would go on an outdoor walk around the school and look for places where a bridge might be needed such as over a large puddle, a flowerbed or I would create an imaginary river. </span>
<span style=”font-family: ‘Comic Sans MS’;”>Working in small groups the children could create and design a bridge using natural materials such as twigs, branches, leaves, rocks, etc. I may even include recycled materials such as cardboard tubes, plastic tubes, straws, etc. The focus would be exploring and trial and error. </span>
<span style=”font-family: ‘Comic Sans MS’;”>To conclude we could test the bridge with mini figures, farm animals or whatever resources are handy. We would discuss what worked well and what didn’t work. </span>
-
Inspired by the suspension bridge in Birr Castle Demesne, I would plan a class bridge design challenge where pupils work in small groups to design and construct a model bridge using limited materials such as paper, card, string and wooden pop or lollipop sticks. The challenge would begin with investigating different bridge types and discussing how shape, balance and materials affect strength. Pupils would be shown pics on the IWB of different bridges across the country before discussing each one. Pupils would then sketch designs, label measurements and predict how much weight their bridges could hold before testing them.
Mathematical thinking would be integrated throughout by measuring length, height and width or material quantities and comparing the weight each bridge can support. I teach 6th class so pupils could explore symmetry, 2D and 3D shapes, angles, area, perimeter and data by recording test results in tables and graphs. The activity would develop problem-solving, teamwork and real-world mathematical application through hands on work.
-
-
As I am from Limerick, I would use the engineering and design of the River Shannon bridges as inspiration for a classroom engineering project. I would introduce pupils to local structures such as the bridges in Limerick city and discuss how engineers design them to be strong, stable and able to support weight. Pupils would investigate different bridge designs by examining photographs and discussing the materials and shapes used. Working in groups, they would take on the role of engineers and design and build their own model bridge using materials such as lollipop sticks, cardboard and paper. They would predict which designs would be strongest, test their bridges by adding weights and reflect on how they could improve their structures. This project would encourage problem-solving, creativity, teamwork and STEM skills while helping pupils make connections between engineering concepts and the world around them in their local community.
-
A fellow Shannonsider! Hope you found the module interesting. As I mentioned, plenty of bridges to choose from in Limerick as inspiration!
I like how you have connected the activity to the local area, Grainne, as using familiar structures makes the learning more meaningful for pupils. The idea of children taking on the role of engineers is a great way to encourage creativity and problem-solving. I also think the testing and reflection stage is important, as it allows children to learn from their designs and make improvements based on their findings.
Well done
-
-
Being from Limerick, I would use “The Living Bridge” at Universtiy of Limerick as inspiration. I would organise a STEM bridge-building challenge where pupils design and create their own bridge using a range of materials such as lollipop sticks, cardboard, string and recycled materials. The lesson would begin by exploring different types of bridges (lots to choose from in Limerick) and discussing the purpose, design features and how structures are built to support weight. Pupils would work collaboratively to plan, build, test and improve their designs. Mathematical thinking would be indirectly incorporated throughout the process. Younger pupils could focus on measuring length and height, identifying 2D and 3D shapes, comparing sizes and counting materials used. Older pupils could explore concepts such as symmetry, scale, estimation, budgeting and weight distribution. Pupils could test how much weight their bridges can hold and use their findings to modify their designs. This challenge would encourage creativity, teamwork, problem-solving and the practical application of maths in a meaningful context. Most importantly, it caters to and appeals to all levels and abilities.
-
Hi Kevin
I had to look up the Living Bridge there as I had never heard of it. What a lovely inspiration for a bridge building project as it is designed to perform many functions rather than just crossing the river, providing pedestrians with an opportunity to rest and view the landscape of the River shannon and its islands. Using this bridge as an example, as well as the many other different bridges in Limerick introduces the concept that engineering can be about form as well as function. As you have said, bridge building is a fantastic Engineering and Maths activity for all ages and abilities but there is also the possibilty of introducing design software for older classes and the option of widening the project to think about incorportating the needs of local wildlife into design projects.
-
-
-
I think using the Dungarvan Bridge over the River Colligan as inspiration would provide a meaningful starting point for a STEM design challenge with my class. I would begin by bringing pupils to observe the bridge and discuss its purpose, materials, structure and the engineering decisions involved in its design. Pupils could investigate questions such as why arches, supports and particular materials are used and how the bridge remains stable.
Back in the classroom, pupils would work in groups to design and build their own bridge using a range of materials. Mathematical thinking could be developed through measuring, comparing lengths, calculating dimensions, exploring symmetry and 2D/3D shapes, and testing how much weight each bridge can hold. Pupils could record results and use data to improve their designs. This project would encourage creativity, collaboration and problem-solving while showing pupils how STEM is connected to structures they encounter in their own community.
-
-
When writing an answer for this assignment I was thinking about my students and trying to make this as practical and ‘real’ for them as possible. So I thought it best to concentrate on areas or places around town that we visit on a regular basis. I decided that the local park in Mullingar might provide some inspiration. Inspired by the central pond layout of Mullingar Town Park, I decided that we could design a secure, sensory-friendly school pond. We could make a (very!!) small looped walking path and quiet sensory break spots such as a bench for our ASD students and we could include tactile elements like smooth stepping stones, metal chimes, or grasses that make gentle sounds. Like the pond in the town park we would like wild-life to use our water feature. For us that would mean attracting frogs, dragonflies, birds and other pollinators using log piles, native wildflowers, bird boxes and bird feeders.
-
Hi James,
Welcome to the course.
This sounds like a really thoughtful and meaningful project, especially as it is inspired by a familiar local place that your pupils already know.
I really like how you have adapted the idea into something suitable for your own school setting. The sensory-friendly element is particularly strong, as it is both inclusive and provides real world change and agency for the students. It also shows clearly how STEM design can respond to the needs of real users.
There are lovely biodiversity links too, with ideas such as native wildflowers, log piles, bird boxes and feeders to attract frogs, dragonflies, birds and pollinators. Pupils could also take part in mapping the space, choosing materials, observing wildlife and recording how the habitat changes over time.
Best of luck with it, and hope you enjoy the rest of the course.
-
-
-
I would organise a class design and make challenge where pupils work in teams to design, build, and test a model bridge using recycled materials. Following the Curious Minds and ESERO inquiry process, pupils would investigate bridge designs, sketch plans, predict outcomes, build prototypes, and evaluate their designs based on strength and stability. Mathematical thinking would be embedded throughout the project. Younger pupils would measure lengths, compare sizes, and identify 2D and 3D shapes, while older pupils would calculate spans, explore symmetry, angles, scale, perimeter, and weight distribution. Pupils would record measurements, interpret results, and present findings using tables and graphs. This cross-curricular project would integrate Science, Maths, Engineering, and Art, while promoting collaboration, creativity, problem-solving, and resilience through hands-on, inquiry-based learning.
-
I will talk to the children about bridges and their purpose. We will discuss how engineers would go about designing and building a bridge. What are the factors to take into account. I will show the children pictures of Sarsfield’s bridge in Limerick which is local to our school. We could even plan a class trip to see the bridge and the surrounding areas of King John’s Castle etc. The children could sketch a picture of the bridge in their copies. I will then divide the children into groups and give them some building materials e.g. cardboard, blocks, lego pieces, straws, lollipop sticks etc. Each group will construct a bridge modelled on Sarsfields bridge. I will instruct them to make the bridge as secure as possible being able to hold 2 toy cars at a time. When the constructions are complete the different groups can predict what bridge design they think will be the strongest. Each bridge will be tested in turn to see can it hold the weight of the toy cars. The groups will talk through their design indicating why they chose certain materials over others etc. All bridges will be displayed in the classroom.
-
I think the way you have included local landmarks to use as a basis on discussion and discovery is really relevant to the children. They can see the level of engineering and construction on their doorstep, where otherwise the could have taken it for granted. Bringing it back to their level using toys to travel across a bridge would make it enjoyable and fun while still raising an awareness of their locality and engineering in everyday life.
-
-
I am teaching in Edenderry. I think the Blundell Aqueduct near Edenderry would be an excellent source of inspiration for a classroom Design and Make project. The aqueduct is an important local engineering feature on the Grand Canal. It carries the canal over the Edenderry to Rathangan road, demonstrating how clever design can solve problems by allowing water and transport routes to cross. Using it as inspiration would help children learn about engineering, local history, and the natural environment.
We would begin by looking at the aqueduct, either in person or using photographs. We would discuss the various features a bridge like this would require. We would question how we can make the bridge strong and sturdy. How can we make the bridge waterproof? How can we ensure the bridge is wide enough to allow barges to cross it and vehicles to pass under it? Children would then design and test their own bridges and water channels, helping them develop problem-solving, teamwork, and creative thinking skills.
Using the Blundell Aqueduct as inspiration would create a stimulating learning environment that celebrates a unique local engineering achievement while encouraging curiosity, creativity, and hands-on learning.
-
The suspension bridge in Birr Castle Dimense is such a wonderful starter for a lesson on bridge building. As a whole school challenge each class could research bridges in our locality and bridges around the world as projects within teams/classes or groups. These projects would serve as the inpsiration for our own bridge construction challenges. The younger classes would enjoy having projects completed by the older classes presented to them as their inspirations.
looking again at Birr Castle suspension bridge we would start the wonderings….how was it built?, what was it over? how was it given stength? what could i use to make a suspension bridge of my own? how could I strengthen my bridge? What does my bridge need to support? How will it achieve this? Will I use paper, card, toilet rolls or other resources? how can we connect the bridge to a road?
Having wondering and thought about their design, each class or group could draw a plan of their proposed bridge.
And now we are off, constructing, engineering and testing our designs.
Having tested the designs it is time to evaluate the success or suggested improvements needed as well as evaluating their experiences of being engineers. -
A bridge in my locality that always is a point of discussion is Daly’s Bridge, or more fondly know as The Shakey Bridge in Cork. It is a suspension bridge and has been colloquially knows as being shaky as when you walk or jump across it, it has a notable shake. I often use this to start a discussion about the positive and negative aspects of a bridge being flexible- bending in high winds, allowing for expansion and contraction in extreme weather, etc. I would start a lesson by showing the children the Shakey bridge and then the bridge in Birr Castle Demesne. They could compare the two. We then would talk about building a bridge across the local river using different materials. The children would be allowed to use whatever material they have to hand- lego, bricks, cardboard, recyclable materials. They would be encouraged to use strong shapes like triangles and arches to support. The discussion would be steered away from suspension bridges to other types- then I would show them the video of the farmer in Roscommon who build a bridge to access the island on his farm. The mathematical concepts needed would be measure, computation, problem solving, shape and space and estimating. To conclude I would like for the children in their groups to present their bridges and to explain their process. The criteria would be listed and with each successful element complete they could compare successful results without being right or wrong- showing there could be many outcomes from a challenge.
-
-
Using Birr Castle Demesne as inspiration, a lesson I would plan for 3<sup>rd</sup> and 4<sup>th</sup> class pupils would be to design a bridge that can span a gap as wide as possible and carry a given weight, without collapsing. The class would be divided into groups of mixed ability levels. We would being by looking at and discussing Birr Castle Demesne bridge, as a whole class. Here is where we will identify the features of the bridge that make it strong.
Each group would then be given a choice of the same materials and allowed time to try and test various bridges that scan a gap of a given cm range. Once happy with their design, they will then draw and build the bridge using the materials. Each group will then test their bridges and record their results of how much weight it can hold. Each group will discuss others designs and what makes them strong.
To integrate maths, the groups will then compare the difference between the different bridges based on how much weight each bridge can hold. This will link with Measures and Weight, and Number for their calculations. If time allows, they would then record their calculation findings on a graph.
-
Describe how you would plan a class or whole school challenge to design and make a bridge. Describe how would you integrate mathematical thinking and Investigate how materials may be used in construction a incorporate maths skills appropriate to your class level.
In the planning stage, I would look up Curious Minds booklets and info on building bridges from the Engineer week booklet.
Firstly, I would do a KWL chart with the children to explore their prior knowledge and existing knowledge of bridges. We would talk about local bridges, the bridges at Birr castle and also famous landmark bridges e.g. bridge of peace, Drogheda, The Golden Gate bridge in San Francisco.
In small groups we would go through the idea of the process and the journey as opposed to focusing on the end product.
We would undertake the steps of prompting, wondering, exploring, planning, making and evaluating.
Whole class would then come together from their small groups and work on investigating properties of materials.
The class would draw up their plans and collect recyclable material at home for making their bridges in class, and also promote our ‘green’ recycling ethos throughout the school.
The children are given a brief and work on their project both in school and at home and help always available.
Children research different bridges and bring this back to our discussion at the start of the challenge as we did our KWL chart.
Some children may choose, lego, polydrons, wooden blocks, cardboard to construct their bridges, other children use Minecraft software to create theirs.
We would investigate how materials to build bridges may be used in construction and their different properties. We will focus on mathematical skills of reasoning, questioning, logical reasoning, problem solving, number sense, pattern recognition to name a few.
There will be a Special Bridge day where the children display their creations and the school community will be invited in, we will self reflect and self evaluate.
-
Hi Catherine,
This sounds like a fantastic bridge-building project with a very strong inquiry and design focus. I really like how you would begin with a KWL chart and connect the learning to local bridges, the bridges at Birr Castle and well-known landmark bridges. This would help pupils see engineering as something connected to both their own locality and the wider world.
The emphasis on the process rather than just the final product is excellent. Prompting, wondering, exploring, planning, making and evaluating really supports pupils to think and work like engineers. I also like how pupils would investigate material properties before designing, as this gives them a strong scientific basis for their choices.
The variety of construction options, including recyclable materials, Lego, polydrons, wooden blocks and Minecraft, is a great example of differentiation and Universal Design for Learning. Your ‘Special Bridge Day’ would be a lovely way to celebrate learning, reflection and sharing with the school community.
You could also include a fair test element, such as measuring which bridge can hold the most weight or span the widest gap.
Thanks and hope you enjoy the course.
-
-
I would incorporate this class or whole-school challenge into Engineers Week, using Youghal Bridge as a local connection. To introduce the lesson, children would brainstorm bridges they know and discuss the purpose and features of Youghal Bridge. We would explore different types of bridges, the materials used to construct them, and the advantages and disadvantages of various designs. Children would also learn about the role of engineers through Crash Course Kids videos and identify which engineers might be involved in designing and building a bridge. Using Curious Minds resources, pupils would investigate features that make bridges strong and stable. Working in groups, they would plan, design and construct a bridge to span a set distance using equal amounts of materials. Maths would be integrated through measuring lengths and angles, investigating shapes and estimating weight capacity. Bridges would be tested using 20c coins, with results recorded and graphed. Pupils would then compare designs and suggest improvements.
-
-
I would use the suspension bridge in Birr Castle Demesne as inspiration for a whole‑class bridge challenge. First, we would look at photos of the bridge and talk about what makes it strong. I would ask the children to notice the cables, the shape and how the bridge spreads weight. This helps them think like young engineers and connects to in a real place they know.
Next, we would plan our own bridge project. Children would sketch simple ideas and choose materials like cardboard, string, sticks or recycled items. I would guide them to measure lengths, compare heights and think about balance. They would test different shapes to see which holds more weight. This brings in through counting, measuring, estimating and recording results.
At the end, groups would present their bridges and explain what worked well. This supports teamwork, problem solving and maths skills in a practical way.
-
I really like the idea of using the Birr Castle bridge as a starting point, as it gives the children a real example to look at. The hands-on building and testing would make maths more enjoyable, especially with measuring, counting and comparing. I also think getting the children to explain their designs would help build their confidence and problem-solving skills.
-
-
Using the suspension bridge in Birr Castle Demesne as inspiration, I would introduce the challenge by exploring photographs of the bridge and discussing its purpose, structure and design. I would use an image of the suspension bridge and/or a visit to Birr Castle Demense as a prompt for this engineering challenge. I would then ask the children, how do you think this bridge was built? Could we build a bridge strong enough to support a load of x blocks. This would create an authentic engineering problem with opportunities for creativity, collaboration, testing and redesign.
Working in small groups, pupils would first investigate different types of bridges and identify features such as supports, beams, cables and triangular structures. Each group would then sketch and label a design before deciding what materials they will need. Using accessible materials – such as lolly sticks, straws, paper, string, Lego and cardboard – pupils would construct their bridges. The bridges could then be tested using pencils, unifix cubes or coins, with pupils recording how much each structure can support before it fails. Groups could evaluate their designs and make improvements.
Mathematical thinking would be central to the challenge. For 3rd and 4th Class, pupils could measure the bridge span and the length of materials using standard units, estimate before measuring, and calculate perimeter and simple areas where appropriate. They could explore 2-D shapes, angles, symmetry and lines, particularly how triangles and other shapes can strengthen structures. Pupils could also collect and represent test results using tables, tallies, bar charts and graphs, compare weights and measurements, and solve problems involving addition, subtraction, multiplication and division.
The challenge could possibly culminate in a whole-school “Bridge Building Challenge”, where classes present their designs, explain the mathematical thinking behind them and reflect on how they could improve their structures.
-
-
• 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.
A local bridge in our area is Lissen Hall Bridge. Description: Five-arch random rubble road bridge over river, c.1760, with triangular cut waters to upstream side. Possibly incorporating fabric of pre-1600 bridge. The class would go visit the bridge to take photos and survey the materials the bridge is made from.
Teacher will ensure clear photos and videos are taken for reference.
On returning to the classroom the class will discuss trigger questions such as what is a bridge? What types of materials are bridges made from? • What makes a good bridge? • What types of bridges are there? Can you name any? • Do you know of any famous bridges around the world? What type of bridges are they? • Are there any bridges near where you live or go to school? • What shapes are used in bridge construction?
Children will look at pictures of different bridges – especially local and international ones – Ward River Valley Bridge, Swords Estuary Bridge, O’Connell Bridge, Golden Gate Bridge, carrick-a-rede bridge.
Children should then be allowed to playfully explore using lego, stickle bricks, wooden blocks, straws and jaggo blocks to create bridges for lego people. The class should reflect/present on this process.
During the next lesson – we will reflect on what we learned during playful experience. Then we will discuss/reflect on Does the design of the bridge affect its strength? Discuss with the class how they might test the strength of a paper bridge.
The class will break into groups and use boxes to create a ‘bank’ for a river – then they will use a4 pieces of paper to create a bridge. When the bridges are created we will test them to see how many lego people the bridge can hold. The results will be recorded with the group name and a bar chart.
In the 3rd lesson the class will review what they have learned so far. They will then design the bridge they will create on paper. The bridge may be any size but must hold 2 hot wheel cars. Children will conference with teacher and present design to the class.
In the 4h-5th lesson children will bring in materials from home to create the bridge. Bridges will be tested and readjusted if necessary. Bridges will be demonstrated and displayed for younger classes.
Taking next step – the class can look at what impact climate change has had on bridges – flooding and wildfires.
-
-
I would use the bridge over the River Blackwater in Mallow, Cork, as inspiration for a class bridge-building challenge. I would begin by showing the children pictures of the bridge and talking about what bridges are used for and why they need to be strong. We could discuss the different parts of a bridge and what makes it stable. The children could then work in small groups to design and build their own bridge using materials such as lollipop sticks, cardboard, paper cups and blocks. They could test their bridges by seeing how many toy cars or small weights they can hold. Maths could be included throughout the activity. Depending on the class level, children could count and compare materials, measure the length and height of their bridges, explore 2D and 3D shapes, and use simple addition and subtraction. Older pupils could record measurements and compare which bridge held the most weight.
This would make maths practical, creative and fun. -
For a bridge design challenge, I would use the suspension bridge in Birr Castle Demesne as inspiration, as well as a local bridge that connects the island walk to the park. I would begin by discussing what makes a bridge strong and looking at different bridge shapes and materials. The children could then work in small groups to design their own bridge using recyclable materials such as cardboard, lolly sticks, string and paper. They would first draw their plan and decide what materials they need before building it. This would encourage teamwork, creativity and problem solving.
Maths could be included by measuring the length and width of their bridge and comparing the different designs. For Senior Infants, I would focus on simple measuring, counting, comparing lengths and recognising 2-D and 3-D shapes. The children could test how much weight their bridges can hold using small objects and record the results. Afterwards, we would discuss what worked well, what didnt and how they could improve their designs.
-
I would use the suspension bridge in Birr Castle Demesne to do a bridge-building challenge with the class. We could start by looking at some pictures of the bridge and talking about what makes a bridge strong. The children could then work in groups to design and make their own bridge using simple materials such as straws, lolly sticks and cardboard.
We could bring Maths into the activity by measuring the bridges and looking at shapes and angles. The children could test how much weight their bridge can hold and record the results. Afterwards, we could compare the different bridges and talk about what worked and what could be improved. I think this would be a nice practical activity that would combine Maths, Science and STEM while also encouraging the children to work together and solve problems.
-
I would begin by showing the class photographs of the suspension bridge in Birr Castle Demesne and discussing its purpose, structure and the materials used. I would then set a challenge for groups to design and build a bridge that can span a set distance and hold a given weight. Children could work in teams, using materials such as lolly sticks, straws, string, cardboard and tape. I have 4th class this year so this activity would provide lots of opportunities for the children to explore 2D shapes, 3D shapes, angles, symmetry and parallel lines when creating their designs. They would record the weight their bridge holds in a table and create a bar chart to compare results between groups. Finally, the children could test if their bridges can hold a particular weight. The children could then reflect on their design and decide what worked well and what they would change if they were to build another bridge.
-
Hi Aimee,
This sounds like a really strong design-and-make project, and I love that you would use the suspension bridge in Birr Castle Demesne as the inspiration. Beginning with photographs of a familiar local structure would help pupils connect engineering with something real in their own environment.
The challenge to design and build a bridge that can span a set distance and hold a given weight is a great way to bring STEM learning together. There are lovely links with Science through exploring materials and forces, Engineering through designing and testing, and Maths through 2D and 3D shapes, angles, symmetry, parallel lines, tables and bar charts.
I also like the emphasis on reflection at the end. Asking pupils to consider what worked well and what they would change next time really supports problem-solving and engineering thinking. You could also encourage groups to compare which design features helped the strongest bridges succeed.
Hope you enjoyed the course.
-
-
I think this would work really well as a hands-on STEM challenge. I would begin by showing the children a picture or video of the suspension bridge in Birr Castle Demesne and discussing what makes a bridge strong and why different types of bridges are designed in different ways. I would then set the challenge of designing and building their own bridge using a selection of materials such as lollipop sticks, paper, string, cardboard, spaghetti, marshmallows etc. I would encourage the children to work in small groups, draw a plan first and then test and improve their designs. I would also introduce some friendly competition, such as seeing which bridge can hold the most weight or span the greatest distance. Maths could be included throughout the challenge by measuring the length and height of the bridges, comparing distances and calculating how much material is needed. The children could also work with 2D shapes, symmetry, estimation, data and simple problem-solving. This would allow the Maths to have a real purpose within the STEM activity.
-
Wondering: We would begin by looking at Engineering and I would show them the video of what an engineer is. I would inform the children that they are to become Civil Engineers. We would look at a selection of photos of bridges, Birr Demesne Rope Bridge, the Golden Gate Bridge in San Francisco and pictures of our local Bridges crossing the River Nenagh. I would show the Video clip of the Farmer who needed to build a bridge over the River Suck to relocate his animals. We would use our familiar story of ‘The Three Billy Goats Gruff’.
Explore: What is it that we are going to design and why? What problem are we solving?
I will set the Challenge that the children need to design and make a bridge that spans a river, high enough for a toy boat to pass under and able to support the weight of 3 plastic farm animals.
Plan: Brainstorm Session. What are our criteria? Who is it for? How big does it need to be? What materials are we going to use? Sketch: Draw and make a plan of how we will make it.
Make: Build it! Make it! Or Model it! Recyclables, Lego bricks or Duplo blocks, Play-Doh etc.
Evaluate: Start with a positive focus. Does it fulfil its purpose? What have I learned? Would I change anything? Are you happy with it?
Maths link: 2 D shape, 3 D shape, lines and angles formed, lines of symmetry, height of our bridge- can toy boat pass under, weight of the plastic animals it supported, could it have supported additional weight, measure span of the bridge etc.
Outdoor exploration: Visit to the local bridge and enjoy a nature walk and explore the local flora and fauna enroute. Linkage to Art: pencil sketch the bridge. I.T: use the iPad to photograph the bridge. Mindfulness: The sights and sounds of nature around us. What can we hear? What can we feel? See? Smell? etc. -
Engineering Project: The Wonderful Barn, Leixlip
I would use The Wonderful Barn in Leixlip as inspiration for a First Class Design and Make project. The Wonderful Barn was built in 1743 and was originally used as a grain store. The building project was undertaken by the Conolly family to provide employment in the area after the Famine. Its unusual cone shape, five storeys and spiral staircase make it an interesting local example of engineering and design.
First Class children could explore photographs of the Barn and discuss its shape, materials, height and how they think it stays standing. They could then work in small groups to design and build their own “Wonderful Barn” model using materials of their choice.
The children could experiment with different shapes and structures, testing which designs are strongest and which can stand the tallest. They could draw their design first, build it, test it and then make improvements. To incorporate technology children could use scratch to design their Wonderful Barn or use sketch lab to animate their Wonderful Barn. Children would also be asked to find a modern purpose for their Wonderful Barns. This would incorporate science (materials and forces), maths (shape, height and measurement), engineering, technology, history (Conolly family and their provision of work for local people) art and English, while also helping children appreciate an important piece of local heritage.-
I really like the idea of using a local landmark such as The Wonderful Barn to inspire an engineering project. It would make the learning meaningful for the children while also helping them appreciate their local history and heritage. The opportunity to design, build, test and improve their structures would develop great problem-solving and teamwork skills. I also like how you have integrated technology through Scratch or Sketch Lab, as this adds another creative dimension to the project. The cross-curricular links with Science, Maths, History, Art and English are particularly strong
-
-
I would use the Carrick-a-Rede Rope Bridge as a real-life example of a suspension bridge. I chose this bridge because I have visited it several times and have my own photographs from these trips. I think using personal photographs will make the lesson more meaningful and encourage the children to engage with the topic. We will discuss why the bridge was built, how it is supported by strong cables and why it is safe to walk across, introducing the ideas of tension and gravity in a simple, child-friendly way.
The children will then take part in a whole-school STEM Bridge Challenge. Working in mixed-age teams, they will design and build a bridge that can span a 50 cm gap while supporting as much weight as possible. Before building, each group will sketch its design, choose suitable materials and predict how successful it will be. Materials will include lollipop sticks, string, card, paper, masking tape and recycled items.
Once the bridges are completed, we will test them using small weights and compare the results. The children will discuss what worked well, what they found challenging and how they could improve their designs. The activity will integrate Science, Mathematics, Engineering, Visual Arts and Oral Language while encouraging creativity, collaboration and problem-solving. We will finish with a “Bridge Exhibition”, where each team will present its bridge and explain the thinking behind its design. I hope this challenge will inspire the children to see that engineering is creative, practical and all around us. We could even organize a tour with one of our older classes to visit the bridge as a celebration of learning about the bridge.
-
Lorraine
Love the idea of using your own personal photographs to introduce the lesson. You are right it using your own photographs makes the lesson more real and relatable for the pupils and also stimulates interest in a real-life context. You have inspired me to use my own photographs more often. Thank you
-
-
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 have done the build a bridge task before but I really thought about from an engineering perspective whilst completing this module. I did it once in Scotland as a peer teaching lesson and once using Minecraft during the planning process.
My school is situated close to the river Suck so I would be very excited to use the story of the famer as a prompt. I love the wondering questions to develop further thinking.
I have never heard of Tinkercad before but I think it would be even better than Minecraft for planning. I think the mathematical skills that could be developed is measuring, reasoning, estimating. I am two in two minds about setting criteria or allowing children to set their own. I would love to set it outdoors and set a height related criteria. If I was really brave, I would love to progress to another lesson about passing a boat/floating object under the bridge.
-
-
Firstly I would introduce the lesson by talking about the local area. The local area in Irish is called Cora Finne- Loosly translated on a legend as the currach of Finn. The story goes that before the bridge was built there was a man called Finn and people used to travel across the river in his currach – hence the name. We would take a walk to the local bridge and look and see what way it was designed, focussing closely on the arch. When we return to the class I would show them various different famous bridges around the world and discuss their features. I would then display the various pieces of equipment the children could use to create their bridge and explain that it must be at least 20cm long and be able to hold at least 3 toy cars. The children would explore with the materials and use what they have learnt to create their own bridges in groups. In order to introcue maths we would discuss the fact that maybe Finn charged a fee or a toll for people to cross the river. How much could we charge people to cross our bridge. The children would have to calculate or deduce how much it would cost to build their bridge, then figure out what would be a fair amount to charge people to earn their money back. Finally the children would evaluate their work and see what they could improve on and what they were really happy with.
-
Module 4 – Making Wind Turbines
We are very lucky to have, on our doorstep in our locality, boglands with many wind turbines. These turbines provide a renewable source of energy, with the energy produced being sold to the national grid.
The owners of the wind farms are always very keen to have school groups visit, giving pupils the opportunity to learn about how the turbines work and how they contribute to renewable energy.
The surrounding areas are also rich in biodiversity, as the turbines are located on boglands. This makes a visit a great opportunity for pupils to explore and learn about the local flora and fauna too.
Lesson Plan – Design and Make a Wind Turbine
Inspired by the local wind turbines, pupils will design and make their own working wind turbine. This is a fun, hands-on activity that allows pupils to explore renewable energy while developing their creativity and practical skills.
Equipment You Will Need
• Coloured card
• Scissors
• Glue
• Push pin
• Cardboard tube
• Sticky tackStep 1
Get a piece of coloured card and a piece of patterned paper.
The coloured card can be any size. Try starting with a 10cm x 10cm square and then experiment by making the windmill bigger or smaller once you are comfortable with the process.Step 2
Fold the square along both diagonals to make an X across the middle.
Make a cut from each corner approximately two-thirds of the way towards the middle. If you are using a 10cm x 10cm square, cut approximately 4cm in from each edge.Step 3
Use a push pin to make a hole in the middle of the square. Use a cork mat or some sticky tack underneath to avoid making a mark on furniture.
Next, make a hole close to the edge in the right-hand corner of each section of the card.
To make each blade, place the push pin through the corner hole and bring it towards the middle of the square. Repeat this for each corner until all four blades have been formed.Step 4
Finally, attach the windmill to the cardboard tube using the push pin.
Use a small amount of glue if it needs extra strengthening. Be careful not to glue the card to the tube, as this will prevent the windmill from spinning.Conclusion – Student Reflection
Once the wind turbines are complete, encourage pupils to think about the activity and reflect on their experience.
• What went well?
• What would you do differently next time?
• Did you enjoy making your wind turbine?
• What was the most challenging part?
• What did you learn about wind energy?
• How do wind turbines help us to produce renewable energy? -
-
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
There are very are interesting examples of engineering in the buildings and structures in my local area. A very good example is Rosbercon Castle, a historic castle that is still standing and is now a home. It’s strong stone walls and traditional design show how buildings were carefully constructed to be stable, strong and long-lasting.
I would use Rosbercon Castle as inspiration for a primary school design-and-make project. Pupils could look at photographs of the castle and investigate its shape, walls, windows and building materials. The project would also be cross-curricular. In Mathematics, pupils could measure structures, explore 2D and 3D shapes and use scale. Science would focus on forces, materials, balance and stability, while History could explore the history and construction of Rosbercon Castle. In Visual Arts, pupils could create observational drawings, architectural sketches and 3D models inspired by the castle, using clay, cardboard and recycled materials. English could involve writing descriptions, instructions and reflections about their designs.
Overall, the project would combine engineering, creativity and local heritage while encouraging pupils to investigate, design, build, test and improve their ideas. -
-
Local Engineering Design and Make Project
I would use a bridge in my local area as inspiration for a local engineering design-and-make project. The project would begin with an outdoor visit where pupils observe the bridge’s structure, materials, shape and purpose. They would sketch the bridge, take photographs and discuss how engineers design bridges to support people and traffic safely. Back in the classroom, pupils would investigate different bridge types, including beam, arch and truss bridges, and explore the forces of compression and tension through simple demonstrations.
Working in small groups, pupils would design and build their own model bridge using recycled materials, lolly sticks, cardboard, paper and string. They would test each bridge by adding weights, record their results on investigation sheets and identify ways to improve their designs. This project integrates Science through engineering and forces, Maths through measuring and data handling, Geography through studying the local landscape, Art through technical sketches, and SPHE through teamwork, communication and problem-solving skills.-
I love your plan for this lesson Aoife. I have used videos of a suspension bridge that was built a few years ago in New Ross, as inspiration for design and make for bridges in my classes, both junior and senior level. I am always fascinated that some children try to copy the design of bridges they know or have been shown, while others want to create something new and exciting and spend a lot of time working out the mathematics and science behind weight and load bearing and the overall look of their bridges.
-
-
I would begin a unit of work on bridges by asking the students questions about bridges and discussing as a whole class group- what is a bridge, what types of materials are bridges made from, what shapes are used in bridge construction? I would show the students photos of The Ha’penny Bridge and explore some interesting facts about the bridge with the students. I would then invite the children to sketch the Ha’penny Bridge as part of an art lesson.
I would refer to the Curious Minds Discover Stem classroom resource on designing bridges as a guide. I would organise the children into groups and give each group the same materials – A4 paper and books to represent the banks of the river. The focus of the design and make activity is to answer the question -does the design of the bridge affect its strength? The children would work collaboratively to design and make their bridge while testing how many 5c coins the bridge can hold before collapsing. The skills developed here include critical thinking, problem solving and working collaboratively. I would invite the children to use the school iPads to photograph their findings.
-
I would use the Framework for Inquiry to plan a class challenge based on the suspension bridge in Birr Castle. As a starting prompt, I would bring the pupils to observe the structure of the bridge in Birr Castle. We would discuss what a bridge is and look at other famous bridges, such as the Carrick-a-Rede Rope Bridge, the Golden Gate Bridge and Tower Bridge.
I would then introduce a scenario and set clear success criteria. With a junior class, I would use picture book ‘The Three Billy Goats Gruff’ and challenge the pupils to design and make a bridge that the goats can safely cross. Maths could be incorporated by measuring the span of the river that the bridge needs to cross, as well as measuring the length and height of their designs and comparing different measurements.
Working in small groups, pupils would select suitable materials and create their bridges before testing them. Finally, they would evaluate their designs against the success criteria, considering whether the bridge was strong and high enough, which materials they used and what they would change to improve their design.
-
I would begin by bringing the class to look at the suspension bridge in Birr Castle Demesne, discussing its purpose, structure and the materials used to construct it. I would encourage pupils to identify what makes a bridge strong and consider how the design could be improved. Back in the classroom, I would set a challenge for pupils to work in small groups to design and build their own bridge using materials such as lollipop sticks, paper, cardboard, string and tape. Each group would first draw a labelled plan before constructing and testing their bridge.
Mathematical thinking could be integrated throughout the activity. Pupils could measure the length, width and height of their bridges and compare different designs. They could count and calculate the materials used, estimate how much weight each bridge could hold and record their results. Graphs could be used to compare the strength of each design. This would develop problem-solving, reasoning, measuring and data-handling skills in an engaging, practical context.
-
Hi Jennifer
Welcome to the course and thank you for your contributions across the other modules.
Thanks for sharing your plan to explore bridges following a visit to Birr Castle Demesne. Visiting the bridge allows for exploration and discussion on the construction of the bridge. I like how you are planning for a variety of materials back in the classroom to construct their own bridges.
I also like how you have considered different opportunities to bring Maths into the activity such as measuring and using data. This would be great connections to their own learning and using real life data and information. Great idea, thanks for sharing. I hope you enjoy the course.
-
-
Our school is located in Athy, location of the recently newly-redesigned Shackleton Experience museum. The museum is located in a beautiful stone building from the 18th century. A modern glass-enclosed structure was added to one end of the structure, facilitating the display of Antarctic artefacts, and encompassing a new staircase to the upper floors of the museum.
We would visit the exterior of the museum, examining the ways the engineers attached the glass, selected different materials to hold the glass in place, and created a shape that attaches to a very old important structure. Children would surely have many questions about this project and its implementation. Comparisons would be made with photographs of the building before the redesign.
Next, we would explore how to create a similar structure in our own school and explore possible uses for our school population. Models of the school, envisioning a new glass space, would be built, allowing the children to work how they choose, bringing in materials from home and utilising what they find in the classroom. Issues around insulation, environmental impact, safety, and style would all factor into the decisions made for their creations. Presenting their designs and discussing the challenges that would be faced would allow for rich evaluating discussions at the end of the project. -
-
As I am based near Mullingar for a 5th and 6th Class lesson, I would use the Joe Dolan Bridge in Mullingar as inspiration for a STEM-based bridge design challenge. I would begin by exploring photographs of the bridge and discussing its purpose, structure and the forces acting on it. (One of the longest bridges in Ireland!) Pupils would then work in small groups to design and construct their own model bridge using materials such as lolipop sticks, straws, card or paper. This could then be tested by holding weight on their bridge. An exension activity might be to see which group can make the longest bridge.
Mathematical thinking would be integrated throughout the activity. Pupils could measure lengths and angles, calculate perimeter and area, estimate the amount of material required, and use scale to create their designs. They could investigate 2D and 3D shapes, symmetry and geometric patterns. Groups could also test how much weight their bridges can hold, record their results and compare the data.
This hands-on activity would develop problem-solving, collaboration and critical-thinking skills while connecting Mathematics, Science and Engineering to a familiar local landmark.
-
-
Meelick Weir, near Eyrecourt on the River Shannon, is an example of important local engineering. It was built in the 1840s to control water levels and improve navigation. The original structure used stone, timber and sluice gates, while modern upgrades include mechanised tilting gates.
We would use Meelick Weir as inspiration for a classroom design-and-make project. We could work in groups to build models of the weir using LEGO, cardboard, wood, plastic, art materials and other resources around the classroom. We could create movable gates and test how well they control water flow. We could also invite local engineers or Waterways Ireland staff to visit and give us an insight into how the weir works and is maintained. This would be a great STEM project, developing our creativity, teamwork, problem-solving and engineering skills while comparing old and new technology. Being able visit the site woild add to our learning and experience in general.
-
I would use the familiar story of the Three Billy Goats Gruff as a stimulus for a class challenge to design and build a bridge. I would begin by discussing what the function of a bridge is and where you find a bridge. This could be linked to the bridges in Galway City and other famous bridges around the world. By viewing these bridges they can see the link between fiction and the real world. Technology can be used to view these bridges. In doing so, Geography is linked in the lesson. Explore where the bridges are, their function, what materials they are made from and what shapes are present in a bridge. I would present them with two plastic teddy bears which we use for maths and ask them to design and make a bridge that would allow these bears to cross a stream safely. I would ask them to brainstorm in their groups what materials they would use and what shapes/features their bridge would have. Then I would ask them to plan and draw the bridge. Maths would be incorporated by measuring how long and wide the bridge would need to be. I would encourage them to create a little stream outside for the bears to cross and to use natural materials, where possible. It is important for them to explore and choose materials in the planning stage. I would set a time for planning and construction so that all groups know how long they have. When finished, they would evaluate their design and construction. This is an important part of the process. They would discuss what they like most about their bridge, does it fulfil its function, what materials were used and why did they choose those materials, did their design change during the process and why. I would ask them is there anything that they would change and a reason for that change. It is a brilliant project for creating cross-curricular links: art (design), maths (counting, shapes, measures), English (oral language), and SPHE (communication, teamwork, and cooperation).
-
I really like the idea of using The Three Billy Goats Gruff as a starting point, especially with younger classes. It makes the challenge fun while still developing lots of STEM skills. Testing whether the bridge can safely hold the bears and then evaluating their designs would be a great learning experience.
-
I really like the idea of using “The Three Billy Goats Gruff” as a starting point for an engineering challenge, especially as the children already love the story. This would make the activity familiar and engaging from the beginning. I think it would work really well in my class, as the story gives the children a clear purpose for designing and building their bridge. I also like the idea of taking the activity outdoors and using natural materials. The opportunity to test, change and improve their bridges would make the learning very hands-on and encourage problem-solving, teamwork and creativity. Lovely ideas!
-
-
A local example of engineering heritage in Wexford is the Wexford Arts Centre, which was originally built as Wexford Market House in 1775–1776. The building has a strong engineering design, including its granite structure, symmetrical layout, large openings and high roof. It has also been adapted over time, showing how engineers can improve historic buildings while protecting their heritage. Recent renovation work included a new accessible entrance, lift, gallery and workshop spaces, while retaining important features of the original building.
I would use the Arts Centre as inspiration for a classroom or outdoor design project by creating a miniature sustainable community building. Students could study the building’s shape and structure before designing their own model using recycled materials. They could include features such as solar panels, natural lighting, wheelchair access and rainwater collection. This would connect local engineering heritage with modern sustainable design and show how old buildings can inspire new ideas.
-
I like how this links local history with modern engineering and sustainability. The idea of designing a community building using recycled materials would give pupils plenty of scope to be creative. Including features such as wheelchair access and natural lighting would also encourage them to think about how buildings need to meet different people’s needs..
-
Hi Pauline,
Welcome to the course. What a great opportunity to explore the heritage of the local area in the Arts Centre. This allows for linking with the history of the building and then as you have mentioned the different engineering features.
I like how you are using the inspiration from the Arts Centre to allow the learners to design their own sustainable community buildings. This would be very engaging and they could consider the sustainable features as you have mentioned. I like how you are using the local heritage to inspire new ideas.
Thanks for sharing, I hope you enjoy the course.
-
-
I would use the uspension bridge in Birr Castle Demesne as inspiration for a 3rd Class design-and-make challenge. We would begin by looking at the bridge and discussing its main features, particularly how the cables and supports help to hold the bridge secrely.
Working in small groups, pupils would then be challenged to design and build their own suspension bridge using materials such as cardboard, string, lollipop sticks and masking tape. Before building, each group would draw and label a plan and decide on suitable dimensions.
Mathematical thinking would bem incorporated throughout the activity. Pupils would estimate and measure length in centimetres, explore 2D and 3D shapes, identify symmetry and consider distance and scale. Once completed, we would test the bridges by gradually adding weights. Pupils would record their results in a table and compare which designs held the greatest weight. Finally, groups would discuss what worked well and how they could improve their designs. -
There’s an old monastery in the village and I’d use that as the starting point for a design and make project with my class. We see it from the school every day and it would be interesting to walk down and actually look at it up close.
The thing that stood out from an engineering standpoint was the stone arches, especially how the stones in the windows and doorways are still holding themselves up without needing much else to keep them in place.
For a fun builder challenge, the children would work in pairs or small groups to build their own freestanding arch. They’d use wooden blocks, cardboard or foam and try to get it to stand on its own without any glue or tape to hold it and then see if it can hold some weight.
They’d sketch their ideas first, discuss them in their groups, test what works, and fix what doesn’t. It would be an easy hands-on way to explore forces and balance while linking straight back to a real building they know and see everyday from the school.
-
I would use the suspension bridge in Birr Castle Demesne as inspiration for a practical STEM challenge where pupils design and build their own bridge. I would begin by showing photographs of the bridge and discussing its purpose, structure and the materials used. We would talk about what makes a bridge strong and why different designs are used in different locations.
I would divide the class into small groups and give each group a selection of simple materials such as lolly sticks, paper, string, cardboard and tape. Their challenge would be to design and construct a bridge that can span a set distance and support a specific weight. Before building, pupils would draw a labelled design and predict how much weight their bridge might hold.
Mathematical thinking would be incorporated throughout the activity. Pupils could measure the length and height of their bridge, calculate distances, compare measurements and count the materials used. Depending on class level, younger pupils could explore basic length, shape, counting and simple addition. Older pupils could calculate perimeter, area, ratios and averages, as well as record results in tables and graphs.
Finally, each group would test its bridge and record the results. We would compare the different designs and discuss what worked, what did not and how the bridges could be improved. This would develop problem-solving, teamwork, creativity and mathematical reasoning.
-
I would organise a whole-class bridge design challenge. I would begin by showing pupils photographs of the bridge and discussing its structure, purpose and how it supports weight. If school allowed I would bring the kids on a day trip to see it as we are local to the area. Working in small groups, pupils would be given a selection of materials such as lolly sticks, string, cardboard and paper to design and construct their own bridge. Each group would first draw a labelled plan before building and testing their model.
Pupils could measure the length, width and height of their bridges and calculate the distance between supports. They could compare different designs and use estimation before measuring. Depending on the class level, pupils could also explore 2D and 3D shapes, symmetry, angles, perimeter and area. The bridges could then be tested to see how much weight they can hold, with pupils recording their results, comparing data and identifying ways to improve their designs. The mathematical concepts that can be explored in this activity are endless.
-
I would begin the lesson with a whole class discussion. I would show them examples of some of the most famous bridges out there like the Golden Gate Bridge and also Birr Bridge. I would also question the children to find out their prior knowledge of bridges e.g. What makes a good bridge and what materials could you use to make a bridge. I would then challenge them to design and make their own bridge with the option of using a variety of materials such as cardboard, lollipop sticks etc. before starting, students would be given time to research what makes a bridge strong, the use of certain mathematical shapes in bridges like triangles and what other features allows it to hold weight. We could then test the strength of bridges using certain weights that would identify what materials and what shapes make it strong. Students would also have the potential to work in groups together for the project.
Finally I would ask the students to present their project to the class and get other students to describe what they thought went well, what other ideas they have that could be an option if changing it in the future. The presenting student may also say what changes they would make were they to start it again.-
Eanna, this is a very engaging and practical approach to teaching children about bridges. I particularly like how you begin by activating their prior knowledge through discussion and questioning, as this gives students an opportunity to share their existing ideas before beginning the project. Including famous examples such as the Golden Gate Bridge and Birr Bridge also helps connect the lesson to real-world structures. The opportunity to research shapes, materials and weight distribution encourages students to develop their understanding of STEM concepts through investigation. I also think allowing students to work collaboratively is beneficial, as they can share ideas, solve problems and learn from one another. Testing the bridges with different weights adds an exciting experimental element and allows students to see how their designs perform in practice. Finally, the presentations and peer feedback provide a valuable opportunity for reflection, encouraging students to consider what worked well and how they could improve their designs.
-
I really like the idea of testing the bridges with different weights. I think the children would enjoy seeing whether their predictions were correct and then figuring out how to make their bridge stronger. I also like that you have included time for the children to reflect on what worked and what they would change, as it makes the activity much more about problem-solving than just making a bridge.
-
-
Using the suspension bridge in Birr Castle Demesne as inspiration, I’d set up a fun class challenge where pupils work in small groups to design and build their own bridge. First, we could look at different types of bridges and talk about what makes them strong. Each group could then draw a quick design and choose materials like straws, lolly sticks, string or cardboard.
Maths could be included throughout the whole activity. Pupils could measure the length and width of their bridge, work out how much material they need and compare the different sizes. They could also look at shapes, angles, symmetry and patterns. Depending on the class level, younger pupils could focus on measuring, counting and comparing, while older pupils could work with scale, ratios, averages and costs.
Once the bridges are built, we could test them by adding weights to see which one holds the most. Pupils could record their results in tables or graphs, compare the different designs and chat about what worked and what they would change. This would make maths much more hands-on and enjoyable.
-
I would use a local suspension bridge as inspiration for an engineering design and make project, but rather than asking the children to build a bridge, I would use the bridge to investigate why particular materials are chosen for particular purposes. This would give the children a genuine reason for studying engineering rather than the bridge simply being a stimulus.
I would begin by exploring a local bridge and, where possible, using resources such as the engineering trail at Birr Castle Demesne. We would investigate how suspension and more conventional bridges are constructed and consider what properties their materials need to have. The children could ask questions such as: What does a material need to be able to do to make a successful bridge? Why does it need these properties? They could then test a selection of materials for properties such as strength, flexibility and durability, recording and comparing their findings.
We would then transfer this learning to a new engineering problem within our school context: Our School Garden: How can we design and make a bird feeder that is suitable for the birds that visit our garden? Drawing on our previous biodiversity learning, the children would consider where the feeder should be positioned and what the birds need. They would then decide which material properties are important for the feeder and justify their choices. For example, they would need to consider whether materials can withstand outdoor conditions and whether the feeder can be repaired rather than replaced.
Children would design, make and test their bird feeders, using success criteria established beforehand to evaluate their designs. They could use digital tools such as Minecraft or Tinkercad to create a plan before making a physical model. The project would therefore move from observing real engineering, to investigating material properties, to applying that knowledge to a new design problem. It would encourage children to become active agents in their learning, testing and refining their ideas rather than working towards a predetermined outcome.-
I love your ideas Sarah – I love the idea of linking the strength of suspension bridges to your own bird feeders close to home. I sometimes think especially in older classes that children are bored with the Build a Bridge challenge as it is done so often – changing the challenge to look at the materials involved is a great way to look at bridges with a new perspective. This would link well with the Green Schools initiatives too on a whole school level. Thanks for the great ideas!
-
Thanks for sharing your idea Sarah and highlighting the possibilities in transferring skills used in one STEM project to another. I especially enjoyed the relevance of the bird feeder in relation to harnessing nature in our school communities and it is so applicable to my own class level this year. Thanks for sharing.
-
-
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 our local area, there has recently been permission given for a new greenway that crosses the local estuary from the next town to ours. We already have a train bridge that crosses the estuary and this new greenway will go alongside it.
I would lvoe to use this greenway bridge as inspiration for a design and make lesson in my school – particularly as the project is still in its early stage of building. As a whole school it would be great to jump on this idea and involve them in the design part of the process because it is still so early on. There is loads of scope for alternative designs by the children as the greenway is built.
In my own class next year (4th) there would be lots of opportunities to align this design and make challange with Maths. We would first in the wondering/planning stage of the lessons look at the current train bridge, its design and why it is shaped the way it is over our local estuary. We will then need to measure the train bridge, its length and width and compare the size/weight of a train compared to a bike in order to ensure our designs are efficient yet strong enough to carry over water. We would also need to look at the tides and how that may affect the heights of our bridge – we would have to calculate the height of high tide in the are we are looking at, using local maps as our guide. Finally, we would need to see where the greenway would go once it reaches land and make sure it is safely located when crossing roads locally.
Because the greenway is being built in real time, a whole school challenge would be really interesting for the children as it is relevant to their lives and happening as they go to school. A visit from the building company or local council would also be a great way to set this desing and make challenge into real life and it would be a fantastic opportunity to meet and speak with an engineer in the real world. We have a lot of building going on in our local area in recent years so we are in the perfect position to bring engineering into our school and classrooms.
-
-
I would use a local bridge as inspiration for a design and make challenge with my 3rd class. First, we would look at pictures of different bridges and discuss why bridges are useful. We could then visit a local bridge if possible and look at its shape, size and materials.
Back in the classroom, I would give the children a simple challenge. They would work in small groups to design and build a bridge that can hold a small toy car. They could use materials such as lolly sticks, paper, cardboard and straws.
Maths would be an important part of the activity. The children could measure the length and height of their bridge. They could count the materials they use and compare the different bridge designs. We could also test how much weight each bridge can hold.
Before building, each group would draw a simple plan of their bridge and label the parts. During the lesson, I would ask questions such as, “How can you make your bridge stronger?” and “Which shape works best?” At the end, each group could explain their design to the class.
This activity would develop problem-solving, teamwork and creativity. The children could test their bridges, make changes and try again. This would make STEM learning practical and enjoyable.
-
<span style=”font-weight: 400;”>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.</span>
<span style=”font-weight: 400;”>My school is in a small rural village and we do actually have a bridge in it. I would use this bridge as the inspiration and prompt for my class’s design a bridge challenge. I would bring my class on a walk to the bridge which is nearby and we would have a discussion about bridges and their necessity and what makes a good bridge. I would ask the children to think of questions they might have about bridges that they’d like answered. Back in the classroom i would encourage the children to use any materials they like to design and create their own bridge. I would encourage mathematical thinking by asking about what 3D shapes might be good to use in the building of their bridge. I teach 1st, 2nd and 3rd class so would differentiate the mathematical questioning. I would encourage the children to think about measuring and ask them if that would help with their design or if they can utilise it in any way. </span>
<br style=”font-weight: 400;” /><br style=”font-weight: 400;” />
-
Our school location allows for a planned visit to Birr castle to experience the suspension bridge first hand. This would be a focal point for discussion around bridges as we explore and discuss different types of bridges and begin to consider elements necessary to design a bridge. The What MAkes a Good Engineer Video on YouTube would be useful to refer to also.
The children could collaborate to build paper bridges. They could work in groups to plan and design different bridges using the same amount of paper each time. exploring shape (flat, folded, arched, rectangular, triangular, wider, narrow, etc) as they first predict and then test out their designs to find out what elements are necessary to design a bridge which can carry the most coins (all the same type of coin to ensure accuracy and fairness in testing) without collapsing. We would use same size items to represent a river under our bridges. The children could measure the river as they consider bridge design. This could lead to further critical thinking and discussions around increasing volume in rivers and lakes, etc. Let’s look at linking engineering to mathematical concepts. Reasoning, representation, problem solving and mathematic language are apparent as children engage in comparing and ordering length and height, sorting 2D shapes, counting, simple estimation, and non-standard measurement. They need to consider means to measure the height of the bridge in relation to the river….. I often let children choose their own non-standard measure and guide them around fairness in terms of measuring but blocks or hand-spans to measure the river’s width and each bridge’s height would work well. To conclude, the children could compare their model to the Birr suspension bridge and evaluate which design was most successful.
-
In Killarney, Co. Kerry, there are many examples of engineering that pupils can explore, including roads, bridges, drainage systems and cycleways. One particularly suitable example is the Flesk Cycleway, a 0.9 km cycleway running along the River Flesk. Its construction involved drainage, culverts, lighting, walls and river protection, providing an excellent local example of civil engineering.
I would use the cycleway as inspiration for a design-and-make project. After examining photographs and, if possible, visiting the area, pupils could identify the engineering challenges involved, such as safely crossing or working alongside water. In groups, they could then design and build a model cycleway or pedestrian bridge using recycled materials. They would plan their design, choose suitable materials, construct and test their models, and make improvements. This project would develop creativity, problem-solving, teamwork and an understanding of how engineers design structures to meet real-world needs. -
In Killarney, Co. Kerry, there are many examples of engineering that pupils can explore, including roads, bridges, drainage systems and cycleways. One particularly suitable example is the Flesk Cycleway, a 0.9 km cycleway running along the River Flesk. Its construction involved drainage, culverts, lighting, walls and river protection, providing an excellent local example of civil engineering.
I would use the cycleway as inspiration for a design-and-make project. After examining photographs and, if possible, visiting the area, pupils could identify the engineering challenges involved, such as safely crossing or working alongside water. In groups, they could then design and build a model cycleway or pedestrian bridge using recycled materials. They would plan their design, choose suitable materials, construct and test their models, and make improvements. This project would develop creativity, problem-solving, teamwork and an understanding of how engineers design structures to meet real-world needs. -
I would use the framework for inquiry to plan a lesson based on the suspension bridge in Birr castle. To engage the pupils in this design challenge, I would bring the class to observe the structure of the suspension bridge at Birr castle. Back at the classroom we would have a class discussion about why we need bridges and what is their purpose. I would show the pupils pictures of some famous bridges such as Carrick-a-Rede and Tower Bridge as further prompts.
I would then challenge the pupils to work in small groups to design and make their own bridges using a variety of materials such as paper, lollipop sticks or string. Pupils would then test their bridge designs to see if they could hold weight. Using a success criteria, pupils would then evaluate their designs and consider what they did well and what they could change.
Maths could be incorporated in this lesson by measuring the length or height of their bridges. Pupils could also put in order which bridge is the longest/shortest. Estimation could also be used in this lesson- pupils could estimate how mugh weight their bridge will hold.
-
A local structure I would use as inspiration is Swords Castle, as it is a familiar landmark for the children in my Autism Class. We have visited the castle a number of times, so the children already have a connection with the building and its different features. I would begin by looking at photographs from our visits, videos and Google Maps to explore the castle and its surroundings. We could discuss what the castle was used for and what makes the walls and towers strong and stable.
As a STEM challenge, the children could work in small groups to design and build their own mini castles using LEGO, cardboard, blocks and recycled materials. They could recreate parts of Swords Castle or create their own designs. We could test the structures for stability and see what happens when we add weight or gently shake the base. Maths could be included through counting, measuring, comparing heights and exploring shapes.
The activity could be adapted using visuals, modelling and AAC, allowing all children to participate at their own level. Children could also photograph their finished structures and create a simple digital presentation to share with others. -
Using the suspension bridge at 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 as inspiration, I would set my enrichment group (SET teacher) a challenge to design and make a bridge that could carry a small weight. As our school is in a farming area, I would show the children the story of the farmer in Roscommon who created his own bridge to help him work on his farm, I think alot of my students will relate to this. We could also explore more famous bridges such as the Carrick A Rede bridge in Co. Antrim and discuss their different designs.
I would include Timahoe Round Tower as a local example of engineering in the past. Pupils could look at the small bridge and it’s structure/design that provides a connecting pathway to the church and village. I would encourage the children to thank about why bridges are needed to help people move safely from one place to another.
I would follow the design and make process: wondering, exploring, planning, making and evaluating through the lessons. The children would work together to develop their own designs. Maths would include measuring, estimating, comparing, calculating and exploring angles, shapes, symmetry and balance. I would discuss any new vocabulary throughout our lessons.
Early finishers could continue to test their bridges with extra weight or change their design to make it stronger and more stable.
-
-
In our nearby area, we are near to a river with several bridges along it. The Mary McAleese bridge is near as well as many others along the Boyne. We would first look at images of the bridges nearby or as a teacher, I would take photographs of the bridges so that we could have them in class to compare them to the suspension bridge in Birr Castle Demesne. We would discuss the purpose of each of the bridges, the likely materials used as well as the various shapes and why these bridges are located where they are. Using the likes of Google Maps or similar websites, we may be able to measure the lengths of the bridges. In class we can decide on a gap between 2 tables, for example, and the children would collect different materials such as lollipop sticks, paper, card and Lego as well as possible natural materials such as sticks that may be found on the ground outside. The children would test the strength of these materials by placing them across the gap and then placing an object to be decided by the class on the material e.g. a dictionary. They would then need to plan, design, and create their bridge to fit across the particular gap/ distance assigned e.g. 50-60cm i.e. the approximate equivalent of 2 rulers, depending on the age of the class. They would need to document and explain their thinking and design to the rest of the class when it is due.
-
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 very lucky to live in an area with a wonderful stone bridge (I believe the longest in Ireland!) The ESERO enquiry framework would be an inviolable tool for this task especially, giving a clear layout just as engineers would use. For a class lesson I would:
Introduction: Take a class walk by the riverbank to get a good view of the bridge. Discuss what it’s made of, count the arches, name the shapes and 3D objects we can see, take photos. On returning to the classroom, discuss what the benefits and purposes of the bridge are. Talk a little about the history (Junior Infants level – discuss fishing history in the town, how ferries used to arrive here, etc.) Discuss what makes it a good strong bridge.
Main activity: In small groups, draw a large map/plan of what they think they would need to build a bridge in the classroom or on the yard. What shape should a bridge be? How would it be supported? How can we test this? What would happen if we placed objects on the bridge? Would it stay standing? Why? Why not? Who is the bridge for?
The children then gather the materials they need (for example, duplo, Lego, styrofoam, blue tack, cardboard, play dough, etc!) they go about building their bridge with their chosen materials – this will largely influence how they go about the task. Do they require lots of tape? Do they need to add more blocks to strengthen the structure? Etc.
Conclusion: The children report back to the class on what worked for them, what didn’t and why. How did they fix it when they encountered an issue? Did they borrow ideas from the other ‘engineers’?
The children take photos for Book Creator for their parents or other classes to see.
The children have so many cross curricular links in this activity with a heavy focus on STEM. The maths skills involved in this task would include; counting, identifying and naming shapes and 3D objects, measuring, estimating, symmetry, creating and extending patterns.
-
I would use the suspension bridge in Birr Castle Demesne as inspiration for a simple bridge design challenge with my Junior Infants. We would first explore photographs of different types of bridges and talk about what bridges are used for and what makes them strong. We could then work in small groups to design and build a bridge using materials such as blocks, cardboard, lolly sticks and paper.
The children would test their bridges by seeing if they could hold small toy cars or other objects. I would encourage them to think about what worked, what did not work and what they could change. Maths could be naturally integrated by counting materials, comparing the length and height of bridges, measuring with non-standard units and seeing how many objects each bridge could hold. We could also use positional language such as *over, under, across* and *between*. I think the challenge would be a great opportunity for the children to develop problem-solving, creativity and teamwork skills.
-
- You must be logged in to reply to this topic.