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ASSIGNMENT
Choose one of the options below and write 150 words as a reply to this post:
- Research a famous scientist or engineer associated with your local area and describe how you would use that person as inspiration for classroom science investigations
- Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
- Taking inspiration from all the modules of this course, describe how you would plan a class project to study the scientific and natural heritage of your local area. Consider what aspects of your heritage you would include, which activities would be suitable for your class group or school, the scale and timeline of your project and how you would get all pupils engaged
Please also comment on at least one other participant’s post.
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Objective: To involve pupils in a creative project that celebrates our local natural and scientific heritage, developing their critical thinking, creativity, and collaboration skills.
Project Overview:
Research and explore the unique natural and scientific features of our local area (e.g., unique flora, fauna, geological formations).
Create a narrative that weaves together stories, poems, songs, and performances inspired by the local environment.
Encourage pupils to use their chosen art form to express their findings, thoughts, and feelings about the natural world.
Creative Project Components:
Art: Pupils will create visual representations of local landmarks, habitats, or species using various mediums (painting, drawing, collage).
Music: Compose songs or instrumentals inspired by the natural sounds and rhythms of our local environment.
Drama: Write and perform short skits or monologues that bring to life the stories and characters of our local natural world.
Creative Writing: Write poetry or short stories that explore the emotions, myths, and legends connected to our local environment.
Collaboration and Integration:
Encourage pupils to work in groups, combining their artistic skills to create a cohesive narrative.
Invite local experts (naturalists, scientists, artists) to share their knowledge and insights with the class.
Incorporate scientific concepts (ecosystems, adaptations, conservation) into the creative pieces.
Assessment:
Evaluate the creative pieces based on their originality, technical skill, and ability to convey a sense of connection to the local environment.
Host an exhibition or performance showcasing the pupils’ work, inviting parents and community members to attend.
Extension:
Create a digital archive of the project’s outcomes, including photographs, videos, and audio recordings.
Collaborate with local schools or organizations to develop a “Tales from the Territory” anthology or documentary.
By involving pupils in this project, they will develop a deeper appreciation for our local natural and scientific heritage while honing their creative skills and critical thinking abilities.
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Local Scientist project
As our school is in Ballina and we are excited to have Dr Norah Patten, from Ballina, on a course to becoming Ireland’s first astronaut.
A trip to NASA when she was eleven started this dream.
The National Aeronautics and Space Administration is an independent agency of the U.S. federal government responsible for the civil space program, aeronautics research, and space research.
We will read her book shooting for the stars and discuss that dreams can come true.
We will look at her career choices, study, determination etc.
We will then investigate the international Space station and what is there. What is takes to get there.
How they get there/time spent there/what they will see
Our solar system/New vocabulary development
ICT will be used to watch video clips of astronauts in space.
Further discussion/writing about .diary of an astronaut..New vocabulary
Art work
We will write to Norah Patten wishing her well and look forward to her next book-
Dr Patten is a great idea for a science project Fiona. All children seem to have a natural curiosity about space and space travel. I always find children really engage when doing any projects on space and discover all kinds of new information which they love to feed back to the rest of the class. Having an astronaut coming from the local are will no doubt draw lots of interest from the class.
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I agree that Dr. Patten is a fantastic role model and a great focus for learning. Young children love space and there is such a wealth of resources to use for teaching this theme. There are so many lovely story books too. Oliver Jeffers has lovely books for young children about Space. ESERO also has fantastic resources. Paxi on youtube is excellent too.
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Hi Fiona,
This is fantastic that you guys have Dr Patten from your local area. I teach all boys and they find astronauts and outer space so fascinating so maybe speak to or look at videos of a local astronaut would be such a fantastic opportunity. Do you think Dr Patten would do a zoom call with your class?!
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A famous scientist from our local area: Kildare
Kathleem Lonsdale made important discoveries about the shape of molecules using X-rays. She was the first female professor at University College London and an advocate for women in the scientific field.
Kathleen Lonsdale was born in Newbridge in 1903. She was the youngest of ten children. Her father was the postmaster in Newbridge. Kathleen’s mother, worried at the political problems in Ireland at the time, took the children to live in England in 1908.
Kathleen showed great ability at school and won a scholarship to an all girls school. She took classes in physics, chemistry and higher mathematics but had to attend these classes at the local boys’ school as these subjects were not taught in her school.
She continued to excel at school and won many scholarships. She graduated from university with a degree in physics. Her talent was spotted by a scientist who offered her a place on his research team at University College, London.
Lonsdale specialized in crystallography. She made many important discoveries in that field. She was also one of the first female scientists to be recognized for her work by receiving various awards and honours.
Lonsdale became ill in 1970 and died the following year. She is remembered in her native Kildare at NUI Maynooth. The Lonsdale Prize is awarded each year to the student of chemistry who receives the best results in their degree.
Kathleen could be used as inspiration to keep going during scientific experiments even when things don’t seem to be working out. She had to fight hard for recognition as a female in a male dominated field.
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What a great person to focus on Emily, Kathleen Lonsdale would be a great inspiration as you say when things aren’t working out so well but also I think an inspiration to young girls to keep pushing on even when you might be in the minority or in a male dominated field. I’m sure this will be a fantastic lesson.
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
About 20 minutes from my school, we are very lucky to have a nature reserve that we can visit regularly. It is home to many wildlife species and there is a boardwalk with information points along the way. Depending on what time of the year you visit, you will see different birds and wildlife. Children have the opportunity to watch newts, dragonflies, butterflies and caterpillars. It is an opportunity to use all their senses and listen to the sounds all around them.
We have recently went on a sound walk on the trail. The children have a recording sheet and tick the box of the sounds that they heard. It also lends itself to opportunities to integrate art into our walk also. The children bring a clip board, pencil and paper and sketch something that is of interest to them in the park..a flower, tree or insect and they find out and research all about it and present their findings to the class later in school. -
Hi Barbara. I think that your focus on the local nature reserve is excellent. There is so much to see and explore here. I like your idea of focusing your exploration at different times of the year and observing the local biodiversity. Including a sound walk is a fun way in which to ensure that most of your senses are being used.
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Close to our school is the Merlin Park Hospital and grounds. This hospital was originally part of John Blake’s large Merlin Park estate, and includes the Merlin Woods nature reserve and Merlin Castle, which is a three story Anglo-Norman style tower owned by the Lynch family. The Merlin Park estate is within walking distance of our school. During the school year we aim to walk to the estate and pay a visit to the castle. Along the way we will record different plants, flowers, birds and trees that we see in Merlin Park Woods. There are also bats living in the woods but we are unlikely to see these during the school day.
Back in the classroom we will discuss what we have seen and then will use IT devices to discover some of the history of the estate and the castle.
We will plan, design, draw and make models of Merlin Castle, along with the priest’s hole, the machicolation (which is a defensive feature that could be opened up in order to throw stones, boiling water and other items at the attackers below) and some of the window decorations.
We will plan and write short stories and/or poems which will feature life in the castle during periods from 1574-1812. It is possible that we may also dramatise some of our stories.
Some of our focus may be on the differences between living in a house in the present day, and living in a castle in the 16th or 17th century.-
Hi Jane,
Thanks for your post on your local site at the Merlin Park Hospital and grounds-what a fantastic resource to have on your doorstep! You have created a comprehensive plan to make the most of this nearby amenity, including both the natural heritage and the historical site, with all of its gory history. Great ties to other subjects, including art and writing.
STEM has transformed how we live today, and your plan to compare living today to living in the castle so long ago will give your learners an appreciation of innovation to improve the quality of life. This may lead to a discussion about what future innovations they can predict in the next 500 years-food for thought!
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
From this course I am definitely taking inspiration from the works of Mary Ward and her work on the biodiversity in her local area. I will use the local wet lands area to take the students to observe the great biodiversity that can be found there, use work sheets, photos to identify what they see.
There are great ideas for art in the Family explorer; the students collect stones, leaves, twigs and use them to make pictures, portraits, and abstract designs, identify mini-beasts and using stones for their bodies, twigs to count out their legs and leaves for wings, use wood to sculpture simple birds and animals, gather berries, crush and use them to make simple pictures and add texture with leaves and sticks.
The Heritage council website, learn to sing a simple song, Wildlife art with Gordon Darcy, make simple drawing of birds and insects observed in local area.
Use a multi-sensory lesson; Listening to the sounds of wind in the trees, walking through grass, wheels crunching on gravel, birds chirping, smells of flowers and wild herbs and feel of rain on faces.
Replicate the sounds heard when outside as a drama activity: put rice in bottles and shake for rain, walk and roll wheels on bubble wrap to get a crunching sound, record bird sounds on Big Mac switches for students to press for birds, swishing of fabric wind, aromatherapy diffuser for essential oils/lavender smell.
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Hi Catherine
I love all your ideas for using these lessons with pupils with additional needs and it is great that you have taken inspiration from all of the materials. I love your ideas for the multi sensory lesson, encouraging children to notice the sounds, smells and feels of nature around them and to replicate those in the classroom.
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I would involve my students in a creative writing project inspired by our local natural or scientific heritage by first exploring significant landmarks or historical sites in our area. For example, we might focus on a nearby nature reserve, historical building, or local scientist’s contributions.
Initially, students would research and gather information about the chosen topic, learning about its significance and impact on our community. Next, they would brainstorm ideas collectively, discussing themes and narratives that could be explored through creative writing.
Students would then draft their stories or poems, incorporating descriptive language to vividly portray the setting and characters. They could explore the perspectives of scientists, naturalists, or historical figures associated with our area, weaving factual elements with imaginative storytelling.
For art, students might create illustrations or paintings depicting scenes from their stories, emphasizing the natural beauty or historical context. In music and drama, they could compose original songs or scripts inspired by their research, performing them to showcase their understanding and creativity.
This project not only enhances their understanding of local heritage but also develops their artistic expression and appreciation for interdisciplinary learning across subjects like history, science, language arts, and the arts.
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This creative writing project effectively integrates local heritage into interdisciplinary learning, fostering research skills and artistic expression among students. It encourages them to explore diverse perspectives and creatively interpret historical and scientific themes through storytelling, art, music, and drama, enriching their educational experience.
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Example with Thomas Edison:
1. Introduction:Biographical Study: Start by introducing students to Thomas Edison’s life and work. Discuss his inventions like the phonograph and the electric light bulb.
2. Science Investigations:Electricity and Circuits: Explore electricity by conducting experiments on circuits. Use simple materials like batteries, wires, and bulbs to demonstrate how electricity flows and lights up bulbs.
Light and Optics: Investigate light by experimenting with prisms and lenses, similar to how Edison studied light properties to improve the incandescent light bulb.
Sound Waves: Demonstrate sound waves and vibration principles through experiments with tuning forks and sound amplification devices.
3. Hands-On Projects:Invention Challenges: Encourage students to brainstorm and design their own inventions inspired by Edison’s work. For instance, creating a simple machine or a new way to harness electrical energy.
Prototyping: Have students build prototypes of their inventions using basic materials. Emphasize the importance of testing and refining their designs, mirroring Edison’s iterative approach.
4. Field Trip or Guest Speaker:Local Resources: Visit local museums or historical sites related to Thomas Edison’s inventions. Invite guest speakers, such as historians or engineers, to discuss the impact of Edison’s innovations.
5. Integration with Other Subjects:History: Explore the historical context of the Industrial Revolution and its impact on technology and society.
Language Arts: Write biographical reports or narratives imagining a day in the life of Thomas Edison.
Mathematics: Calculate energy consumption and costs based on different types of light bulbs, linking back to Edison’s innovations in lighting.
Benefits: By using Thomas Edison as inspiration, students not only learn scientific principles but also develop critical thinking, creativity, and an appreciation for the impact of local innovators on scientific progress. This approach fosters interdisciplinary learning and encourages students to apply scientific concepts to real-world problems and inventions. -
I have chosen Eamon N. Doyle. Eamon is an Irish scientist, science promoter, and painter. He is based in County Clare and is the official geologist for The Burren and the Cliffs of Moher and the geopark encompassing them. In 2017, a new species of brittle star from 435 million years ago, Crepidosoma doyleii, was named after him and he identified a further new species in 2019. Eamon was born in Dublin in 1963 and moved with his family to County Clare when he was ten years old.
Even though Dr Doyle is a current example of a famous scientist / researcher , I consider that by engaging the children’s learning of a current scientist’s achievements and maybe having visited the place (The Burren) in which he currently works may enable to the children to become more engaged with his work.
Using Dr Doyle as the stimulus further study can be linked with a study of the Burren, e.g. how caves are formed, features of caves, a study of rocks / limestone, investigation of rock samples, climate change and the study of the flora and fauna of the area. Cross curricular integrations between Literacy, SESE and Art.
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Hi Mary
Using a current scientist is a great way to engage the children and as a geologist myself, I think that Eamon Doyle is a great choice. There is no much to explore in the Burren with the formation of the Limestone rocks and the Karst features and also the species of plants and animals that are unique to the Burren. Having the work of a local scientist to inspire the children’s exploration will be a great bonus.
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
### Art Project Overview:
The art project will be themed around Lough Ramor and the Virginia Brooch, blending natural beauty with historical craftsmanship. The aim is to engage both senior and junior infant pupils in a creative exploration of their local heritage through a series of age-appropriate activities.### Objectives:
1. **Introduce Local Heritage:** Educate pupils about the significance of Lough Ramor and the Virginia Brooch.
2. **Develop Artistic Skills:** Encourage creativity and skill development in various artistic techniques.
3. **Foster Collaborative Learning:** Promote teamwork and collaboration among pupils.### Project Components:
#### Introduction to Lough Ramor and the Virginia Brooch:
1. **Storytelling Session:** Start with a storytelling session about the history and significance of Lough Ramor and the discovery of the Virginia Brooch. Use simple language and engaging visuals.
2. **Show and Tell:** Present images and possibly a replica of the Virginia Brooch, along with pictures of Lough Ramor.#### Art Activities:
##### For Junior Infants (4-5 years old):
1. **Nature Collage:**
– **Materials:** Leaves, twigs, flowers, colored paper, glue, scissors.
– **Activity:** Create a collage representing Lough Ramor using natural materials collected from around the school or during a supervised walk.
– **Instructions:** Guide the children to arrange their materials on paper to depict water, trees, and flowers. Encourage them to feel the textures and discuss the colors.2. **Brooch Coloring:**
– **Materials:** Printed outlines of the Virginia Brooch, crayons, markers, colored pencils.
– **Activity:** Color in the outlines of the brooch.
– **Instructions:** Explain the shapes and patterns in the brooch. Allow them to use their favorite colors while gently guiding them to notice details.##### For Senior Infants (5-6 years old):
1. **Lough Ramor Landscape Painting:**
– **Materials:** Watercolors, paintbrushes, watercolor paper.
– **Activity:** Paint a landscape of Lough Ramor.
– **Instructions:** Discuss the features of Lough Ramor – the water, trees, and sky. Demonstrate basic watercolor techniques and let them experiment with blending colors.2. **Clay Modeling – Virginia Brooch:**
– **Materials:** Air-dry clay, sculpting tools, paint, brushes.
– **Activity:** Create a small model of the Virginia Brooch.
– **Instructions:** Show examples of simple shapes and patterns. Guide them in shaping the clay and adding decorative details. Once dry, they can paint their creations.#### Collaborative Mural:
– **Materials:** Large sheets of paper or canvas, paints, markers, crayons.
– **Activity:** Create a large mural depicting Lough Ramor with contributions from all pupils.
– **Instructions:** Assign different sections to small groups, mixing senior and junior infants. Encourage older pupils to help younger ones. This mural can include elements from both Lough Ramor and the Virginia Brooch.### Execution Plan:
1. **Preparation:** Gather all materials, ensure images and stories are ready.
2. **Session Breakdown:**
– **Day 1:** Introduction and storytelling, nature collage (junior infants), landscape painting (senior infants).
– **Day 2:** Brooch coloring (junior infants), clay modeling (senior infants).
– **Day 3:** Collaborative mural creation.
3. **Display and Celebration:**
– Exhibit the completed works in the school hall or a designated display area.
– Invite other classes to view the art.
– Hold a small celebration to appreciate the pupils’ efforts.### Educational Goals:
– Enhance understanding of local history and nature.
– Develop fine motor skills through hands-on activities.
– Promote creativity and expression.
– Build social skills through collaborative projects.By integrating the beauty of Lough Ramor and the historical significance of the Virginia Brooch, this project aims to create a rich, engaging learning experience for young children.
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
We are very fortunate to have the beach and an ancient woodland with a river running through it in my locality. There are many species of trees and ferns, with bluebells and wild garlic growing there. It is a habitat for so many animals. It has a very high bridge, which, was built as a Famine Relief Project. It is within walking distance from the school so I could see pupils engaging in bark rubbings, sketching of flowers, ferns, any foliage or animals of interest to them.
They could use checklists and take photos of species to identify the biodiversity living there and use magnifying jars to take a closer look.
There are some historical features such as the High Cross of Kilbride to be seen and explored, and find out more through on line searches.
The pupils could observe the fantastic structure of the bridge which was the 3rd highest in Ireland at one time and they could research the Famine, maybe on duchas.ie and write creatively and imaginatively about what it would have been like to live during the famine.
The pupils could walk through the woodland and, in groups, observe and record the sounds of the woodlands on a tablet. They could explore ways of recreating the sounds and make them in to a rhythmic composition. And then there is the beach to explore!
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Hi Martina
It sounds like your school is in a fabulous location that should provide lots of inspiration for classroom explorations across all areas of the curriculum. I love your ideas for a history and creative writing project based on the bridge and the famine. Recording the sounds of nature and using them for a music project is also a lovely idea. The beach could be inspiration for many subject areas particularly geography and is a great place for creating 3D maps as the sand can be moulded to form terrain and stones, shells and seaweed can be used to create landmarks.
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In our locality we are fortunate to have Dún na Sí Heritage and Amenity Park. This combines both heritage and planted parklands and wetland reserves which are home to many native wildlife species. There is also the opportunity to observe many birds on the small lake without disturbing them. Dotted around the park is Art in the Park which encourages children to make sculptures using recycled materials.
Using the above as a starting point I would carry out the following activities with the children:
Science – record the native trees in the park. Choose 1 tree and write 3 facts about it. Then create a pencil drawing of the tree
Art – Using a variety of materials/ fabrics create a fabric picture of a bird that was observed on the lake
Music – using the sound/pitch class jar experiments create a piece of music to represent the rain falling on the lake and also encourage children to try to create bird calls/ sounds. Listen to recordings on these using ipads.
Engineering – in the playground there is a Zip Line. In groups design and make a Zipline.
Creative Writing – There are many opportunities for Creative Writing – A Day in the Life of someone working in Dún na Sí, A Visit to Dún na Sí, Report on a Bird/ Tree. Procedure – How to Make a Zipline.-
Hi Colette
I hadn’t heard of Dún na Sí before and I’ve just looked up the website. It looks like a place I’d love to visit so thank you for highlighting it. You have outlined a lovely mix of activities there all inspired by the history, heritage and amenities of the park and encompassing a wide range of curricular areas. I particularly like that you have used a blend of the natural and man made features as inspiration including the engineering design project of creating a zipline.
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Module 5
Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
We are very lucky to have on our door step the vibrant wind turbine farm of Moinahinca Roscrea. This farm provides ample opportunities for creative exploration.
Below are the ideas I would use to involve my pupils in a creative capacity to empathise with the local natural scientific heritage of this site.
Art:
Inspired the portrayed of Mary Ward (Her Story) I would get the pupils to draw themselves in the corner of the page. Following our trip to the wind farm I would get them to draw what they experienced through their eyes. Pictures captured on our visit to the wind farm will be displayed on the white board and this would be uses as a stimulus for children to inspire their drawings. On conclusion pupils will look and respond to each others art pieces answering questions such as1- What did you think this pupil saw?
2- Did you see the same?
3- What aspects do you like?
4- Anything else you find interesting in your peers work?Music
Having visited the wind turbines myself I was always struck by the whirls and hums they make. Using different percussion instruments and other items available to pupils I would encourage pupils to compose a 4 part percussion set to imitate the sounds experienced on our trip to the wind farm. Inspiration for birds sounds and other sounds from the experience would be encouraged for inclusion. A class recording could be made and played to other classes.Drama
Hot seating is a fabulous way to encourage pupils to empathise with an object or a person. Using this strategy I would encourage pupils to hot set a wind turbine. Taking turns pupils would become a wind turbine and pupils will ask them pupils. Personifying the wind turbine asking questions such as1- Are you ever lonely ?
2- What excites you ?
3- Have you friends?
4- How do you feel when classes come and visit?Creative Writing
Having personified the wind turbine in drama this could be used as a great stimulus to write a 150 word diary entry on “A Day in the life if a Wind Turbine” . Pupils would be well equipped for this task having explored the STEM elements of a wind turbine and also having personalised wind turbines in drama they would have ample information to write a genuine diary entry. These could be read to younger classes adding illustrations and a name to their wind turbine for added storytelling excitement. -
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Describe how you would involve your pupils in an art, music, drama or creative writing project based around your local natural or scientific heritage
This project blends art and creative writing, encouraging 1st/2nd class students to explore and appreciate Rathfarnham’s natural and scientific heritage.
We would take a nature walk along the banks of the Dodder River and in some of the many parks in Rathfarnham (St. Enda’s, Marlay Park, Rathfarnham Castle, Bushy Park) to observe flora and fauna, draw what we see and collect small natural items.
Following this walk we would create drawings or collages based on this walk, each group would focus on a specific element such as trees, flowers, wildlife, etc.
Another element we could incorporate would be creative writing and write an acrostic poem to the word ‘Rathfarnham’ which would describe some of the sights and sounds we experienced on our walks.
I would also like to take the children to The Nature Study room in the nearby Pearse Museum which exhibits many of Irelands native flora and fauna.
To conclude our project work on the local area I would invite the children to display their artwork and writings and present them to other classes as well as parents/grandparents who would love to learn more about the local natural heritage and see their child’s work.
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage.
I would involve my pupils in an art project centred on their locality to foster a connection with their local community and history.
Project Outline:
1. Exploration and Inspiration: Begin with a walking tour of the village, encouraging students to observe and sketch notable landmarks, buildings, and natural features. Discuss the history and significance of these sites.
2. Research: In the classroom, students would research the village’s history, culture, and key features. Invite local historians or community members to share stories and photos.
3. Art Creation: Using their sketches and research, students create various artworks:
o Painting and Drawing: Focus on landscapes, architecture, and historical scenes.
o Collage: Incorporate materials from the village (e.g., leaves, photographs).
o 3D Models: Construct models of notable landmarks using clay or recycled materials.
Presentation: Host an exhibition in school to showcase the students’ work, inviting parents and community members.
This project integrates local culture with creative expression, enhancing students’ appreciation of their heritage. -
· Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
We are lucky to have a beautiful Grove and river right across from the school .It was originally the site of the first people :the Deise people: to come to the town now called Bru na Ndeise or Bruff in Co Limerick .This grove has a rath called An Binn Liosin.This is a local natural beauty spot well loved by all .There were ring forts here . They were dwelling places and farmsteads which provided protection from predators for humans and farm animals.
There is so much scope here for the Arts to flourish.
First of all, we will have a great discussion about what we imagine the ring forts were like.
Then we compare what we imagined to pictures of ring forts.
We can discuss the wildlife, the flowers, the trees, the houses, their beds, the river the food the smells, the people, the clothes etc. etc.
Drama would be a natural starting point here. We could create a drama around the people living here /how they lived their daily lives/what did they eat /drink/wash /clean
How did they entertain themselves at night which will lead us on to music and dance
I have an infant class so with our instruments we can create the sounds of the forest and the river. Onto this we can create a dance around the camp fire.
We can introduce tension into the drama by creating a problem: a predator on the attack.
Lots of questioning about how we will defend ourselves/what will we use/who will defend/where will the children be?
Victory: After the people have won there will be a victory celebration with music /dance/food.
Creative writing with pictures and sentences should be a very interesting follow up
Art work will be very dramatic using all the strands;
Drawings of any scene
Paintings; Very vibrant colours will be used
Prints: of leaves and sticks we find in the grove
Construction: Research of fort houses and creating simple structures
Clay: representations of the houses
Fabric and fibre: Using wool strings create flowers and plants pictures
At the end of the week we will display our work/perform our Drama for the other infant class
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Hi Helen,
Thank you for your post-it sounds like you are most fortunate to have such a site on your doorstep! I can see you have a wealth of ideas for bringing the arts to life for your young learners and celebrating the rich natural heritage in your locality. By creating a narrative it informs and entertains the young learners, and the idea of drama with a predator on the loose certainly will captivate your students!You have some lovely ideas for creating prints of leaves. There are some great resources to help identify native trees and school resources at the following link: Native Irish Trees (treecouncil.ie)
By presenting their creative work to other learners, the students will improve their communication skills and instill in their audience an appreciation for the locality and its heritage.
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Engaging pupils in an art, music, drama, or creative writing project based around the local natural heritage of Castleisland, County Kerry, can be a rewarding and immersive experience.
Here’s a structured approach to organizing such a project:
1. Research and Exploration Phase
· Local Heritage Introduction: Start with a classroom session about the natural heritage of Castleisland, including the River Maine, The Castle, Crag Cave, and the surrounding landscapes. Use multimedia presentations, guest speakers from the locality and field trips to these sites. –
· Field Trips: Organise visits to significant natural sites i.e. Crag Caves. Encourage pupils to take notes, make sketches, take photographs, and record sounds.
2. Theme Selection
· Discussion and Brainstorming: Facilitate a discussion to choose a central theme for the project. Themes might include “The Secret Life of Crag Cave,” “The River’s Journey,” “Voices of the Hills,” or “Wildlife of Castleisland.” –
· Group Formation: Divide pupils into groups based on their interests—art, music, drama, or creative writing.
3. Project Development
· Art Project: – Objective: Create visual art pieces that reflect the natural beauty and heritage of Castleisland. – Activities: – Sketching sessions at various natural sites. – Painting or drawing workshops using local materials (like leaves, stones). – Creation of a large mural depicting the landscape or a series of paintings focusing on different aspects of the natural heritage. – Outcome: Organise an exhibition to display the artwork in the community centre.
· Music Project: – Objective: Compose and perform music inspired by the sounds and stories of the local natural environment, Sliabh Luachra and the Padraig O Keeffe Festival.
· Activities – Recording natural sounds from the environment to use as inspiration or in compositions. – Workshops on composing music that evokes nature (using instruments that mimic natural sounds). Invite local musicians in- Creating songs or instrumental pieces based on local folklore or personal experiences in nature.
· Outcome: Host a concert where pupils perform their compositions.
4. Reflection and Feedback
· Reflection Sessions: After the project, hold sessions where pupils can reflect on their experiences, what they learned about their local environment, and the skills they developed.
· Feedback Collection: Gather feedback from the pupils and the audience to assess the impact of the project and identify areas for improvement in future projects.
5. Documentation and Legacy
· Document the Process:
· Create a video documentary or a photo book detailing the project’s development from start to finish.
· Legacy Projects: Consider creating a permanent art installation or a yearly event that continues to celebrate the natural heritage of Castleisland, ensuring the project has a lasting impact. By involving pupils in such a comprehensive and engaging project, you will not only enhance their creative skills but also foster a deeper appreciation and connection to their local natural heritage.
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Hello Louise,
Thanks for your comprehensive post detailing an art project based around the local natural heritage of Castleisland, County Kerry.
I really like how you designed this experience to be a learner-led project, where they are actively involved in the decisions around themes and interests, empowering learners to take ownership of their learning journey.
You are fortunate to have such a wonderful resource on your doorstep, and I think it is a great idea to document the journey, reflect on how to improve, and consider a permanent home for your learner’s work/make it an annual event to continue to celebrate your localities rich heritage.
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John Tyndall was a famous scientist from Carlow, whose various discoveries, inventions and innovations have been incredibly influential. One particularly noteworthy discovery that was made by Tyndall was that water vapor and carbon dioxide absorb and radiate heat, and that different gases absorb different levels of heat. His experiments in this area (along with those of Eunice Foote) effectively proved the Greenhouse Effect, which set the foundation for our modern understanding of not only this, but also climate change, meteorology, and weather. With climate change being such an important topic in all schools, John Tyndall’s scientific contributions provide an amazing starting point to any units of work or lessons on the Greenhouse Effect, sustainability, and maintaining biodiversity.
John Tyndall’s work also involved significant study and experimentation involving clean air (or “optically pure” air). He invented what came to be known as “Tyndallisation”, which was a way to effectively eradicate bacterial spores. He also invented a much improved respirator for firefighters. His work on clean air would provide an excellent introduction to lessons on air pollution.
Tyndall is also renowned for his work on diamagnetism. This is the study of properties that are repelled by a magnetic field. Therefore studying his work would influence a unit of work on magnets and magnetism.
Amongst his many achievements, he is also known for the explanation of why the sky is blue – the scattering of light by small particles suspended in the atmosphere. This colour is known as Tyndall Blue. This information can be used in art or science lessons.
There are many more inventions, discoveries and innovations that John Tyndall contributed to the worlds of science and physics. There’s even a crater on the moon named after him.
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Hi Mark, your piece about John Tyndall was very interesting – the children would also be very interested to hear that Tyndall College in Carlow was named after the important scientist. Their uniform and crest celebrates his discovery of why we see light in the sky as blue during the day but red at sunset.
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Module 5
Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritageWe are very lucky to have on our door step the amazing Roscrea Castle. This castle provides opportunities for creative exploration.
These are the ideas I would use to involve my pupils in a creative capacity to empathize with the local natural scientific heritage of this site. ( Pupils would have previously worked on designing, creating and show casing a working drawbridge) ( Angles and measures linked to Maths )
Art:
Local artists have created many amazing portraits of Roscrea Castle inspired by some of these works I would get the pupils to draw sketches of Roscrea Castle inspired by these local artists. Following a trip to Roscrea Castle I would get them to draw what they experienced through their eyes. Pictures captured on our visit will be displayed on the white board and this would be uses as a stimulus for children to inspire their drawings. To conclude pupils would ask questions such as
• What did you think this pupil saw?
• Did you see the same?
• What aspects do you like?Music
Having visited Roscrea Castle within the great hall there is many echos. Using different percussion instruments and other items available to pupils I would encourage pupils to compose a 4 part percussion set to imitate the sounds experienced on our trip to the Roscrea Castle. Inspiration from the poetry of bards or even listening to some music of medieval times as an inspiration to creating their composition would also be explored. Music compositions could be recorded and set as a backing track to our video of the trip.Drama
Using hot seating to encourage pupils to empathize. Using this strategy I would encourage pupils to hot set the ancient families of Roscrea Castle through the ages and centuries. Personifying the generations asking questions such as
1- Have you experienced battles?
2- What changes have you seen ?
3- Describe a day in your life?Creative Writing
After hot-seating in drama this could be used as a great stimulus to write a 150 word story on “One day in 1456 at Roscrea Castle” . Pupils would be well able for this task having explored the STEM elements of the Castle ( how the drawbridge was built/ designing and creating their own bridges) and also having personalized the royalty in drama they would have a lot to write their story on These could be read to younger classes adding illustrations or uploaded to Book Creator on Ipads.-
Hi David,
Thanks for your well-thought-out post on how you would involve your learners in art, music, drama and creative writing based on Roscrea Castle. You have a lot of great ideas that, together, will develop and enrich your learner’s understanding and curiosity about history in their locality.
You are so fortunate to have Roscrea Castle on your doorstep, and a visit is the ideal starting point to inspire creative young minds. I like how you plan to incorporate tech with the use of Book Creator, fostering junior classes’ appreciation for local heritage with illustrated books, and your plans to incorporate maths through a focus on the drawbridge’s technical details—inspiring ideas for the coming academic year!
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage.
Our school is lucky to be based near Intel Leixlip where they create silicon microprocessors, such as those found in computers and smartphones, which are responsible for executing instructions and performing calculations .
I would try to organise a class trip to Intel to see a tour of the campus and explore how microprocessors are made.
On return I would give my class the choice of either creating a procedural writing piece on how microprocessors are made or explanation writing on the many benefits of microprocessors in society today.
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Hi Catherine,
Thanks for your post. You are very lucky to have such a great facility on your doorstep. What an interesting excursion for your young learners to see the creation of technology we enjoy today!
You have great choices for learners to develop their literacy skills with procedural or explanatory writing about microprocessors.
A KWL chart could be a worthwhile starting point for this visit. Some of your students may have parents working in Intel who may have insights to share about microprocessors. I am sure learners will expand their STEM vocabulary during the visit, too, which could be worthwhile capturing on a poster/in a notebook.
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A famous scientist from our local area.
John Desmond Bernal (1901-1971) was born in Nenagh, Co. Tipperary. He was a pioneering scientist whose work significantly advanced the fields of crystallography and molecular biology. Bernal’s academic journey began at the University of Cambridge, where he studied physics and later specialized in X-ray crystallography. His groundbreaking work involved using X-ray diffraction to study the structure of crystals, which laid the foundation for future discoveries in molecular biology.
One of Bernal’s most notable contributions was his collaboration with Dorothy Hodgkin on the structure of complex organic compounds, including steroids and vitamins. His research was pivotal in understanding the structure of proteins and viruses, influencing the development of modern molecular biology.
Beyond his scientific achievements, Bernal was a polymath with interests in sociology, history, and politics. He was an outspoken advocate for the social responsibility of scientists and wrote extensively on the role of science in society. His book, “The Social Function of Science,” argued for the integration of scientific progress with societal needs.
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
My school is located very close to Montpelier Hill, which is topped by the Hell Fire Club. Pupils often visit this location at weekends with their families, so they are extremely familiar with it. There is plenty of scope for a creative writing project based on the Hell Fire Club and its history, particularly around Halloween time. I would use a photo of the Hell Fire Club as a prompt for writing. I would extend the activity to include Drama, Music and Art. Children could create an improvised scene in Drama based around this location. There are magnificent views of Dublin City from Montpelier Hill, so I would use this as inspiration for Art. I would use Google Earth to show the view of Dublin City from this location, and children would create an art piece based on this. As part of Music, I would get to create a sound story based on the sounds of Montpelier Hill and the Hell Fire Club.
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Hi Karena,
Thanks for your post.
What an interesting site to have nearby! There are lots of great ideas for bringing this site’s unique history, views, and landscape to life through a series of engaging creative activities.
I really like the idea of carrying out these activities around Halloween, given the history of the site and its legends. Improvised drama around this site is a wonderful way of bringing the history of this unique place to life for young learners, with the creative freedom to express how they imagine what it was like to be there years ago.
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Our school is within easy walking distance of a disused bog. A local community group has taken it over with the aim of developing it as a local amenity. A walk has been developed around the bog and a picnic area has been added. It was a huge asset to what is a rural community during the Covid lockdowns and the picnic area was used for socially distanced birthday parties. This area will become the focus for an integrated plan which will involve all subjects but especially the Arts. As part of this project we will do the following activities:
History:
• Explore how bogs were formed;
• Explore the properties of bogs and their importance in the preservation of evidence from the ancient past looking at some of the discoveries that are on display in the Natural History Museum and the National Museum. Many of these can be viewed online but a trip to visit these could also be planned (when National History Museum reopens!);
• Look at how people used the bogs in the past;
Science:
• A field trip to the bog would involve going on a senses walk along the walkway to explore what we can see, hear, feel and smell there that we cannot experience in the grounds of the school;
• Photographs could be taken with iPads to facilitate looking for and identifying the unique flora and fauna found in the bog. We could explore why these species live in the bog and not in the school field;
• Discuss how important bogs are for the environment and protecting us from climate change;
Geography:
• Draw a map to show the journey from the school to the bog;
Visual Arts:
• Using a variety of drawing materials we can make observational drawings of a plant that we found in the bog;
• An extension of this activity would be to focus on a small section of the drawing and magnify it on to a bigger page. This could be presented as a drawing or a painting;
• Using the natural materials found in the bog create a picture and take a photograph of this before breaking it up again;
Creative Writing:
• Write an acrostic poem “Bog man”.
• Write an imaginary diary entry written by the bog man.
• Write a newspaper article reporting on the finding of bog body in our bog;
Drama:
• Create a series of frieze frames representing the archaeologists digging in the bog; the archaeologists finding “something”; the archaeologists realising what they have found;
• Hot seating – interview the archaeologists who found a bog body;
Music:
• Learn the song “The Rattlin’ Bog”;
SPHE:
• Discuss the importance of looking after the bog area when we visit the picnic area and go walking there-
Hi Mary,
Many thanks for your great on ideas for activities linked to bog exploration. There is a fantastic variety there. We have a local walk near our school, which follows the path of the former railway line across bog. With your ideas, I have inspiration now to combine an environmental study, some engineering history as well as local social history during one visit. Much appreciated!
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Research a famous scientist or engineer associated with your local area and describe how you would use that person as inspiration for classroom science investigations.
My school is close to Connolly Station in Dublin so I would chose William Dargan (28 February 1799 – 7 February 1867). He was famous for his work in railway construction. Dargan designed and built Ireland’s first railway line from Dublin to Dún Laoghaire in 1833. He constructed over 1,300 km of railway in Ireland. He helped establish the National Gallery of Ireland. In 2004 the Dargan Bridge a new bridge for the Luas was named after him. I would start by teaching the pupils about William Dargan’s life and what Ireland was like when he was alive. We could compare photos of transport today and in the past. We could research the environmental impact of steam engines, coal, and fossil fuels. WE would look at how trains could use clean energy sources. In Maths we could study shapes and angles in Connolly Station. We could look at famous train stations around the world and compare their shape. In Art we could use junk art to create a model railway and use toy trains to test it. We could build trains using Lego. In Music we could listen to the sounds of trains and their whistles in particular. We could use tin whistles to recreate their sounds and compose a tune based on sounds of a railway. We could investigate magnets, electricity in science and forces. I would give the children an experiment to conduct to investigate friction . I would tell them that friction is a type of force which slows things down. It occurs between two surfaces that slide against each other. The rougher the surface, the stronger the friction. The friction is stronger when the train is travelling across the rougher surfaces, such as bubble wrap and sandpaper, and for this reason it will move slower and travel a shorter distance. I would get the children to set up a ramp, keeping the same height for each material. I would give each group different textured materials e.g. fabric, bubble wrap, sandpaper, tinfoil. The children will put each material onto the ramp with blutack. Place the train at the top and let it travel down the ramp. Mark how far it travels. Do this for each material. The children will record their findings with pictures on IPad or notes on a whiteboard. They will be encouraged to predict and compare during the investigation. At the end of our module on trains we could take a trip from Dublin to Dún Laoghaire on the train as a class trip.-
Hi Hilary
One of my favourite parts of moderating this course is reading about the fantastic ideas people have for projects based around local scientists and engineers. William Dargan is a great figure for inspiring your project and you have incorporated so many ideas here from building design to sustainable transport and friction. I love the idea of your musical composition based on the sounds of a railway. You had mentioned magnets and went into some detail on your investigations into friction so a nice extension activity might be to research Maglev trains where magnets are used to reduce friction and allow for faster speeds.
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John Philip Holland, from Liscannor Co Clare and father of the modern submarine is our local Scientist. With the junior classes we will use John Philip Holland as inspiration for a Science lesson based on floating and sinking. The book ‘Mr. Gumpy’s Boat’ will set the scene for the topic of floating and sinking. We will then predict whether a range of classroom items will float or sink and discuss why some items float and others sink. For the designing and making section the children will sketch boats, then shape them from plasticine and see if they float. The children will probably need to re-shape and re model their boats a few times. For the evaluation section the children will reflect on what shape of boat worked best and how they reshaped their designs to float. Which boat holds the maximum number of marbles? Hopefully they will see that the plasticine floats best when shaped into the largest size possible thus displacing a large volume of water relative to its size. They will also discuss other design features which were necessary such as walls with no cracks. For taking the next step the children will add sails to their boats to see if they can be wind powered. This will lead to mathematical thinking about which shape of sail is best and how to balance the sail. This investigation also lends itself to exploring the concept of fair testing e.g every group need the exact same amount of plasticine, need to test their boats in the same water, marbles need to be the same weight.
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Hi Kevin
Using John Philip Holland as inspiration for a lesson on floating and sinking is a lovely idea. It is great to be able to reference a local Scientist when carrying out science lessons. I like the idea of the story as a prompt for designing making and testing their boats. Another resource that you might be interested in is this one from the Explorer’s programme on making a submarine. It also references John Philip Holland.
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Our school is not far from Navan. This provides the ideal opportunity to discuss and study Admiral Sir Francis Beaufort. He was born in Navan, Co. Meath in 1774. He left school when he was only thirteen years old to start his life at sea. He eventually became a commander in the British Navy and is famous for inventing the Wind Force Scale.
Beaufort always kept a journal of short notes on the weather at sea. In 1805 he was asked to do a survey of the waters around an area of South America. It was during this voyage that he developed the first Wind Force Scale.
The Beaufort Wind Force Scale is a way to measure and describe the wind speed at sea. His scale had thirteen points e.g. calm = (0); storm = (13). In 1838 the British Navy made Beaufort’s Wind Force Scale the standard way to measure wind at sea.
His Wind Force Scale was altered when steam ships became more popular than sailing ships. However, when there are very severe weather conditions, the weathermen today still used the Beaufort Wind Force Scale to measure the wind.In 1829, Beaufort became the head of the Hydrographic Office of the British Admiralty and planned many voyages to charter, or map, areas all around the world. e.g. Robert Fitzroy and Charles Darwin on the ship Beagle.
Many places on the world’s oceans have been named after him e.g. Beaufort Sea (part of Arctic Oceans), Beaufort Island (Antarctic) and Beaufort Inlet ( North Atlantic Ocean ). He died in 1857.The study of Francis Beaufort would lend itself to integration with Art – wind and blow painting, Science – Making our own weather vanes, Maths – measuring wind speed, English – Research project on Sir Francis Beaufort, History – studying people and places.
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I also live and teach not far from Navan Serena and I am ashamed that I only recently learned that all those references to Beaufort in place names in the town were to do with the man who developed the Beaufort Scale! It is an indictment of what little attention was placed on the local area and local people when I was in Primary School! Courses like this one ensure that things are definitely improving!
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Hi Serena
Sir Francis Beaufort would provide great inspiration for a cross curricular project. The weather journals that you mentioned would be a great inspiration for not only making and testing anemometers but also the idea of the children recording daily weather observations and keeping their own weather journals. His work on charting the oceans would be a nice link for the map making activities from Module 1 and the Beaufort Scale is also used for many Citizen Science recording schemes so is a nice link with Biodiversity from Module 3. I participate in the Garden Butterfly Monitoring scheme and have to record the wind speed each time I do survey as wind speed will affect the flight of butterflies and have an influence over how many are seen.
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Describe how you would involve your pupils in an art, music, drama or creative writing project based around your local natural or scientific heritage.
Our school is located along the former railway line of the Co. Donegal Railway Co., which was in use until the 1950s and is a valued part of local history and scientific heritage. It was used for decades to transport passengers, animals and goods. It represented major engineering progress in its day with many large viaducts and track over mountainous areas and bog. The children are aware of local landmarks such as tunnels, stationhouses and viaducts. We would propose a project where the children construct in groups/pairs a model of the short part of the line past our local village and school, with the help of maps from the time showing the route and any landmarks existing then which may not still be present.
Introduction:
Using the Smartboard and class computer, children interact with the Irish Rail/Heritage Council interactive railways map, which traces the exact route taken across Donegal by the railway. Available at: Iarnród Éireann Heritage and Enthusiasts (irishrail.ie). It is also an opportunity for the children to explore the origin of the term locally in Gaeilge for the train when it first appeared on the landscape in Donegal, the ‘muc dubh’.
Development:
In their groups/pairs, the children can use an IT room period/ipads to explore the layered Geohive Ordnance Survey map dating from 1902, when the railway was in its heyday. This shows the precise location of the two local halts, the viaduct and the station house.
As a follow up Maths activity, the children could calculate how long it might have taken for the train to pass along this stretch of the route, and design an imaginary train timetable for the era.
When beginning the model construction, the children will consider materials, what exactly needs to be shown on the model – perhaps the line itself, the two local stations, the other important buildings around it at the time like the RIC barracks, dispensary and a schoolhouse which is still in existence but no longer used as a school. Then first sketch their ideas.
Construction can take place over an extended period. Materials: cardboard (reused cartons/packets), sponge/fabrics for model landscape, papier mache and egg cartons for hills/mountains, masking tape to show railway line/roadways.
Conclusion
Groups present and share their work.
The railway is an important part of local history around the school, so it may be possible to display the children’s work in the school for the community to enjoy. Family members also have vivid memories of the times when the train passed through and could share their experiences with the class.
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Hi Conor
You have outlined a fabulous project there incorporating local history, engineering design, construction, maths and the use of IT to access online maps. I love the idea of calculating distance and speeds and making a rail timetable based on these. Having a display for the local community would be a lovely idea which I’m sure would be appreciated. There could also be a lovely link here with sustainable transport with some class discussion around the fact that Donegal is no longer served by rail links.
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It would be a missed opportunity for meaningful teaching and learning if the designer and builder of the great telescope at Birr Castle was not studied. William Parsons, the 3rd Earl of Rosse is deeply intertwined in the rich history of Birr. With that in mind, I would use the story of the Earl to begin our investigation in to the person behind the telescope.
The children will be encouraged to begin their research project/investigation by creating a timeline of the Earl’s contributions from the 19th century onwards. A class visit to the castle grounds will help the children collate and collect information for their project. Use of ICT will also be encouraged by suggesting to the groups that they could create a digital ‘meet the scientist’ book. The children will be encouraged to document their research and create a detailed biography outlining the career, achievements and contributions of William Parsons. Using Scoil Net will give the children access to primary source documents to ensure the accuracy of their reporting.
Formative cross-curricular approaches to teaching and learning will be used and it is hoped that the project will progress on to further scientific investigation in to the great telescope.
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John Philip Holland, an engineer and inventor from Liscannor, County Clare, who lived and worked in Dundalk, Co. Louth, is best known for developing the first successful submarine. His pioneering work can serve as an excellent inspiration for classroom science investigations for junior infants. To inspire students, I would start with a story about Holland’s life and his invention, highlighting how his curiosity and determination led to significant innovations. For the science investigation, we could explore the principles of buoyancy and water displacement.
Classroom Activities: Story Time: Introduce John Philip Holland and his submarine through story. Hands-on Experiment: Use a large container of water and various objects (e.g., plastic boats, clay, and tinfoil) to test what sinks and what floats. Discuss why some objects float while others sink, linking this to how submarines work. Model Submarines: Students can create simple model submarines using recycled materials. They can test their models in water to see how they float and submerge. Art Integration: Draw pictures of submarines and the underwater world.
These activities would spark curiosity and teach basic scientific principles in a fun, messy,hands-on and playful way. Time however is a concern as this could be one of those lessons that “run away ” on you and it would be important to stay focussed on the objectives of each section. -
We have a number of potential local scientists to choose from.
The first, Ernest Walton, 1930 to 1995, was the first the split the Atom, this might tap into the children’s interest stemming from Oppenheimer last year. We could explore the topic in relation to sustainable energy debates and on the physics of energy, being transformed from one state to another and never lost.
Looking further back in history, children would study Robert Boyle from Lismore, he was born in Lismore Castle in January 1625.
This could lead to an exploration of the nature of air pressure and volume starting simply from the nature of air pressure around us that we don’t see to observation of air pressure, Boyles law states that if the volume and pressure of a gas are inversely proportional so if volume increased pressure decreased and if volume decreases pressure will increase.
This could be the starting point for classroom based experiments on air pressure using balloons and tables etc.
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Students will learn about William Parsons the 3rd Earl of Ross and his astronomical discoveries through a PowerPoint presentation. They will learn that he could not take photographs of what he saw through his great telescope. So he had to hand draw everything using charcoal as the use of a regular lamp would have affected his night vision making it difficult to move quickly from the telescope to the page to document what he was seeing. Then he had to develop his red lamp for light to keep his eyes adjusted to the darkness. This will end the theory part of the lesson.
Then I would get the students to make their red lamps using jars, red cellophane and electric tea lights. This would be followed by the students drawing their spiral galaxies using charcoal and tea-stained paper that looked like parchment. When the students have completed their art pieces they can go onto the artist chair and show all the other students in their class what they made. The other students can also ask them questions at this stage.
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Maude Delap, a self-taught marine biologist from Valentia Island in County Kerry, is an inspiring role model for students, especially as I work in a girls’ school. Her story shows the importance of determination, resourcefulness, and following your passion, even when facing societal barriers. Students can create a book or a podcast episode about her life, highlighting her careful research and collaboration with other scientists. Discussing the challenges faced by female scientists can show Maude’s resilience and serve as a powerful example of perseverance. Additionally, students can design their own experiments in marine biology or other areas, developing hypotheses, conducting experiments, analysing data, and drawing conclusions. This encourages innovative and independent thinking, inspired by Maude’s significant achievements.
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I would use Kathleen Lonsdale for a number of reasons.
Firstly she is from Kildare and honoured in Maynooth University which is close to my school.
She is female and inspirational. I love the fact that she went to the local boys school for science lessons as the girls school didnt offer lessons. I think all would take inspiration from this in scientific inquiry and investigations in class.
I would start by displaying a picture of her and elciiting and prompting to gather guesses as to how and why she might be famous.
Once established we would do a KWL on Padlet of questions.
On the iPads in pairs the children would read the ask about ireland fact file and they return to Padlet to fill in their answers.
Using her as inspiration the children would come up with I wonder how or why questions and in groups each group would seek to design an experiment to investigate said question.
I would provide websites for research where the chidlren would scan the QR code to access them.
This project would take place over a number of weeks using the scientific method of discovery to guide their research question.
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For an engaging project based on the local natural and scientific heritage of my local town of Birr, Co. Offaly, I would involve my pupils in a creative writing and art project inspired by the work of William Parsons, the 3rd Earl of Rosse, and the Birr Telescope.
Creative Writing and Art Project
1. Introduction to William Parsons and the Birr Telescope: – I would start by introducing students to William Parsons and his contributions to astronomy with the construction of the Birr Telescope. – Discuss the significance of the telescope in advancing our understanding of the universe.
2. Creative Writing: – I would encourage students to imagine themselves as astronomers or engineers working with William Parsons on the Birr Telescope. – Have students write short stories or journal entries detailing their experiences, discoveries, and challenges while working on the telescope. – Ask students to incorporate scientific concepts they’ve learned into their narratives, such as descriptions of celestial objects or explanations of telescope mechanics.
3. Art: – I would invite students to create artistic representations of astronomical phenomena observed through the Birr Telescope, such as galaxies, nebulae, or star clusters. – Provide a variety of art materials for students to use, such as paints, pastels etc. – Encourage students to be creative and use their imagination to depict the wonders of the universe as seen through the lens of the Birr Telescope.
4. Integration of Music and Drama: – I would organise a class presentation where students can showcase their creative writing pieces while incorporating music and drama elements. – Students can narrate their stories or journal entries while background music sets the mood, and classmates act out scenes related to the Birr Telescope and astronomy. – Encourage collaboration and creativity among students to bring the project to life through a multi-sensory experience.
By combining creative writing, art, music, and drama in a project inspired by the local natural and scientific heritage of Birr, students can explore their imagination, deepen their understanding of astronomy, and appreciate the legacy of William Parsons in a unique and engaging way.
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That sounds like a great plan Monica to bring the life of William Parsons to life again. Bringing Astronomy into it naturally, it is an exciting subject for children with curious minds. Representing this through Art would be lovely as would the creative writing as the children’s imaginations would surely bring up interesting ideas and themes
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage.
Our school is 1.5km from a woodland area with a 5km looped walk. It has streams flowing through it and is an ideal place to bring a group of students. It also has a stone bridge that offers a super view of the local town. This could be linked with the previous module, as the children could discuss how this bridge was built and what was its purpose.
I feel this site is perfect for linking with creative writing as Glenart Castle is visible from the woodlands. For a 2nd Class group they could create a class story on who they think lived there. Each child would write a page and draw a picture to match their story. They could have this made into a book and visit the Infant Classes to read their creative piece to. The younger classes could then be brought on a walk to view the woodlands and castle. After their visit the Infant classes could create an art piece based on their visit and what they saw.
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Hi Eimear,
Thanks for your post and lovely ideas to develop a creative writing project based around your local woodlands, and Glenart Castle. I can see how you plan on making full use of this wonderful natural heritage location, by discussing the bridge and its uses while there too.
Your projects for the classes are well suited to their age and ability, unleashing the imagination of those in second class as they create a narrative and drawing based on the castle and its occupants from long ago. I think it’s a lovely idea to bring these stories together to create a book that is then read to the younger class, sharing their creativity, developing communication skills and fostering an appreciation for the heritage sites on our doorstep
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Research a famous scientist or engineer associated with your local area and describe how you would use that person as inspiration for classroom science investigations
Kathleen Lonsdale (1903 – 1971) was born in Newbridge, Co. Kildare, and moved later to England. She made important discoveries about the shapes of molecules using X-Rays. She was sent to a boys’ school to learn Science because it was not taught to girls then! She was the only girl there!
I had never heard of this lady and probably wouldn’t if I didn’t do this course. She sounded like a an amazing lady and showed us that our gender should not be something to stop us achieving our dreams. It would empower younger girls to dream big like she did. The opportunities are there now for girls to make huge advancements in the area of science.
Discuss with the children have they ever had a x-ray. What is the purpose of them?
With younger classes tell a story about a hospital visit and needing an x-ray.
Simple activities such as making a cardboard frame, photocopying some body parts like leg and arms and putting it into the frame and holding it up to the window. For older classes possible photocopy onto acetate sheets.
Use magnifying lenses to look at various items in more detail as Kathleen would have done when she would have looked closer at molecules possibly using microscopes.
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Research a famous scientist or engineer associated with your local area and describe how you would use that person as inspiration for classroom science investigations
I am based in a Primary school in Meath, so I have elected to use Francis Beaufort, who hailed from Navan, as inspiration. I would plan a series of classroom science investigations centred around wind and weather patterns, with Beaufort’s contributions to meteorology in mind, particularly the Beaufort Wind Scale.
Project Plan:
Objective: Investigate wind speed, direction, and their effects on the environment.Introduction:
Introduce Francis Beaufort and the Beaufort Wind Scale.
Discuss the significance of his work in understanding and classifying wind speeds.Research and Observation:
Teach students how to use the Beaufort Wind Scale to estimate wind speed based on observed effects on trees, water, and other objects.
Conduct outdoor observations over several days, recording wind conditions and classifying them using the Beaufort scale.Data Collection:
Use anemometers to measure wind speed and compare with students’ Beaufort scale estimates.
Record wind direction using weathervanes and compasses.Analysis:
Analyse how wind speed and direction vary with weather conditions and geographic features (open spaces such as the pitch vs enclosed/ covered spaces such as our playscape)
Discuss the implications of wind patterns for weather forecasting and navigation.Experiments:
Design simple experiments to study the effects of wind on objects, such as building and testing small wind turbines or kites.
Explore concepts like lift, drag, and aerodynamics.-
Hi Megan,
Thanks for your comprehensive post. You have put together a thorough plan to research Francis Beaufort and have some great ideas for exploring the Beaufort Wind Scale, along with other activities based on wind for classroom science investigations.
I like how you mention discussing the significance of this work. Beaufort was shipwrecked as a teen and went on to explore and survive in some incredibly challenging situations. To this day, the Beaufort Scale enhances maritime safety by providing a clear and universally understood system for describing wind conditions without any equipment requirement.
I really like your idea of comparing anemometer results to those of the Beaufort scale. Can the learners come up with their own anemometer result ranges to reflect points on the Beaufort scale? Lots of great activities that could work well as a small block of classes to deep dive into this topic.
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage.
We would base this project on the mines in our local area which have now been closed for many years but leave behind a great history of stories songs poems and also railway lines and bridges. Our old school principal compiled a book and CD with the help of pupils and parents based on these mines. This was at least 20 years ago. It would now be time to relive those stories and poems in the form of a little school play. We put on a play most years at Christmas so we could make a short play based on the history and heritage of this great mining era. Children could interview old miners or their families and gather stories as well as sing the mining songs of the area and perform some of the poems. It would be a great way to study local history and also keep alive the poems and songs. They could act out scenes from deep in the colliery to show the hardships of the workers. This could be done throughout the whole school with possible special guests of the old miners.
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Hi Joe,
Thanks for your post. What a wonderful idea it is to bring this rich history to life in your locality. It sounds like your school is already very active in celebrating this and making connections with the local community. The book and CD created by your Principal will serve as a wonderful resource for this activity, and I think it’s a great idea to have special guests to bring to life the stark reality of life in the mines back then and the importance of this gruelling work in providing fuel for the nation.
I really like the diversity of creative expression in this, including drama, songs, poetry, and story writing, and the continued connections to the community and the rich history of your local area.
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I would explore the River Liffey which flows through Celbridge through Drama.
The subjects of Maths, Geography, history and Art would be integrated in this project based on the natural heritage of the river flowing through our town.
I would ask the children to design artwork that would depict the flow of the river in costumes of fabric or paper. Children could mimic rapids and represent dams for hydroelectricity in 3 places.
Towns along the way could be represented by children displaying landmarks of the towns, Blessington, Kilcullen, Newbridge, Clane, Celbridge, Lucan Leixlip, Chapelizod and finally Dublin City and the bay.
The average flow of the Liffey in cubic metres is 14 m3 so a physical cubic metre could be created and give the children an idea of its actual volume of 1000 litres. In August the average flow is approx 4m3 and in December its approx 30m3.
The source of the Liffey is in Kippure which is 500m above sea level.
The Vikings and Normans could be represented with the former building the first town at the mouth of the river.
The 2 canals could also be represented connecting the Liffey to the Shannon.
The overall path of the river is 125km and it could be represented with the directions of going West from Kippure, then North and then East and into Dublin Bay.
It is a rich subject and of course the children would have their own ideas to contribute which would make it more interesting.
Bringing the various subjects into one to create a dramatic representation of the path of the River Liffey.
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Hi Felicity
I love the sound of your River Liffey project. It is really a cross curricular project with the shape of the river itself, its source and linked canals, the landscape it flows through and the built heritage of the towns it passes through, the history of those towns and the use of the river for hydroelectricity. You could also depict other uses such as fishing and all sorts of boats from kayaks to commercial boats. The emphasis on depicting the length, volume and flow of the river is a great maths link and the way you have linked it all through art and drama is fantastic with costumes and actions.
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage.
Spike Island in Cork has been host to a 7th Century Monastery, the largest Victorian conflict depot in the world , a 24 acre fortress had home to centuries of island homes. With this fantastic local heritage site so close by to my school I would aim to visit the island with my pupils (by boat which would be a major part of the fun!) and to divide the class into groups to create a timeline of the island’s past life. The pupils would then be asked to take on the role of different people who lived on the island during those times and write diary entries or perhaps act out scenarios that may have happened during those times. The Island Fortress is also in the shape of a star which would a great art project to pursue perhaps re -creating it using clay. This could then carry on to focus on the engineering of the fortress and how it was built. I think the students would really enjoy this project on Spike Island.
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage.
To immerse the children in a creative project centred on a scientific heritage site I think I would use Dublin Castle as this is a heritage site close to our school which would be great for the children to explore and gain better understanding. I would organise a program incorporating art, music, drama and creative writing. First, I would explore a brief history of Dublin castle and allow the children visit Dublin Castle, where the children would explore the history and architecture. They would take notes and capture photographs. They could create visual pieces inspired by the history of Dublin castle. For music the children could use instruments within their environment inspired by historical events integrating Irish music. They could also research periodic music from the past. In drama, the children could engage in group work to develop short plays set in the castle. They could also research films that were made in the castle. Finally, the children could craft short stories or poems inspired by the castles histories, legends or their own imagined personal experiences of the historical figures that lived or worked there. All these activities would provide a comprehensive, multi-sensory exploration of Dublin Castle.
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Research a famous scientist or engineer associated with your local area and describe how you would use that person as inspiration for classroom science investigations.
As a Westmeath native, I have chosen the scientist Kenneth Edgeworth, an Irish army officer, engineer, and astronomer. Born in Street, County Westmeath, he is best known for proposing the existence of a disc of bodies beyond the orbit of Neptune in the 1930s. Observations later confirmed the existence of the Edgeworth-Kuiper belt in 1992. Those distant solar system bodies, including Pluto, Eris and Makemake, are now grouped into the Edgeworth-Kuiper belt.
Firstly, we would conduct a research project about Edgeworth himself, answering the following questions:
-Who is K.Edgeworth?
-Where is he from?
-How did he become interested in astronomy?
-What research did he conduct? What were his findings?
-How has Edgeworth contributed to what we know about astronomy?Following research of Edgeworth, the students could further their studies on the Solar System, focussing on Edgeworth’s own findings. Working in small groups, they could complete an art project, constructing Edgeworth-Kuiper belt.
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Hi Aisling
I confess I wasn’t familiar with the work of Kenneth Edgeworth but I am always amazed at the number of important scientists and engineers who have come from Ireland and there are great local connections to these people in every part of the country. Kenneth Edgeworth is a great choice for a scientific heritage project on your local area and a fantastic way to introduce classroom investigations on astronomy.
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
We are lucky to have our own little garden/outdoor space attached to our classroom which is used year round. We also have a lovely school garden when children plant vegetables and flowers. We also have a beautiful woods close to the school where we often do nature and sound walks. Each are is different and offers access to various forms of wildlife.
I use these resources year round. As I teach in the ASD class, my children love being out and about so outdoor learning is key. They are at their happiest and most relaxed when out in nature.
We were lucky enough to rescue 4 little bats that got trapped in the junior building last June. They are all safe and well now. We will be doing a project on bats in October as the children were so excited to see them and want to learn more!
I always incorporate art into any lesson I do on wildlife or biodiversity. It’s a great way for children to express what they have learned and to display their work.
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
A recent move home will have me near to Lough Boora Parklands and I would like to use this as an opportunity for creative exploration. Lough Boora is a nature reserve full of biodiversity art and archaeology. There are 24 large scale sculptures and artworks which have been inspired by the rich Irish peat lands.
There are so many opportunities for cross curricular projects using Boora as a trigger. Ideally I would taka a class on a day trip to Boora to see the park for themselves before we begin an in depth study on it.
Art- Study the sculptures in the park along with the artists who designed them. Design and make their own piece of art or sculpture.
Music- Listen to the insect and animal sounds that can be heard in the park and recreate these with percussion instruments. Draw a graphic score to represent their music. Do this for the machinery found in the bog also.
Drama- There are endless opportunities here!!!
History- Study the history of Boora from the early days of peat production to the recreation park we have today.
Science- Study the various plants, insects and animals found in Boora.
Geography- Study the geography behind bog formations and the different types of bogs.
Creative writing- Like drama, there are endless opportunities here for creative writing projects based on Boora.
Gaeilge- Irish words for plants and animals found in the bog.
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Despite growing up near the town of Ferbane and fifteen minutes from Birr Castle Demense I was unfamiliar with the scientist Mary Ward until a local community hall in Ferbane the former Heritage Centre was renamed in the Ferbane natives honour ‘The Mary Ward Centre’. The renaming of the centre peaked local interest in the scientist and she recently gained national recognition in a RSA advertisement for being the first recorded road death in Ireland. Her road death was from a vehicle that was part of the many scientific and engineering explorations that was happening at Birr Castle Demense druing the mid 1800’s.
Mary Ward ‘loved nature as a child and became interested in small insects and butterflies. In her teens she was given a microscope, which became her life’s interest and she used it to study plants, insects and much of nature.’
‘As well as her interest and skill in microscopy, she was an excellent painter and draughtsman and her illustrations were used in scientific publications. She also wrote books for children, especially on the use of the microscope. She was interested in educating the younger generation and enjoyed teaching. Her educational books also included one on the telescope. ‘ (extract from the Birr Castle Demense website)
So based on Mary Wards interest and love of the telescope as inspriation I would refer to the Esero lesson plan 35 (https://esero.ie/wp-content/uploads/2015/01/35_Make-your-own-telescope.pdf )on how to make your own telescope to introduce the children to the life and work of Mary Ward at Birr Castle Demense and her contribution to the scientific work and desire to educate children on the telescope. This lesson can be expanded further by using a telescope to examine flowers and insects found on our flower walks.
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Research a famous scientist or engineer associated with your local area and describe how you would use that person as inspiration for classroom science investigations
I have chosen Ellen Hutchins, who was born in 1785 in Ballylickeyb, Co Cork. She was Ireland’s first female botanist. Her focus was on plants that do not produce seeds, such as mosses, liverworts, lichen, and seaweeds, and she collected and identified hundreds of specimens in her short lifetime, discovering new species and rare plants, which brought her to the attention of prominent botanists.
Ellen died before even reaching her 30th birthday in 1815, but her name lives on in numerous plant species. Among them is Conferva hutchinsae, named by Lewis Weston Dyllwin.
Hutchins’ specimens are among the most significant collections in the UK, Ireland and the US. Most of her specimens and famously detailed illustrations now reside in the Royal Botanic Gardens, though other collections can be found in Sheffield City Museum, Trinity College Dublin, the Natural History Museum in London, the Linnean Society in London, Botaniske Museum in Oslo, and the New York Botanical Garden.I would incorporate the story of Ellen Hutchins with our science study of plants, investigating photosynthesis, discovering how moss reproduces, identifying different environments or conditions where moss grows and linking with climate. Questioning why it grows in damp environments or on north facing roofs, wall or trees? Investigating how it survives without roots, a stem or seeds and discussing fungus and alga,
As part of our study we would go on a nature trail in search of moss, liverworts, lichen, and source some seaweed. We would further research her work online and discover illustrations from library books. -
Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage.
To involve pupils in a creative project based around Tinakilly, Rathnew, I would like to undertake a creative writing project The project would center around exploring the history, landscape, and cultural heritage of Tinakilly and Rathnew, engaging the pupils’ creativity and allowing them to express their learning through the medium of creative writing
Walking Trip: we’d begin with a visit to Tinakilly House and the surrounding areas in Rathnew. The children would explore the grounds, learn about the history of the house (including its connection to Captain Robert Halpin and maritime history), and take note of the natural environment, architecture, and any local stories or legends.
Storytelling: Pupils could write short stories or poems inspired by their visit. They might focus on imagining the lives of people who lived in Tinakilly House, creating fictional stories based on the area’s history or even mythologizing local landmarks.
Journals and Diaries: Students could write diary entries as if they were inhabitants of Tinakilly in a particular historical period, blending factual research with creative imagination.
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
Dublin’s Grand Canal is located a short stroll away from my school. In preparation for this activity, I would take the children on a walk to the canal where they could use the class iPads to take photos of the canal and its flora and fauna to take back as inspiration.
Children would then work in groups to create 3-D dioramas of the canal using shoeboxes and a variety of art materials. While artistic creativity will be important for this activity, emphasis will be primarily placed on creating as accurate a scene as possible in terms of wildlife. Groups would also be allowed to use ICT to further research the plants and animals that are native to Grand Canal and surrounding area.
As an extension activity, groups would create a simple booklet or poster showing the various plants and animals that they have included in their diorama.
Assessment: Children would be provided with a simple rubric which would allow them to self-assess their work.
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I really liked all of the ideas on the garden creativity challenge. Ways to use this for an art project:
I like the idea of the children doing art work with stones leaves etc challenge. I think I will do it as an art lesson next year. I might start with nature mandalas, we can link it to symmetry, we can take pictures. The children could then do free art and choose something of personal interest to them; car, football field, jersey, food, makeup etc.
Natural paints- I love the idea of this; I wonder how good the product would be.
In September we will be learning about Australia and the aboriginal people. They will learn about how the Aboriginal people used natural paints much like all other indigenous tribes. I would tell the children we are going to create our own natural paints and use them to create a flower.
We would do a nature walk to collect our materials Berries, Grass, Leaves, Flowers, Dirt etc. ( I will bring in berries).
We would use mortar and pestles to grind down the different items and use some water/corn syrup to help make the colours.
They will then design their flowers and share their paints with each other.Design and make projects could be considered an art and Stem project I think.
Shelters:
Design and make a shelter for a toy, I know my classes would really enjoy this. We would look at different types of shelters. Go through wondering questions based on the pictures. The children would plan their shelter outside looking around at different natural items available to them. The children would then make their shelters, present them to the class and evaluate their shelters. H.A could try and make them water resistant.
Design a new school grounds; taken from the wellbeing resource. This would be a 3d map and the children could design a key.
Design and make a bridge/tower: the power of the triangle pdf. Starting with a cube doing sticks and marshmallows then onto a square based pyramid; then they use different materials to build one. -
Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
I notice the Burren in Co.Clare has been included in a response above. However, the lesser known Cavan Burren Park is the local area of heritage I would like to explore with my class through the lens of the curriculum.
As many of the children have not been to visit it, we plan on taking them this year for a guided walk. On the visit, the children will be encouraged to take photographs to add to their digital portfolio. They can add voicenotes to the photographs with their observations and questions.
Using these images as inspiration, I would invite the children to recreate an image from the Burren using fabric and fibre. They would have an opportunity to use various textures for their art work.
There are five walking trails named in the Burren Park. As part of creative writing with the junior classes we will discuss why they are named as they are and encourage the children to come up with an alternative name for the walking trail they completed on their trip.
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This sounds like a lovely lesson. I particularily like the idea of adding voicenotes to photos, not something I have used before – I’m now thinking of so many ways to use this in class!
Also I think fabric& fibre is the perfect medium for representing a natural landscape, there is so much scope for adding texture.
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A Creative Exploration of the Bog of Allen
The Bog of Allen, a significant natural heritage site in the region, offers rich inspiration for a cross-curricular project. To engage students creatively, we could explore the bog’s unique ecosystem through art, music, drama, and writing.
Students could create vibrant paintings or drawings depicting the bog’s flora and fauna. Music composition based on natural sounds like wind rustling through reeds or birdsong could be explored. Dramatic performances could portray the bog’s history, from its formation to its current conservation efforts. Writing prompts could focus on imagining life as a bog creature or composing poems inspired by the bog’s beauty.
By combining these art forms, students develop a deep appreciation for the bog’s ecological importance and cultural significance. This project fosters creativity, collaboration, and critical thinking while promoting environmental awareness.
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Research a famous scientist or engineer associated with your local area and describe how you would use that person as inspiration for classroom science investigations.
Portumna Swing Bridge was designed in 1909 by the London engineer, C. E. Stanier.
The children in our school would be very familiar with the bridge and I remember as a child myself being both mesmerized and terrified at the pivoting bridge.
It is the largest 20th century example of its kind in Europe.
I would start by introducing the topic of bridges and use investigate materials as a stimulus. I would leave a variety of materials for groups to explore with the challenge of design and make a bridge.
Following that we would discuss the various merits of the various bridges that the children constructed. I would then introduce the idea to think about bridges near us and brainstorm the answers. I would then show a photograph of Portumna Bridge as the basis for our discussion and investigations.
Some topics for exploration of this bridge would be:
History – examine various bridges over The Shannon at Portumna (Pre Famine)
Geography – role of bridges in linking counties of Ireland (trade)
Science – design and make a bridge that pivots
English – write interview questions for a role play activity
Drama – interview the scientist Stanier. Thought tracking various people that would have had a role in the construction of the bridge (engineer, construction workers, locals,John Ousley Moynan the surveyor of Tipperary North Riding of the time etc)
Extension idea: Examine other works of the same engineer-
Hi Giolla
I wasn’t aware of Portumna Swing Bridge and it sounds like a fantastic inspiration for an engineering project. Your mention of a swing bridge reminded me immediately of my years in the Girl Guides and all of the times we built and used a Haymaker’s bridge to cross small streams and ditches. https://www.pioneeringmadeeasy.co.uk/wp-content/uploads/Haymaker.pdf. Amazing fun!
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Using Arthur Leared as Inspiration for Classroom Science Investigations
Introduction to Arthur Leared: I would start with a lesson on Arthur Leared’s life and contributions. We will discuss his invention of the binaural stethoscope and how it transformed medical practice by allowing doctors to listen to the internal sounds of the body more effectively. We will discuss how this invention is still used in modern medicine.Science Investigations Inspired by Leared:
Investigating Sound and the Human Body
Learning Outcome: The children will learn how sound travels, how stethoscopes work, and how doctors use them to diagnose illnesses.Activities:
How Sound Travels: We will begin with a simple experiment on sound waves. The children will stretch a string between two paper cups to create a simple “telephone” and explore how sound travels through solids. We will discuss how sound waves travel differently through air, liquids, and solids.
Heartbeats and Pulse: The children will learn how to find their pulse and listen to their heartbeat. We will discuss the significance of heartbeats and what doctors listen for with a stethoscope.
Building a Simple Stethoscope: The children will construct a basic stethoscope using a funnel, plastic tubing, and a balloon stretched over the funnel. They can use this to listen to their own heartbeat and compare how well it works with the sounds they hear without the stethoscope.
Heartbeat Investigation: The children will measure and compare heart rates under different conditions (resting, after exercise, etc.). The children will record their findings and create graphs to show how heart rates vary with activity levels.Integration:
History: The children will research and discuss other important figures in medicine from that era.
Literacy: The children will write a short biography of Arthur Leared or an essay on how his invention impacted the world.
Maths: Represent the data gathered from heart rate experiments on graphs.-
Hi Deirdre
Arthur Leared is yet another Irish Scientist that I had never heard of so it is great to learn about his important contribution to the field of medicine. His work is a lovely inspiration for the study of sound in your classroom and I love the idea of the children designing their own stethoscopes.
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage:
Having studied the module 5 presentation I was particularly taken with the story of Charles Algernon Parsons and his invention of the compound Steam Turbine and how he introduced its superiority to the world at the Diamond Jubilee of Queen Victoria. I would start by looking at the history of Birr Castle Demesne and all the wonderful scientific work that has taken place there historically. Then I would look in particular at Charles Parsons and his engineering work and the building of the Turbinia. I would set the children a task to use the class laptops/ipads to find out as much as they could about Charles Parsons life, education and invention of the steam turbine. When we have gathered all the facts I would suggest that we create a drama based on these events. Over a series of weeks we would come together to write a script, create props and rehearse our script before putting on a dramatic performance for the younger classes in the school. I would also propose that we make a stop motion video using lego figures and boats to recreate the crashing of the Diamond Jubilee and the chase that ensued. We are lucky to have a projector and screen in our hall and this would be an interesting addition to our dramatic performance. I think this would be a lovely series of lessons incorporating history, drama, science music and art (prop and costume making).
I would propose undertaking this project with a fifth or sixth class. -
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage.
I have just passed a nice hour browsing the Heritage in Schools tutorials and feel very inspired by the fabulous ideas there. I always think that children absorb information really well through music, and Aileen Lambert’s tutorial that teaches the song about the bláthanna would be a lovely way to engage the children at the start of an ongoing project about wildflowers. The song teaches the children the names of common wildflowers in English and Irish, and could be revisited over the course of the spring term as the various wildflowers come into bloom around the school.
With the song as an initial trigger, I would conduct many lessons focusing on the named wildflowers throughout the term, for example sketching and/or photographing the flowers to examine and label their different parts, recording the flowers with Citizen Scientist on Biodiversity Ireland, creating a biodiversity map of the school grounds and marking where the wildflowers occur, noting when each flower first blooms, for use in further years for comparison, and conducting a FIT count in the vicinity of these flowers, comparing the number of insects when the flowers are in bloom with when they are not. Integrated, ongoing projects like this will hopefully give children a familiarity and confidence naming and observing wildlife that they will carry through to the rest of their lives. -
Being from Carlow I decided to focus this task on John Tyndall. During my research I found out a lot about him and his contributions to Science, and found some great lessons about him.
1. Introduction to John Tyndall
Lesson 1: Who Was John Tyndall?
• Objective: Introduce students to John Tyndall, his contributions to science, and why his work is still relevant today.
• Activity:
o Begin with a brief biography, highlighting his key discoveries.
o Discuss the Tyndall effect, his experiments with light, and his studies on the greenhouse effect.
o Show images or a short video to illustrate his life and work.
2. Investigating the Tyndall Effect
Lesson 2: What is the Tyndall Effect?
• Objective: Understand the Tyndall effect by observing how light scatters when it passes through different mediums.
• Materials Needed:
o A clear glass of water
o A few drops of milk or a small amount of flour
o A flashlight
• Activity:
o Demonstration: In a dimly lit room, shine a flashlight through a glass of pure water. Then, add a few drops of milk or a small amount of flour to the water, stir, and observe how the light beam becomes visible as it scatters through the particles.
o Discussion: Explain that this scattering of light by particles in the liquid is known as the Tyndall effect. Discuss how this relates to Tyndall’s work and its applications, like explaining why the sky is blue.
o Investigation: Have students experiment with different liquids (e.g., water with sugar, salt, or other particles) to observe the Tyndall effect under various conditions.
3. Exploring Light and Color
Lesson 3: The Science of Blue Skies and Red Sunsets
• Objective: Understand why the sky is blue and why sunsets are red, based on Tyndall’s studies of light scattering.
• Materials Needed:
o A glass of water
o A small amount of milk
o Flashlight
o White screen or wall
• Activity:
o Experiment: In a darkened room, mix a small amount of milk into a glass of water. Shine a flashlight through the mixture towards a white screen or wall. Observe the color changes as the angle of the light changes.
o Explanation: Discuss how shorter blue wavelengths scatter more, making the sky appear blue during the day, while longer red wavelengths dominate at sunset.
o Extension: Students can explore further by adjusting the amount of milk and observing the effects, linking it to real-world observations of the sky.
4. Greenhouse Effect and Climate Change
Lesson 4: Understanding the Greenhouse Effect
• Objective: Explore the concept of the greenhouse effect using simple experiments inspired by Tyndall’s work on gases and heat.
• Materials Needed:
o Two small glass jars or containers
o Thermometers
o Plastic wrap or lids
o Sunlight or a heat lamp
• Activity:
o Experiment: Place a thermometer inside each jar. Cover one jar with plastic wrap or a lid, and leave the other open. Place both jars under sunlight or a heat lamp for 15-30 minutes. Record the temperature in each jar.
o Discussion: Explain how the covered jar simulates the greenhouse effect, trapping heat and leading to a higher temperature. Discuss Tyndall’s early research on how certain gases (like carbon dioxide) trap heat, leading to the modern understanding of climate change.
o Extension: Students can investigate how different covers (e.g., clear vs. dark plastic) or different heat sources affect temperature.
5. Developing Scientific Inquiry Skills
Lesson 5: The Process of Scientific Investigation
• Objective: Learn how to design experiments, make observations, and draw conclusions, inspired by Tyndall’s methodical approach to science.
• Activity:
o Student-Led Investigations: Encourage students to design their own experiments based on Tyndall’s principles. For example, they could explore other light phenomena or investigate the effects of different gases on heat retention.
o Scientific Method: Guide students through the steps of the scientific method—posing a question, forming a hypothesis, conducting an experiment, collecting data, and drawing conclusions. Use Tyndall’s work as a model of how careful observation and experimentation lead to discovery.
o Presentation: Have students present their findings to the class, emphasizing the importance of clear communication and critical thinking in science.
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Describe how you would involve your pupils in an art, music, drama or creative writing project based around your local natural or scientific heritage.
3rd Class project: Ballyglunin Train Station art/creative writing project – 2 weeks.
Week 1, Monday: As inspiration for this project, I would bring the class to Ballyglunin Train Station, located very close to our school. There they would have a guided tour to learn about the construction and use of the 19th Century railway network in Ireland. In addition, we would explore the adjacent Biodiversity Park.
Week 2, Tues-Thurs: I would encourage the class to do more research into the old railway network in Ireland and the engineers involved in the design and construction of the railways, bridges and trains. I would provide a list of websites for them to access on ipads, as well as showing them where in the school library to find relevant referance books.
Week 1, Friday: I would allow the children to choose how to respond to their learning – through art, creative writing, or a mixture of both. Allowing the children the freedom to choose how to express themselves is a way to encourage fuller engagement with the project. We could create a class brainstorm of ideas – drawing a railway bridge, constructing a steam engine from recycled materials, narrative writing about a train journey, newspaper report about the opening/closing of the train station, cartoon strip about the train station, etc.
Week 2, Monday: Before allowing the children to begin their projects, I would recap the various writing genres/art forms they had chosen in some mini lessons.
Week 2, Tues – Thurs: the children complete their projects, with my role being to question them and aid in problem solving. Early finishers would be encouraged to add to their own projects or to help others to complete theirs, as appropriate.
Week 2, Friday: Finished projects would be presented to the class and to other classes. They could also possibly be put on display at Ballyglunin Train Station for a short amount of time.
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Hi Marie,
Thanks for sharing your plan to explore the train station in your local area. There are great ideas here and I really like how you are giving the children the opportunity to choose how they respond to allow for all learning styles and provide for Universal Design for Learning. I hope the class really enjoy it.
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I teach in Co. Laois and found this list on the Laois County Council website. There are some very interesting people there, Col James Fitzmaurice’s story is fascinating but I’m not sure that I can call him an engineer even if he did work on cars and Ireland’s first plane (The Portlaoise Plane, 1912) as a schoolboy.
William Dargan (though he was born in Carlow and referred to himself as a Carlow man apparently) having designed and built Ireland’s first railway between Dublin and Dun Laoghaire is, indisputably, an engineer. He went on to build 1300km of railway throughout Ireland. He also built roads, the Ulster Canal and Bray Seafront Promenade. He has three bridges named after him (bonus points for the class, research these and mark them on a map of Ireland).
In module four, I set out a plan for examining bridges and building a bridge. I think it would be very easy to modify this to incorporate Dargan as the inspiration (using this video). The bridge would become a railway bridge, I have a set of wooden rails and trains that would have to be accommodated and supported by the children’s bridges.
There’s no end of information about him
https://en.wikipedia.org/wiki/William_Dargan
https://www.dib.ie/biography/dargan-william-a2407
https://www.irishtimes.com/culture/heritage/william-dargan-pioneer-of-irish-rail-1.2010783
Interestingly, DLR CoCo barely mentions Dargan while lauding the input of Charles Blacker Vignoles.
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Hi Robert
Colonel James FitzMaurice may not have trained as an engineer but I’m sure it must have required a certain amount of engineering knowledge to fly a plane at that time, when I’m sure frequent on the spot repairs would have been necessary. He could be the inspiration for a lesson on flight and designing paper aeroplanes. William Dargan is a great inspiration for railway design and I love the way you have incorporated him into your bridge design lesson from Module 4 by using the video as a prompt and incorporating the wooden railway tracks into the bridge building criteria.
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Thanks Una, Iagree that Col James FitxMaourice would have had to have some serious engineering knowhow and probably had to use tose skills as he flew. I will probably use him, he’s just too good not to between his WWI and Civil War experience along with the West to East crossing and the Portlaoise Plane connection.
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