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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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My school is based in Callan Co Kilkenny where famous White House architect was born so I would base my investigation on him. I would start by introducing James Hoban to the class. I would show images of the White House and talk about how it has stood for centuries, withstanding weather, use, and time. We would discuss What makes a building like the White House so strong and long-lasting? Why was it designed like this etc.
We would then focus on the structure and materials used linking with science concepts:
Forces, materials and shapes in engineering. We would then be ready to start our own investigation: Children (in groups) will be instructed to build their own strong structure. They will design and build a model of a building using materials like straws, paper, cardboard, tape, and clay.Primary focus= Build the tallest structure that can hold a book for at least 10 seconds.Throughout the project I will encourage students to apply Hoban’s thinking of planning, sketching, and testing ideas just like an architect.
At the end I will test each group’s structure. As a whole class we will discuss what worked well and what didn’t, what we would change etc. We will connect our findings back to the White House and Hoban’s design choices.-
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Hi Joan,
This is an excellent idea. I think there is so much scope here for children to conduct research projects about famous Irish people who have a major impact across the globe. There would be a huge interest in this provocation about possible asking what country the designer of the white house was from. Students from Kilkenny in particular would be immensely proud of the history of James Hoban.
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I love the idea of children designing their own structure too. Previously, I encouraged the children to design their own structures inspired by Clonmacnoise, using recycled materials and natural elements. This hands-on activity sparked creativity, introduced basic engineering concepts, and deepened their appreciation for local heritage through imaginative, child-led exploration.
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For a science/history project with Third Class, we explored the life of Robert Boyle, whose family had strong ties to County Westmeath. Though born in Lismore, his family owned estates in Westmeath, and he’s known as one of the “fathers of modern chemistry.” The children loved learning about Boyle’s Law and how he experimented with air pressure. We did a simple balloon experiment to show how air takes up space. Pupils created fact files, posters, and mini-presentations. It was a great way to link science with local history, making the learning meaningful and engaging for this age group.
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The local person that we would investigate for a 4th class lesson would be Richard Lovell Edgeworth (Longford) and his Inventions.
Beginning: We would begin with a discussion: “What do inventors do?” and look at pictures of common inventions (e.g., bicycle, telephone). Following on from this, I would introduce Richard Lovell Edgeworth and give a brief story of Edgeworth’s life and some of his inventions e.g. caterpillar track and telegraph.
Middle: Then I would introduce a few types of simple machines with images and real-life examples (e.g., seesaw = lever). I would ask the students to match classroom objects to these machines (e.g., scissors = lever + wedge) and discuss how machines reduce effort. Using a ruler and eraser to make a basic lever we would test lifting a small object. The students will then build their own simple lever or pulley in pairs and investigate whether they can lift something heavier with their machine? I will ask them to design a machine to help in school – just like Edgeworth would.
End: The children will present their test machines and discuss what they learned about how machines help us. -
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 would begin by showing pictures of Massy’s flapjack octopod, the hooked squid and the combed octopus and ask what the kids think they have in common.
They were all named in honour of Annie Letitia Massy (29 January 1868 – 17 April 1931 – an international known marine biologist and ornithologist – one of the founders of he Irish Society for the Protection of Birds which is now Birdwatch Ireland. She grew up in our local area and developed her love of birds and molluscs along the beautiful coast and broadmeadow.
The kids could research her life and then we could use geohive, looking at historical maps of the time – see where she worked and got her inspiration and create an artistic timeline of her life using mo;;uscs and birds as inspiration for the decoration and design of it.
THe Marine Institute also has a fabulous programme on the squid which includes a dissections and I will definitely be doing that with them this year and having a marine biologist in we could look at drawings and diagrams of the Massy species of squid for comparison here too.
We could look at the way the squid moves and discuss biomimicry – engineers taking inspiration from nature to invent more efficient technology in the case of octopi and squids, thai would be jet propulsion and its impact on the latest technology.
Using the Curious minds/esero map design and make process, they could invent their own jet propelled underwater vehicle….
In terms of the ornithology aspect of Annies life, we could engage with the Irish Garden Bird survey.
It would be nice to create an exhibition based on the project in the local library to inform the community about their local woman scientist who was ahead of her time and did so much for global science and look at the ways we could walk in her footsteps…….
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Dolores, this looks like a great project.
I really love the idea of bringing Boyles law into such simple focus in the classroom setting and it looks like the kids got great mileage out of the history and the science of it all. People like Robert Boyle explored and experimented to satisfy their own curiosity and ended up making a huge impact on the world. Science advances now at such speed, we actually take it for granted but when you look at the history and culture of the time in which these scientists lived and the strides they made and barriers they pushed through to get us to where we are today – its definitely inspiring.
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This is a fantastic idea that connects local history with STEM learning in a meaningful way. Using James Hoban and the White House as inspiration adds real-world context. I love how students are encouraged to think like architects planning, testing, and reflecting. It’s a great mix of history, science, and creativity.
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Before starting this course, I had never heard of Sir C.Y. O’Connor, and it was only through doing some research that I discovered he was born in County Cavan. I was genuinely surprised to learn that someone from my own county went on to become such a significant figure in engineering history. He’s best known for designing the Goldfields Water Supply Scheme and Fremantle Harbour in Western Australia, huge projects that involved clever problem-solving and forward thinking.
I would use his story in the classroom as a starting point to inspire science and engineering-based learning. After introducing pupils to his life and work through photos, maps, and a short timeline, we could take on a design challenge where groups build simple systems to move water across a model landscape. It’s a great way to encourage creativity, teamwork, and critical thinking. O’Connor’s story shows that people from anywhere, even rural Cavan, can go on to achieve great things.
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I really like how you have linked your lesson to forces and material. This is allowing them to learn about forces and materials in a fun way. The investigation itself is very clever, and will keep children engaged throughout. Also, I really like the idea of encouraging children to use Hoban’s thinking. This will really help them get into the role of an architect, and take pride in their own learning. I love that this activity gives the children independence in their learning, and allows them to try out their own methods while building the structures.
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Joan,
I like that you are using a local person of interest as a stimulus for learning. Sometimes, we (myself included!) forget about the rich history, geography and STEM potential of the local area. Your post inspired me to research my school’s local area and I feel ready to integrate the rich heritage of the area into my yearly planning, teaching and learning.
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Hi Joan, I really like the idea of this project. It meaningfully connects local history with science and engineering. Using James Hoban as inspiration will give pupils pride in their community while encouraging them to think like real architects. The hands-on building challenge is engaging and makes concepts like forces, materials, and structure accessible. I really like the emphasis on planning, testing, and reflection, which mirrors authentic design and deepens learning.
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Our town has a wide and varied cultural history and as a school we have explore carious aspects in the past . It would be good to try to incorporate this project into a whole school cultural , historical and scientific project as follows
Exploring the Scientific & Natural Heritage of Castleblayney
Natural Heritage: Lough Muckno, Forest Park, Mindszenty Park, flora & fauna, whooper swan migration, tallest trees, deciduous vs. coniferous, native species.
Scientific Heritage: Ice House (food preservation), bridge engineering, measuring trees and structures, lake ecology.
Cultural & Historical Heritage: Hope Castle & Annexe, Market House, Alms Houses, French-style houses on Church Street, Famine Workhouse & Graveyard, Lord Blayney’s tomb.
Folklore & Identity: 1938 Folklore Collection stories, myths of the Swimming Pig & Hope Diamond, origin of the name Castleblayney, tourism links.Science & Geography
Measure tallest trees (geometry/angles).
Classify deciduous vs. coniferous and native vs. non-native species.
Birdwatching log: ducks, swans, whooper swans (migration).
Water quality testing and plant surveys in Lough Muckno.
Explore Ice House → science of preservation.
Study bridge structure → forces, strength, span.
History & FolkloreResearch Castle stories from the 1938 Folklore Collection.
Investigate the Market House, Famine Workhouse, Graveyard.
Study Castle’s use as a hospital in 1950s.
Explore Lord Blayney’s tomb, Alms Houses, French-style houses.
ArtDraw or paint Hope Castle, the bridge, Market House, or trees.
Leaf/bark rubbings for tree studies.
Mural combining myths, wildlife, and heritage landmarks.
Clay models of swans, ducks, or the Swimming Pig.
Tourism posters advertising Castleblayney.
DramaRe-enact folklore stories (Swimming Pig, Castle legends).
Freeze-frame “life in the Famine Workhouse.”
Short role-plays about building the bridge or using the Ice House.
Storytelling circle based on the Hope Diamond or ghost tales.
MusicLearn local/traditional Monaghan songs.
Visit the Music Wall of Fame in Castleblayney and Learn about the history of Music in the town . Learn about the life and songs of famous country singer Big Tom
Compose soundscapes for the forest and lake (birdsong, water, wind).
Percussion rhythms inspired by bridge building.
Perform famine songs, linking with history.
Write a class song/rap about Castleblayney’s nature & heritage.
MathsMeasure trees, bridge span, distances around town.
Estimate and record weights (Ice House science link).
Create tally charts and graphs of bird sightings.
Use bar charts to show different tree species.Timeline (Whole-Year Project)
AutumnHeritage walk (Castle, bridge, Market House, Lord Blayney’s tomb, Alms Houses).
Begin folklore storytelling project (1938 collection).
Art: drawings of landmarks; Drama: folklore re-enactments.
Birdwatching log begins.
WinterIce House study → science of preserving food.
History: Famine Workhouse & Graveyard.
Drama: freeze-frames of workhouse life.
Music: famine songs; Art: posters about hardship/hope.
SpringTree study (deciduous vs. coniferous, native species).
Flora/fauna surveys in Mindszenty Park.
Art: leaf rubbings, heritage mural.
Drama: role-play “building the bridge.”
Music: nature soundscapes.
SummerLake ecology study; focus on whooper swans & migration.
Creative projects: clay swans, Swimming Pig dramatization.
Tourism focus: design posters & brochures.
Final Heritage Fair: displays of science data, art mural, drama sketches, music performances.Divide into heritage teams (Nature Detectives, Tree Team, Folklore Collectors, History Detectives, Birdwatchers, Tourism Promoters).
Outdoor learning at least once per month (forest, park, lake, town sites).End-of-year whole-school showcase for parents and community, with exhibition and live performances.
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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 would begin by showing pictures of Massy’s flapjack octopod, the hooked squid and the combed octopus and ask what the kids think they have in common.
They were all named in honour of Annie Letitia Massy (29 January 1868 – 17 April 1931 – an international known marine biologist and ornithologist – one of the founders of he Irish Society for the Protection of Birds which is now Birdwatch Ireland. She grew up in our local area and developed her love of birds and molluscs along the beautiful coast and broadmeadow.
The kids could research her life and then we could use geohive, looking at historical maps of the time – see where she worked and got her inspiration and create an artistic timeline of her life using mo;;uscs and birds as inspiration for the decoration and design of it.
THe Marine Institute also has a fabulous programme on the squid which includes a dissections and I will definitely be doing that with them this year and having a marine biologist in we could look at drawings and diagrams of the Massy species of squid for comparison here too.
We could look at the way the squid moves and discuss biomimicry – engineers taking inspiration from nature to invent more efficient technology in the case of octopi and squids, thai would be jet propulsion and its impact on the latest technology.
Using the Curious minds/esero map design and make process, they could invent their own jet propelled underwater vehicle….
In terms of the ornithology aspect of Annies life, we could engage with the Irish Garden Bird survey.
It would be nice to create an exhibition based on the project in the local library to inform the community about their local woman scientist who was ahead of her time and did so much for global science and look at the ways we could walk in her footsteps…….
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My school is located in a heritage town so we are quite lucky, historically anyway. Usually at the beginning of the school year we go on a town walk, observing the architecture and I would especially focus then on modern and environmentally friendly ways in which the town gets energy. We look at types of street lighting, communal areas, opportunities for wildlife habitats and so on. As a continuation of this, this year we will look at the wider area – why was this town a plantation town ( good land, near border etc.) We will then look at all the different habitats surrounding the town – fertile land, rivers and lakes, upper bog-lands, hedgerows, woodlands. Groups can split up and research these habitats further by online research and by interviewing relatives. One of the main features of our town is the stone circle. Again, this shows the importance of the town. The children can explore how the stone circle worked. A number of years ago we had John Ruddy out with us to the stone circle and he explained everything so it would be great to do that again .Pupils can then create a pinterest board on all they have learned and show it to other classes.
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Three years ago, we proudly celebrated the 125th anniversary of our school. To mark the occasion, we undertook a special project exploring the history of the school and its place in the local community. Using resources from Dúchas.ie alongside photographs and archived materials, the children engaged in meaningful historical research. One of the highlights was interviewing grandparents, past pupils, and members of the wider community, gathering personal stories and memories of school life through the decades. The most memorable interview was with the oldest surviving past pupil, who was 99 years old at the time and shared vivid recollections of walking to school barefoot and bringing turf for the classroom fireplace.The pupils compiled all of this into a beautifully illustrated book, showcasing the evolution of the school and the strong sense of community that has shaped it. The project was a wonderful blend of local history, oral storytelling, and creative writing.
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I completely agree that exploring school history, especially for an anniversary (my school just celebrated 25 years), provides such a unique and powerful learning experience. My own experience from working on different projects with my class echoes the sentiment that involving Dúchas.ie and archival materials is invaluable for historical research.
However, the absolute highlight, and something I think is often forgotten, is the emphasis on oral history. Interviewing grandparents and past pupils brings history to life in a way no textbook can. That interview with the 99-year-old past pupil must have been incredibly impactful. Those vivid personal accounts are what truly resonate with children and build a tangible connection to their past and community. Compiling it into a book is the perfect culminating activity.
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Hi Veronica,
I like your point about oral history being a standout part of local heritage projects. I think sometimes we focus so much on finding ‘official’ sources or old photographs that we forget the richness of simply sitting and listening to someone tell their story.I also love the idea of compiling interviews into a book – what a brilliant way to make learning visible and preserve those voices. I’ve never had a 99-year-old past pupil visit the classroom, but I’ve seen how powerful even short chats with grandparents can be. The children really light up when they make those personal connections.
I’m hoping to run a similar project with my class next year – maybe even combining biodiversity walks and local engineering with storytelling and history.. thanks for the inspiration!
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That’s a really interesting project. It’s so interesting to hear how your school community came together to celebrate such a meaningful milestone. I really like the way you wove in oral history with resources like Dúchas.ie, it gives the children a tangible link to the past and shows them that history isn’t just something found in textbooks. The interview with the 99-year-old past pupil must have been such a powerful moment, and I’m sure it really brought the past to life for the children. Projects like this do more than teach history, they build empathy, curiosity, and a strong sense of belonging. The fact that the pupils created an illustrated book is also brilliant, it gives them ownership and something lasting to be proud of. You’ve given me a few ideas for how we might approach our own local history work, especially the idea of incorporating personal stories and creative writing. Thanks for sharing.
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Hi Lora,
What an amazing event to explore the history of the school and to hear about life long ago from the past pupils. Oral history is one thing that can bring history to life and it is important to take these opportunities as they arise and the book you have created is a fantastic record of their learning and of local history. I would have loved to visit your school on the day of the visit. I can just imagine the lovely stories they had to tell.
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What a truly inspiring project—thank you for sharing! It’s so heartening to see how your school community came together to mark such a special milestone in such a meaningful way. The use of Dúchas.ie, along with interviews and archived materials, clearly brought the history to life for the pupils. I especially loved the image of the 99-year-old past pupil sharing stories of barefoot walks to school and bringing turf for the fire—what a powerful connection to the past.
Projects like this do so much more than teach history; they nurture a real sense of identity, belonging, and respect for those who came before us. The children must have been so proud to see their research and illustrations come together in the final book. A wonderful example of how oral history, creative writing, and local heritage can be beautifully woven into the curriculum. Well done to all involved.
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What a lovely project to focus on the school’s own history. To be able to talk to past pupils as old as 99yrs is amazing both for the children and past pupils. There is so much that they can tell us about our past and the fact that they are still living gives us a true meaning and connection to the past. Having the children record the events in a book will be treasured for many years to come.
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What a fantastic project! Its so close to my heart as aI did this project with two schools in 2000 as part of a millenium project. The result was a 350 page book of the history and traditions of our areas and how we are all connected by the past. It’s so inspiring to see how the pupils connected with the history of the school and the wider community in such a meaningful way. Interviewing past pupils, especially someone who was 99, must have been an unforgettable experience for them. The combination of storytelling and creative work culminating in a beautifully illustrated book really highlights the dedication and curiosity of the students. This kind of project not only preserves important memories but also strengthens the bond between the school and its community—truly wonderful!
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Drawing on Module 5’s emphasis on integrating scientific heritage with art, music, drama, and creative writing, I would design a project for my pupils based on Dublin’s Phoenix Park.
First, we would research the natural heritage of Phoenix Park. This would involve exploring its diverse flora and fauna, including the wild deer, various bird species, and ancient trees. We’d use resources like the National Biodiversity Data Centre (from Module 3) to identify species found there. We’d also delve into the scientific heritage, investigating its role in scientific research (e.g. the Zoo, the Papal Cross’ construction, historical meteorological observations).
For the creative writing aspect, pupils could write poems, short stories, or descriptive essays inspired by their observations in the park. They might imagine the life of a deer through the seasons, or a historical scientist conducting observations in the park. We could also focus on drama, creating short plays or monologues from the perspective of an animal or a historical figure associated with the park, exploring their scientific discoveries or interactions with nature.
In art, students could create visual representations of the park’s biodiversity through drawing, painting, or even collages using natural materials collected (ethically) from the park. They could also design scientific illustrations of specific plants or animals, combining artistic skill with scientific accuracy. For music, we could explore creating soundscapes inspired by the park’s natural sounds (birds, rustling leaves) or compose short pieces reflecting the movements of the deer or the flow of the River Liffey.
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Hi Veronica, I love your idea of basing your project on the Phoenix Park. There is so much scope for scientific inquiry by looking at its biodiversity, and researching its fascinating heritage and history. Incorporating the arts into your project is a fantastic way of enriching further the learning experience of the children.
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Hi Veronica this is a fantastic idea. I also teach in Dublin and it is fantastic that we have access to Europes biggest city park. I visit Phoenix Park at least once a year with my class and I think it is a great idea to link the park with Biodiversity allowing children to engage in meaninful learning outdoors!
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I plan on completing a multi-disciplinary project with my class based on famous scientists, explorers and architects from my local area. Not being from the area I would need to conduct research myself. As part of the project I would invite local historians into the classroom and also local scientists. We would also go on walks around the local area and see many of the places children would walk by on a daily basis. I would also make use of OS Maps and online resources to show changes in the locality over time and how the purpose of buildings can change.
After becoming familiar with the local area we would then conduct drama, music and art lessons based on our learnings. I would then invite parents, grandparents and the local community into the school for a showcase. This would help to develop links with the local community and be a nice way to showcase our learning.
This project would include subjects such as History, Geography, Science, Music, Art, Drama, etc. This is something I think my class would really enjoy.
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Hi Shaun,
This is a fantastic idea and one I can identify clearly with as I am also teaching in an area that is not my own local area in Kildare. I like the idea of inviting a local scientist and historian in to the school to talk with the students. I feel an outside voice contributes to a new topic or activity really coming to life. It also ensures a new topic becomes realistic and has a human element to it. Children can ask direct questions in which an expert will have a deeper knowledge of than a teacher.
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Hi Shaun,
This is a great idea. I’ve invited a local historian into the classroom before and it proved a great success, the children loved hearing all they had to say about their locality and enjoyed asking questions. The OS maps are brilliant and very useful, particularly for SESE. The children would love the interactive and hands-on nature of these activities.
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Hi Shaun,
I love the idea of inviting speakers into the classroom. It really brings learning to life. When pupils hear directly from someone with real-world experience, it makes the subject more engaging and meaningful. It also helps children see the links between what they’re learning and the world around them.
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In order to connect children to Wexford’s natural and scientific heritage, I would facilitate a creative writing project based on the Johnstown estate. Firstly, the class would visit the local estate including the castle, Irish Agricultural Museum and castle grounds in order to deepen their appreciation for this site of local natural and scientific heritage. During the trip, the children would learn about the history of estate/castle, soil science (Teagasc on the estate) and biodiversity. During the trip, the children would use the Leaf ID template from Family Explorer, as shared in module 2. They would identify various types of trees, some of which are over 150 years old. Using paper ‘eyes’, the children take a photograph of the trees with the eyes using school ICT (e.g. tablets). Once the trees have eyes stuck to them they will appear as characters.
Following our return to the classroom, the children’s tree character photographs will be displayed. The children will pick one tree character photographed. Following research on that tree type (e.g. ash, oak using ICT, they will engage in a creative writing task in which their tree is given human characteristics and becomes the main character in the story. The children will also create a drawing of their tree character to accompany their creative writing task. This project will culminate with the children sharing their stories with the class and creating a class booklet. This creative process encourages the appreciation of local nature while developing literacy and expressive art skills in a meaningful and integrated way.-
Hi Rebecca
Using the Johnstown Castle estate is a lovely idea as it incorporates so many different areas of study. I love the idea of the tree character stories that include the scientific knowledge they have gained from observing and researching their trees and the ICT and literacy element sin creating the books. As you have mentioned that many of the trees are over 150 years old, there could also be a historical element to the stories if the children research the history of Wexford and think of the events that the trees may have witnessed during their lifetime.
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To explore our local natural and scientific heritage, I would base a creative project around Clonmacnoise as it is close to my school), a historic monastic site on the River Shannon. This cross-curricular project would engage Third Class pupils through art, music, drama, and creative writing, while deepening their understanding of history, nature, and place.
We would begin by learning about the site’s origins, its stonework, and its riverside setting through images, maps, and discussion. Pupils would then create artwork inspired by the high crosses and round towers, using clay, charcoal, or collage. In music, we’d recreate a sense of monastic life by composing a simple chant or soundscape using natural and classroom instruments.
Through drama, pupils would explore daily life in early Christian Ireland by role-playing monks, stone carvers, or river animals, developing short scenes or tableaux. For creative writing, pupils would imagine they were living at Clonmacnoise 1,000 years ago—writing diary entries, letters, or poems capturing what they see and feel.
The project would culminate in a “Clonmacnoise Heritage Day,” where pupils showcase their work through performance and exhibition. This approach not only nurtures creativity and collaboration, but also builds a lasting connection to our local environment and heritage.
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What a wonderfully rich and imaginative project! Clonmacnoise offers such a powerful link to local heritage, and you’ve planned an engaging, multi-sensory experience that really brings it to life for your pupils. I love how you’ve woven together history, art, music, drama, and writing in a way that’s both educational and deeply creative. The idea of a “Clonmacnoise Heritage Day” is a fantastic way to celebrate their learning and give them ownership of their work. This is a brilliant example of place-based learning at its best!
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Our school is located next to an old Estate House which was part of the Warburton Estate in the 1800’s ,which has been recently renovated and a family have moved in. We have been invited down to look around and learn more about the history of our local area. We are looking forward to working on a project about the history of our school which was built in 1908. There is alot of local knowledge about the land and the adjoining bogland which we hope to tap in to.
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· Assignment: ‘Describe how you would involve your pupils in an art, music drama or creative writing project based around your local area’
Project Title: “A Day in Greentrees Park!” (our local park)
Children will explore and respond to Greentrees Park through a multi-sensory arts project, imagining who and what lives in or visits the park. This playful, cross-curricular approach encourages expression through drawing, music, movement, and storytelling and is planned with an infant class in mind.
Begin with a class discussion about parks in general. What might you see / hear / smell / touch / taste in the park? Make a big list
Take a research walk – students have clip boards and pages with them to record anything they see, smell, touch, smell – anything of interest they spot.
Now make the list again – can we add more now that we have been to the park? Use this list throughout the lessons as reference point
Music: I love music and enjoy and very much value sound scapes. Discuss: What do we hear in the park? Birds chirping, dogs barking, children laughing, footsteps, leaves rustling. Use body percussion and classroom instruments (shakers for leaves, triangles for birds, drums for footsteps). Children can compose a simple park sound pattern together, using stop/start and loud/soft. The first few times I found this a bit ‘all over the place’ but after sticking with sound scapes it really is a such a fun learning experience that brings music to any topic.
Art: Listing all things visual in the park – have students contribute individual parts to a mural: trees, birds, the sun, a path, etc.
Drama: ‘Who lives in the park?’
Role-play and imaginative drama exploring animals and visitors in the park.· Use role cards or simple costume props (e.g., ears, tails, scarves).
· Children choose to be a character in the park: a bird, a squirrel, a gardener, a dog, a jogger, etc.
· Lead a guided drama session: “It’s early morning in Greentrees Park. Who’s waking up? What are they doing?” …It’s very late in the park who might be still be up?
· Use body language to show the park on a beauitful day in comparision to a really wet day. How does this affect peoples mood / look (emotions)
This allows the students to …
· Develop oral language and expressive movement.
· Build empathy and imagination.
· Practice turn-taking and improvisation.
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These are great creative activities to do with your class in an outdoor environment. These could be adapted over a good few of the younger classes. I really like the idea of using body percussion to record the different sounds the children could hear in the park. It is also a great way to introduce the children to making patterns with items in the park and a lovely way to introduce recording music.
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To get my pupils involved in a creative project around our local natural or scientific heritage, I’d start by taking them for a walk in the area. We’d take time to notice the details: plants, animals, landscapes, or anything with a story, taking photos, writing notes and making sketches. Back at school, we’d chat about what stood out and start brainstorming on the interactive whiteboard. Pupils could then choose how they want to respond—some might write a story or poem, others might paint, create music inspired by nature sounds, or put together a short drama piece about a local scientist or discovery. I’d make it fun, flexible, and hands-on, giving them space to explore their own interests while connecting with the place they live. We’d finish with a mini exhibition in our classroom where they can share their work with different classes in our school.
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Hi Jacqui
I like your open ended approach to investigating your local area. There is so much to learn and discover even in an area close to the school and by giving children the space to decide what interests them individually and allowing them free reign in how they choose to represent what they have discovered, you are not only allowing for individual creative expression, but you are facilitating a great peer learning experience. Children can learn from the projects created by their classmates who may have noticed completely different things or had a different reaction to them.
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The following answer will explain how I would involve my pupils in an art, music drama and creative writing project based around my local natural heritage.
The topic I would choose would be revisiting the 1798 Rebellion which took place in Old Kilcullen. Our school has a long standing tradition of inviting our local Historian in to school to visit our 5th classes as they perform a reenactment of some of the scenes of the 1798 Rebellion. Children dress in old clothes of soldiers from both sides of the Battle and March with Pikes/Muskets in hand from the school to Old Kilcullen Round Tower. This is preceded by project work leading into the visit of our historian, who gives a much more detailed account of some of the events of the Rebellion. Students design artwork for the hall and complete a scavenger hunt and have a picnic at the Round Tower. It is a wonderful celebration of the Heritage, History and Art associated with Kilcullen.
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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 based near to Dublin Bay. Using the Dictionary of Irish Biography I discovered Nathaniel Colgan (1851–1919), a well known Irish botanist and marine biologist who was born in Dublin. He had a great love for the plants and sea life of Ireland and spent much of his life exploring the natural world around him. He is best known for his work on Irish wildflowers and seaweeds, and he wrote one of the earliest books on the plants of County Dublin.
Colgan’s work can be a wonderful inspiration for science investigations in a primary classroom. He showed us that we do not have to travel far to make exciting discoveries. Using Colgan’s passion for nature, children can explore the school garden or local park to look at different types of plants and trees. They can learn how to collect and press leaves or flowers, just like Colgan might have done.
Children could also carry out simple investigations at the seaside, looking at different types of seaweed or shells, asking questions like “Which seaweed grows closest to the water?” or “What creatures live in rockpools?” These types of questions help children think like real scientists.
Through the story of Nathaniel Colgan, pupils can learn that curiosity, patience and a love of nature are all part of being a good scientist. He reminds us that Ireland has its own rich natural world waiting to be explored.
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Hi Denis
Nathaniel Colgan is a great person to provide inspiration for local biodiversity studies. As you said, it is great to be able to immerse children in their own local natural environment and to show them the beauty and variety of plant and animal life in Ireland and especially on their own doorstep.
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To connect my pupils with the natural and scientific heritage of our local area, I would develop a cross-curricular creative project titled “Echoes of the Past: Life in Ancient Ireland”, centred on Bunratty Castle and Craggaunowen. This project would weave together drama, creative writing, visual art, and music, allowing children to engage deeply with history, heritage, and the environment.
1. Drama and Creative Writing – “A Day in the Life”
We would begin by exploring the settings and historical significance of both sites—Bunratty’s medieval stronghold and Craggaunowen’s reconstructed Crannóg and Iron Age settlements. After learning about the daily life of people in these times, pupils would take on roles (e.g. a blacksmith, herbalist, chieftain’s child, or monk) and write first-person diary entries or short scripts based on their imagined experiences.We’d then develop short dramatic scenes or monologues to perform, perhaps as part of a school assembly or history week. These performances could include historical costumes, props, and even outdoor settings to recreate the atmosphere of life in the past.
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Such a rich and imaginative setting to use for your children. I love the area around Bunratty and even the history of the bridge and the story behind dirty Nellys pub could hold so much interest for the children . I really like your idea of including drama and I think some children would get the opportunity to really show their talents in this area.
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I hope to involve my pupils in a creative, cross-curricular project based on our local Strandhill’s natural and scientific heritage, focusing on its coastal environment, ancient fossils, and local legends. We would begin with a trip to Strandhill beach and the surrounding dunes to explore the natural landscape, observe biodiversity, and discuss the area’s geological history, including the presence of ancient marine fossils.
In Art, pupils would create beach-inspired sculptures using natural materials or paint seascapes and rock formations. In Drama, we could develop short performances based on local myths, such as stories of Queen Maeve and the Knocknarea cairn. For creative writing, pupils could write poems or short stories inspired by the sea, wildlife, and local history.
This project would allow pupils to explore their local environment creatively while deepening their understanding and appreciation of Strandhill’s rich natural and scientific heritage.
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Hi Mary
That sounds like a lovely way to explore your local area. There is so much to explore in a coastal environment and you have outlined a great programme involving the geology, biodiversity, history and mythology with the integration of literacy and art back in the classroom. There is also a potential link with the 3D map making activity from Module 2 where the students could use the sand itself along with stones, shells and seaweed to create a map of the beach, dunes and rock formations. As well as beach inspired art, they could create art on the beach itself with sand sculptures inspired by local history and mythology.
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Hi Mary. My school is based beside the sea as well and I really like your idea of creating beach-inspired sculptures. Last year we went to the beach to collect shells, which we then used to create beach landscapes. This year I think I’ll take your idea and create sculptures with what we find on the beach.
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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 decided once again in this module to focus on people from the locality that children can really identify with. It is clear that a famous person can have a hugely effective impact on children when they see them on TV, the internet or flashed across billboards. However, the national achievements of those who can realistically visit a school setting and understand the lives of the children you are teaching can have a longer lasting and more relevant impact. Twins Aimee and Ashely Keogh are two such people who went on to develop the Mind the gap app for second level students. This focuses on second level students who are studying for exams. The transition from 6th class to second level can be a daunting and nervous time for our primary school pupils. These girls highlighted their ability to conduct research on an incredibly important topic. It would inspire the next generation to get involved in the BT Young Scientist programme and they are clearly amazing role models for their community.
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Really enjoyed reading your post! It’s such a great idea to focus on local role models that the children can genuinely relate to. I hadn’t heard of Aimee and Ashely Keogh before, but their project sounds so relevant and inspiring, especially with how it connects to students’ own experiences. I love your idea of using them to spark interest in the BT Young Scientist programme.
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I really like this approach and how you highlighted local role models like Aimee and Ashley Keogh. This makes learning more relatable and inspiring for the children. Their work on the Mind the Gap app shows how young people can make a real difference. It’s a good way to encourage pupils to get involved in science.
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Our school is housed in a very historical building with strong links to Padraig Mac Piarais and the leaders of the 1916 Easter Rising. Mac Piarais had a very clear vision for education in this country and we, as a school, do our best to follow his ideals. We do this through the language, music, art, drama and outdoor studies. When celebrating our 25th anniversary in our school, every class visited the Pearse Museum in Rathfarnham, who we have a close relationship with. We then used that experience and connection and each child designed an individual piece of work, using different materials, based on different themes, such as, modes of transport, styles of clothing, types of houses etc….linking Mac Piarais’s time to ours. We displayed all the individual pieces in our halla and had a week-long celebration of music and poetry with the whole school community involved. The outside classroom was important to our past educators, and in the last five years we have introduced forest school as part of our SESE and wellbeing programmes. Each class gets to explore and learn in an outdoor setting, gaining valuable life skills. We value our heritage and want to pass it on to the next generation.
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What a brilliant way to honour your school’s heritage! I love how you’ve woven history, creativity, and outdoor learning together so meaningfully. The connection with the Pearse Museum sounds really special, and having each child create their own piece is such a powerful way to bring the past to life.
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Using your local heritage is so important. It can be sometimes be hard to remember to do so with our busy curriculum. However some of the best memories for children of learning can be when it is linked to the local area through art, history, geography and many other areas. Keep up the great work. Beir bua!
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I think it is great that your school has such a strong link with pearse and the history of 1916. Visiting the Pearse Museum and then letting each child create their own piece of work sounds like a brilliant way to make the past real and personal. The week of music and poetry must have been a special way to involve the whole school community. I also like the way you have carried the outdoor tradition forward with forest school. That mix of history, creativity and hands on learning gives the children both a sense heritage and useful skills.
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One notable scientist associated with Carlow, is John Tyndall, a physicist born nearby in Leighlinbridge. Tyndall is renowned for his work on the scattering of light and for his research into the greenhouse effect.
Using Tyndall as a role model, students could explore light and atmospheric science through hands-on experiments. For example, a simple classroom demonstration of the “Tyndall effect” can be done by shining a flashlight through a mixture of water and milk to show how light scatters. This ties into topics such as weather, climate, and pollution. Additionally, discussing his work on heat and gases could inspire experiments on thermal conductivity or insulation. By connecting local history with practical science, Tyndall’s legacy makes science both relatable and engaging for students, encouraging curiosity and critical thinking.
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Hi Fiona, I really enjoyed reading this, connecting Tyndall’s legacy to real classroom investigations I’m sure would capture the children’s attention. It reminded me of a local project I did a few years back, where my class discovered that Peter O’Connor, the Olympian, had once lived just five minutes from our school after a trip to a local lake (and former reservoir). The children’s curiosity was sparked as they were able to empathise and interpret what it must have been like growing up at the time (late 19th century). That sense of “someone from here did something amazing” really brings history and science to life. I think your plan to explore the Tyndall effect and tie it into climate and weather would totally capture their interest in the same way.
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Taking inspiration from all five modules, I would plan a cross-curricular class project exploring the scientific and natural heritage of our local area. We’d begin in September with mapping the school grounds and identifying local plants and animals using the Seek app and Biodiversity Data Centre resources. Each term, we’d revisit the area to track seasonal changes and link this to phenology and climate.
In term two, we’d focus on engineering in our area, looking at local bridges or buildings and running a design and make challenge using recycled materials. In term three, pupils would research a scientist or engineer linked to our county, leading to group presentations, posters or even a class drama based on their work.
Throughout the year, the project would link with Science, Geography, Maths, Art, English, and Drama, allowing every pupil to engage in different ways. It would culminate in a class showcase for parents and the school community.
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Hi Helen. This sounds like a great plan. I really love how you start by initially exploring the immedite environment of the school grounds and then extend to the local area before before moving to a county-wide focus. This would build-on the children’s learning very well. Having them showcase their learning to parents and the school community is a lovely way for the children to present their learning and I’m sure it would add to their sense of pride of place also!
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After completing this course, I’d love to plan a longer-term project exploring the scientific and natural heritage of our local area in north city Dublin. We’d start with a biodiversity focus in the autumn – leaf ID, a minibeast hunt, and perhaps the Spring Diary Challenge to track seasonal changes. We’d build in maths and literacy through graphing, report writing, and oral recounts.
By winter, we’d shift focus to engineering – looking at local bridges and how they’re built, and designing and testing model bridges in class. Come spring, we’d explore space and light, connecting back to Birr Castle’s telescope and doing simple investigations with shadows and lenses.
Throughout, we’d link in art (leaf rubbings, map trails), history (oral interviews about old Dublin landmarks), and tech (using Seek and Google Earth). It would run over the year, a small project per term, with a display or class book at the end – something to celebrate their learning journey. -
Although not from my local area, I would like to highlight a pioneering Irish female scientist—Kay McNulty, often referred to as the “Irish Mother of Computer Programming.” Born in Creeslough, Co. Donegal, in 1921, Kay emigrated to the United States with her family at the age of three.
Kay’s aptitude for mathematics earned her a scholarship to Chestnut Hill College for Women, where she was one of just three women to graduate with a mathematics degree in 1942. That same year, she was hired by the University of Pennsylvania’s Moore School of Engineering as a human computer, part of a team of women tasked with calculating ballistics trajectories during WWII—critical data for the Allied war effort.
In 1945, Kay became one of six female programmers selected to work on ENIAC (Electronic Numerical Integrator and Computer)—the world’s first general-purpose digital computer. At a time when programming had yet to exist as a formal field, these women developed logical sequences of operations and reconfigured ENIAC’s massive array of cables and switches by hand. Despite the complexity of the task, their work enabled ENIAC to perform complex calculations in seconds—a remarkable achievement that laid the foundations of modern computing.
Unfortunately, their contributions went largely unrecognised at the time, partly due to gender biases and also because they were seen as “operators” rather than true innovators. After marrying ENIAC co-inventor John Mauchly in 1948, Kay continued to work behind the scenes on programming his future computing projects—again, often without formal credit.
Kay’s groundbreaking work was finally acknowledged later in her life. In the 1990s, her story began to receive broader public attention through documentaries and retrospectives on women in computing.
In 1997, she was inducted into the Women in Technology International (WITI) Hall of Fame, honouring her contributions as a computing pioneer.
In 2020, EPIC The Irish Emigration Museum in Dublin profiled her in their “Hidden Histories” exhibition.Using Kay McNulty’s story, I would plan a coding project for my class. A few years ago, I did a summer cpd course on coding with microsoft micro-bit. The children love doing coding and the link to Kay McNulty is the perfect stimulus for the lesson.
Lesson 1: Name badge
Students create their first programs and transfer them to their micro:bits.
Key learning:
- Understand the micro:bit is a tiny computer which needs instructions in code to make it work.
- Understand that sets of instructions for computers in a sequence are also called algorithms or programs.
- Use the MakeCode editor to create instructions in code that the micro:bit can understand and then transfer them to the micro:bit.
- Know the micro:bit has an LED display output which it can use to show words (as well as numbers and pictures).
Computational thinking:
- Algorithms
- Computer systems:
- Input/output
Programming:
- Iteration
Lesson 2: Beating heart
Create a simple animation to learn about sequence and simple loops.
Key learning:
- Understand that sequence and timing is important when making an animation.
- Understand that animations create an illusion of movement by showing a sequence of still images.
- Code the micro:bit to show simple animations on its LED display output.
- Use loops to make animations run longer using fewer instructions.
Computational thinking:
- Algorithms
Programming:
- Iteration
I could further expand on these lessons by following the suggestions from micro:bit lessons.
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Hi Claire
One of my favourite parts of this course is learning about all of the wonderful Irish Scientists and Engineers and how they can be used to inspire children and link to classroom STEM investigations. It is particularly good to ear about all of the Irish women involved in STEM, many of whom like Kay McNulty did not receive any public acknowledgement of their achievements at the time. I hadn’t heard of Kay McNulty myself but it sounds like her work made a very important contribution and her story provides a fantastic link to your classroom work on coding.
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My school is located in the Dublin suburb. To involve my class in a creative project based around our natural and scientific heritage, I would focus on the River Liffey which flows through our local area. I would begin with a local nature walk, sketching and photographing wildlife – birds, trees, and the river. We would observe the local flora and fauna using the resources from the course such as the Tree Council of Ireland Tree identification and the Mini Beast Safari and Checklist. In class, they would use these observations to create landscape paintings and mixed-media art focusing on the mini beasts observed on the nature walk. We’d explore the history of the water-powered mills, linking to early science and engineering. In groups, pupils would write short creative stories or plays imagining life in the 18th or 19th century. These stories would be performed using simple props and costumes they help design. For music, we’d compose soundscapes using natural sounds recorded on our walk, integrating rhythm and melody.
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Hi Patricia
I love your idea of basing a project all around the River Liffey and you have outlined many curriculum links to Geography, History, Science, the arts and music. Sketching and photographing what they find on their walks is a great way to build observation skills in children and I love the idea of artwork based on minibeasts as it will encourage observation of the body parts of insects and maybe discussion on adaptations to their environment. I love the idea of creating stories, plays and music and performing these.
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Meath scientist Francis Beaufort was born in Navan, Co. Meath. He is famous for creating the Beaufort Wind Scale, which helps people measure how strong the wind is by looking at signs in nature. His work is a great way to get children interested in weather and science.
One fun activity is to make a simple weather station in the classroom. Children can look outside each day and record what they see—like how fast the wind is blowing. They can watch trees, flags, or puddles and use the Beaufort Scale to guess the wind strength. They can keep a chart and see how the weather changes.
Another idea is to make weather diaries. Children can write down what the sky looks like, how strong the wind is, and the temperature. Then they can compare their notes with the weather forecast and see if it matches.You could also do a hands-on activity like building small sailboats and testing them in the wind. This helps children understand how the wind works and connects to Beaufort’s life at sea.These simple investigations help children become good observers and thinkers-
Hi Emma
I love the idea of tying in Francis Beaufort and the Beaufort scale with monitoring the wind and daily weather in school. The link to making sailboats is a lovely one too and you could also tie in to the study of wind energy and the optimum wind speeds for generating electricity from wind turbines.
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My local area is Laois and to explore the natural and scientific heritage of Laois, I would guide pupils through a creative project that incorporates drama, art, and writing. We would begin by learning about the Slieve Bloom Mountains, the boglands, and about the scientist Robert Boyle. Pupils would research the unique biodiversity of the area, local legends, and scientific contributions. Using this knowledge, they would write short play from the perspective of a plant, animal, or historical figure, bringing Laois’s heritage to life through drama. They would then create music to accompany their play. In art, they could create backdrops using natural materials inspired by the colours and textures of local landscapes. Creative writing lessons would focus on crafting poems or short stories set in these environments. This project would not only build creative skills but also foster a deeper appreciation of Laois’s heritage.
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My school is based in Co.Leitrim. Leitrim is full of natural beauty and heritage, making it a perfect place for a creative project. I would start by bringing the class on a local nature walk, perhaps by a lake, forest, or historical site. We would take notes, draw sketches, and take photos of what we see trees, wildlife, old buildings, or rivers.
Back in the classroom, we would turn this into a creative writing project. Pupils could write short stories, poems, or diary entries from the point of view of an animal, a tree, or even a stone wall! They could imagine what that place has seen over time.
We would also include art by painting or drawing the scenes they wrote about. If time allows, we could turn their stories into a short drama or song, sharing it with another class or at assembly. This would help students connect with Leitrim’s natural heritage in a fun and meaningful way
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Response to point 2:
Based in North Offaly, my school is surrounded by boglands. I would therefore use this as a stimulus to engage the children in a project to explore the natural heritage of the locality.
In Art, the children would be asked to make dioramas mimicking the local boglands. They would be encouraged to use natural materials collected responsibly (dried moss, twigs, or peat) in their designs.
In Music, pupils would work in small groups to compose a song inspired by sounds that would be heard on the bogs, using a mix of body percussion and instruments.
In Drama, pupils could engage in role-play to explore how bogs, and how they are used, have changed over time. They could explore a scenario where they are workers on the bog in the past, and compare and contrast that to their own experiences of being on bogs.
In terms of Creative Writing, pupils could be asked to write poems or diary entries from the perspectives of bog workers or scientists to consolidate their understanding, whilst practicing their creativity and communication skills. -
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Class project to study the scientific and natural heritage of the local
area.
For our class project, I’d plan a “Footsteps in Time” trail exploring the scientific and natural heritage of Bray, Co. Wicklow. The focus would be on how the town has changed over time, especially in terms of building use and local industry. For example, we’d look at how the current AIB building once operated as a boot and shoe merchant, or how The International Hotel, with over 200 rooms built to accommodate Victorian tourists in 1862, burned down in 1974 and was replaced with a bowling alley in 1990.The children would map out a walking trail through Bray, stopping at key locations to sketch, take notes, and discuss changes over time. They’d work in groups to research local history, chat to older residents (possible homework task), and use old photos or maps for comparison. We’d link to Science by exploring how natural features like the Dargle River or Bray Head have shaped the town, and how materials used in older buildings differ from today. The project would run over a few weeks, with everyone contributing and culminating in presentations.
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Hi Alan
That sounds like a fantastic idea a local project. I love the idea of the children creating a walking trail that incorporates local history and landscape with maps the design and construction of local buildings, and I’m sure it would be of interest to many local people. Perhaps you could link up with the local library to display the children’s work and perhaps have copies of their trail available. You might find these reports from the GSI useful for your project https://www.gsi.ie/en-ie/publications/Pages/The-Geological-Heritage-of-Wicklow.aspx and https://www.geoschol.com/counties/WICKLOW_GEOLOGY.pdf
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George Halpin was a civil engineer and lighthouse builder that designed many of the features of Dublin Port. He also built the first Bull bridge, erecting it in 1819 in order to allow for the construction of the stone wall.
I would use George Halpin as inspiration for a Science Investigation in class by bringing the children on a walk of Dublin Bay to pick out some of the features built by Halpin. We would compare the materials and features used in the building of the lighthouses and the bridges. The children could take some photos on their iPads which could later be shared on the IWB.
The children would then be allowed to choose between a lighthouse or a bridge and create their own design of one. They will incorporate elements of Science included light and materials as well as areas of Maths including length and weight.
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Hi Laura
Using George Halpin s inspiration for a walking tour of Dublin Bay and a project on lighthouses. There was a fantastic programme on RTE a few years ago called Great Lighthouses of Ireland, which covered the work of George Halpin and many of the lighthouses around Ireland. It is now available on the RTE Player. This is a link to a resource on Lighthouses that I developed for Engineers week a few years ago on Lighthouses https://www.sfi.ie/site-files/primary-science/media/pdfs/col/Engineers-Week-Lighthouses-2019.pdf
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Hi Laura, I really like the idea of using a local scientist for inspiration in your classroom. I think the children would love to walk around and identify the different features. I also like how you would give the children a choice to create a light house or a bridge. This lesson would allow for integration across the strands in science and maths.
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Living in a rural part of County Cork offers a rich backdrop for a creative project rooted in natural and scientific heritage. I would guide my 6th class pupils in a cross-curricular project combining creative writing, art, and drama, inspired by local landmarks such as ancient ringforts, rivers, woodlands, or nearby heritage site like Gougane Barra.
We would begin with a nature walk or field trip to observe and gather inspiration. Back in the classroom, pupils could write short stories or poems imagining life in the area hundreds of years ago, or from the perspective of a local animal or natural feature.
In art, they could create mixed-media pieces or dioramas of the landscape. For drama, we might script and perform short plays based on local legends or scientific discoveries. This approach connects pupils with their heritage while developing their creativity, confidence, and appreciation for their local environment.
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Our school is located in Ballyboy, Co. Offaly. It is a small rural country school but the locality is rich with history and set in a beautiful landscape at the foot of the Slieve Bloom Mountains adjacent to the Bog of Allen. Right beside the school is the site of a convent founded by St. Brigid in 500 AD. We could research how convents could have looked at that times and using cardboard and recycling materials we could create models of how we would think the convent would look and decorate it. We could use the Grow in Love song ‘Brigid brings the spring’. At the same location in the 1180-1200 the Anglo-Normans established a Motte and Bailey Castle at the same location. We could use creative writing to create letters that the Anglo-Normans might have sent home to their family to describe what Ballyboy was like and their plans for their Motte and Bailey Castle. As the mound still remains in the field in Ballyboy we could go on a walk down to the site and sketch how we imagine the Castle would have looked when it was first built. We could then look across the road to the hedge school established during penal times for the catholic children to access education. We could discuss the history of hedge schools, the risk families were taking just to get an education and the minimal resources students and teachers had to work with and then we could Role-Play what it might have been like to attend a hedge school. When the children have had time to explore and settle into their character role, we will then attempt some hot seating and get the children, still in character, to explain about how they are feeling and what it is like to attend a hedge school. We could then research old photos, maps or illustrations of the 2 historical sites we visited and using decoupage methods we could create collages as a class of the development of the area.
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To help my first and second class pupils connect with local heritage, I would plan a creative project based on the nearby Hill of Uisneach in Co. Westmeath, combining elements of drama, art, and creative writing.
We would begin by exploring the myths and stories linked to the Hill of Uisneach, such as the Catstone and the Festival of the Fires. I would use simple storytelling, images, and class discussion to spark curiosity and imagination. Pupils would then take on a role, such as a druid, a villager, or an animal living near the hill and create short written pieces or oral stories from their chosen character’s point of view.
These stories would be brought to life through group drama activities, where pupils act out scenes from ancient times. They would use simple props and costumes, helping to build confidence and teamwork.
As part of the project, we would also create visual art inspired by the hill such as drawings, clay models, or a collaborative mural showing life in ancient times.
This project would develop creativity, oral language, writing skills, and cultural awareness, while allowing children to explore a local landmark in a fun, age-appropriate way.
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Hi Maria
That sounds like a fantastic project based around the Hill of Uisneach. I love the idea of the children taking on the role of different characters and it’s great that you have included animals living on the hill as well as the human characters. It’s great that you have included so many different ways of bringing the history and legends to life. The drama and visual art aspects combined with their individual written or oral stories would really capture the children’s imaginations. There is also an interesting geological and geographical aspect to the hill as it is formed from karst Limestone and the Catstone is a large glacial erratic deposited by the ice thousands of years ago https://gsi.geodata.gov.ie/downloads/Geoheritage/Reports/WH009_Hill_of_Uisneach.pdf
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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
Natural inspiration- River Shannon Callows using boglands, biodiversity and Cloghan castle
Inquiry- Go on a nature walk in the local area. Allow the children to take notes, drawings on what they have observed along their journey. The children can use map resources to map out their journey and any features they can identify on the map can they identify them in person e.g. bends in the road, rivers etc
Art- Create projects such as Bogs as textured landscapes, River creatures in watercolour, Tree bark rubbings turned into abstract prints and dioramas based on what they observed and using their notes. The children could work in pairs or small groups to complete their work
Creative writing- the children could research the history of the locality and create a piece. Some children may prefer to draw inspiration from their nature walk and create a piece inspired by this.
The projects could then be exhibited within the school and the children could present their projects to the school explaining where they got their inspiration from.-
I really enjoyed reading your ideas and can see how much the children would get from a project like this. I have done nature walks with my class before, but I had not thought of linking it so closely with map work. It is such a great way to make geography more meaningful. I also love the variety in the art activities, especially the textured bog landscapes and tree bark rubbings. I know all classes would really enjoy the hands-on side of that. The creative writing element is a lovely way to give children choice, whether they want to focus on local history or their own experience of the walk. The idea of exhibiting the projects and having the children present their work is brilliant. It adds so much value to what they have done and builds confidence too. I will definitely be borrowing a few of these ideas.
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Local scientist/engineer question:
County Offaly’s rich bogland environment and the nearby Slieve Bloom Mountains make it an ideal location for a local science project. When thinking about who to focus on, I came across the work of Professor John Feehan, a geologist and environmentalist from Birr. He has recently made several YouTube videos for Offaly Heritage, each focusing on a different wildflower, and I thought it would be the perfect way to introduce the topic to my class. After watching a few, we would take an outing to the Slieve Bloom Mountains which are right on Kinnitty’s doorstep, to spot wildflowers in their natural habitat. Back in class, pupils could record and graph their findings (Maths), write a nature report or diary entry (English), and learn about plant adaptations and bogland biodiversity (Science). In Geography, we could study the local landscape and soil types, while in Digital Learning, pupils could create a short video or presentation on a flower of their choice. I feel confident that this project connects STEM very well with real-world local learning and will hopefully make the learning experience a lot more meaningful for my students.
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Lisa
I love your use of using local knowledge for the study of wildflowers. I think keeping things real and local for children is so important. I like your idea for the pupils to make a video about their wildflower. This is so interactive and an idea I think the pupils would be captivated by. I also live closely to the area you refer to and I can agree they are ample wildflowers to explore.
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William Rowan Hamilton was a Dublin mathematician and physicist who lived in the 1800s. One of his important discoveries was about how light behaves when it passes through different materials, like water or glass. He studied how light bends or changes direction, a process called refraction.
Hamilton’s work helped scientists understand the way light travels and changes, which is important in things like glasses, cameras, and even how rainbows form. His discoveries about light are still used today in science and technology to design lenses and improve optical devices.
Adding to my lesson on light from module 1, I can use Hamilton’s story to show how scientists use math and careful observation to figure out how light works. A simple activity, like shining a flashlight through water or a glass and watching how the light bends, can help students see Hamilton’s ideas in action. By linking the experiment to his discoveries, students can appreciate that science is about asking questions and exploring the world, just like Hamilton did.-
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Hi Megan,
This sounds like such wonderful learning. I am very jealous that you can link a local mathematician and scientists into your lessons and also conduct wonderful experiments linking to it. As I am not local to the area I am teaching in I need to ask around and see if there is/were any local scientists.
I have taken down some of the scientists mentioned in this forum and I plan to include them in my science lessons this year. Even if they are not necessarily local to the school they are all still famous Irish mathematician and scientists and I think the children I teach will benefit from learning about their work and studies.
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To explore the rath in the village in which our school is located with a class, I would begin with a visit to the site or use images and maps to spark curiosity. We would discuss what a rath is, its historical and archaeological significance, and how it connects to our natural and cultural heritage. For a creative writing project, I would ask pupils to imagine the rath in the past and write a story or diary entry from the perspective of someone who lived there, perhaps a child in early medieval Ireland. In visual art, pupils could create drawings or mixed media pieces showing life around the rath, using natural materials or earth tones. This project would link well with history, SESE and SPHE, while encouraging imagination and a strong sense of place. It also helps pupils connect personally with a local landmark they may pass regularly but know little about.
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Hi Maria
A local rath is a fantastic place to explore with your class. As you said there is so much to discover and learn through visiting and looking at it on maps and aerial photographs to see how the landscape around it has altered over time. Using creative writing to imagine the lives of people living in the rath and artwork to create their own images of what it looked like at the time would really bring it to life for the children and really help them to connect with their own local place. They might also ask older family members if they have any old stories about the rath or might look up the Folklore Collection on duchas.ie to see if there are any old stories recorded from their local area.
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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.-
Hi Vera
That sounds like a lovely creative project based around Birr and William Parson’s Great Telescope. I love the idea of the diary entries as these would require research into some of the scientific discoveries made by William Parsons, the engineering work he completed on the telescope and life at that time period. His journal entries might even mention other family members. this research would be paired with imagination and creativity for the children to put the diary entries together. Similarly the artwork would be inspired by the Science. I love the idea of putting it all together through reading and drama combined with music.
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Hi Vera,
You have wonderful ideas here, integrating so many creative aspects to so many curricular areas. I think your creative writing work would greatly engage your pupils and there are so many opportunities for music, from Holst to Coldplay. Having the children recreate the work through visual artwork would allow for consideration in how they could use older methods and resources to work with, aging paper and using charcoal, this would be great fun.
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A well-known scientist linked to Dublin (originally from Waterford) is Ernest Walton, an Irish physicist who, together with John Cockcroft, managed to split the atom back in 1932. They won the Nobel Prize in Physics in 1951—making Walton the only Irish person to ever win a Nobel in science. There are endless classroom activities that could be prompted by his work.
Voltage Climber” – Exploring Electricity
Investigation Theme: Voltage and energy transfer.Activity:
Build circuits and measure voltage increases with series connections of batteries
Activity:
Have students research Walton’s life and contributions and present them as a creative story, poster, or skit.
Connect scientific ideas to real people and real challenges, highlighting Walton’s perseverance and innovation.“Be a Particle Physicist” – Model the Atom
Investigation Theme: Atomic structure and forces.Activity:
Use ball-and-stick models to build atomic structures.
Simulate nuclear reactions with colored beads representing protons and neutrons.
Discuss forces within the nucleus and what happens during fission and fusion. -
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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
Natural inspiration- Lough Boora Bog and Parklands, Blueball, County Offaly
Inquiry- I would bring the children on a nature walk in the area and encourage them to take notes, drawings on the flora and fauna they observe on their walk. The children can use map resources to map out their journey and any features they can identify on the map can they identify them in person e.g. bends in the road, rivers etc
Art- Develop projects like textured bog landscapes, watercolor paintings of river creatures, abstract prints created from tree bark rubbings, and detailed dioramas based on students’ observations and notes. Children can collaborate in pairs or small groups to complete their creations.
Creative writing- The children could explore the history of the local area and create a piece based on their findings. Alternatively, some might choose to draw inspiration from their nature walk and create artwork reflecting this experience. The completed projects could be displayed in the school, and the children could present their work, explaining the sources of their inspiration to the school community. -
For a creative project based around our local natural and scientific heritage, I would design a cross-curricular drama and creative writing project for 5th and 6th class pupils, focused on the River Shannon as it flows through the University of Limerick and the surrounding historic area.
We would begin with a walking tour along the riverbanks, observing the Living Bridge, the Plassey House, and the old mill buildings nearby. Pupils would keep a nature journal, recording sights, sounds, and emotions as they walk along the water’s edge, noticing wildlife like swans, herons, ducks, and the rustling of leaves in the canopy above.
Back in class, pupils would use their notes to develop monologues or short plays, imagining the voices of people from the past — a mill worker, a boatman, a university student, or even the River Shannon itself. These would explore themes like change over time, nature, memory, and science.
In art class, they could create mixed-media collages of the river landscape, and in music, we might compose soundscapes using natural sounds and simple instruments to capture the feel of the river.
This project would deepen their appreciation of Limerick’s heritage while developing creative expression and storytelling skills rooted in a real, local setting.
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Hi Aaron
A river is always a great idea for a cross curricular study encompassing history, geography, science and the arts. Having the River Shannon as your source of inspiration is fantastic particularly with your plan to bring the children walking along the river banks to observe not only the wildlife along the river but also the historical buildings representing engineering, archaeology and architecture. I love the ideas for creative expression from creating short plays, to collage and music composition inspired by their own personal connections with the River Shannon and its surrounds.
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I love this idea — it’s such a thoughtful way to connect pupils with both the natural beauty and the layered history of the Shannon. The mix of walking, journaling, and creative reinterpretation will make the project immersive and memorable. I especially like how it blends science, history, and the arts, so every pupil can find a way in that suits their strengths. The “voices” approach is brilliant — it gives room for imagination while rooting the work in real places and stories. I can already picture the final showcase buzzing with energy, colour, and sound. A truly inspiring project!
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Kay Mc Nulty was born in a small Gaeltacht area of Donegal. On the day she was born her father was arrested and on his return from prison, at the young age of three, she and her family emigrated to America. At this time Kay could only speak Irish, however she was a very hardworking student, a bright mathematical pupil and was greatly encouraged by her mother to do well in school. She received a scholarship to Chestnut Hill college and attended every mathematics lecture she could. She graduated and began working, on a secret team of five females,for the US Government, on the ENIAC, one of the world’s first electronic computers. She was referred to as a “computer” and her work was at a very top secret level. Kay contributed to the war effort, supporting the advancement of modern computer engineering. Once married she raised a family, leaving the workforce behind, yet she continued helping her husband’s work in the area of computer programming, in the background. Kay is considered today as one of the mothers of modern day computer programming.
(Information from Kiddle online and EPIC)
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Hi Fiona
Kay McNulty is a great example of an Irish woman working in STEM and one of the many women who’s work was not recognised until recent years. I found a short clip from RTE about Kay McNulty here https://www.youtube.com/watch?v=X8Oz5jW6wfs and she is also featured in the Dictionary of Irish Biography and was featrured in one of the 6 episodes of the documentary Herstory. Kay’s pioneering work on computer programming would be a lovely tie in with any work on technology and computer programming in the classroom such as BeeBots or Lego WeDo.
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Hi Fiona
Kay McNulty is a great example of an Irish woman working in STEM and one of the many women who’s work was not recognised until recent years. I found a short clip from RTE about Kay McNulty here https://www.youtube.com/watch?v=X8Oz5jW6wfs and she is also featured in the Dictionary of Irish Biography and was featrured in one of the 6 episodes of the documentary Herstory. Kay’s pioneering work on computer programming would be a lovely tie in with any work on technology and computer programming in the classroom such as BeeBots or Lego WeDo.
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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 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
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Hello Helen,
What a wonderful plan for your young learners, taking them on a journey back in time. I really like the immersive nature of this plan, and the tactile sensory dimensions of your considerations-the smell of the food cooking, the sound of the river, the sights all around. It will bring ancient times to life for your students.
I love your idea to weave an exciting tale into proceedings with a predator-every good story needs a villain- and it is historically accurate, at a time when safety concerns would have been paramount. A lovely, age-appropriate activity incorporating the arts with drama, music and art.
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Drawing on the rich heritage of Portumna — including its historic castle, ruined abbey, forest park and the annual Shorelines Arts Festival
I would design a cross-disciplinary art, music, drama and creative‑writing project that fully involves pupils.
Project overview (12 weeks):
Students would work in small groups to explore Portumna through field visits, photographs, sketches, and stories. Drawing inspiration from Portumna Castle’s Renaissance architecture or the evocative ruins of Portumna Abbey, each group would create a multimedia performance or exhibit.Creative writing & drama:
Pupils would write short narratives, poems or monologues imagining characters from Portumna’s past — perhaps a castle resident, an abbey friar, or a visitor at the forest park. These would be adapted into dramatic scenes or short plays to perform for classmates or the school.Visual arts:
Using sketching, painting, or collage, students would produce artworks inspired by local landmarks. One longer‑term option would be a mosaic echoing the “Pattern for Portumna” community workshop style
, with tiles representing elements of local history and nature.Music & sound:
We’d incorporate site‑inspired sounds or songs, perhaps composing ambient soundscapes evocative of the castle courtyard or the forest trails. Choruses or group singing inspired by Shorelines Festival themes would enrich presentationsIntegration and exhibition:
The final outputs — written pieces, artwork, recorded performances and soundtracks — would be displayed in a mini‑festival format, perhaps in the school hall or in collaboration with the local Workhouse Centre gallery. Pupils would experience the full creative process—research, planning, making, reflecting—and see their community and history through creative lenses. -
Drawing inspiration from all the five modules, I would organise a cross-curricular project centered on exploring our area’s scientific and natural heritage. Beginning in September, pupils would map the school grounds and identify local species using tools such as the Seek app and the National Biodiversity Data Centre. We’d return to these areas each term to observe seasonal changes, making connections to climate patterns and phenology.
In term two, the focus would shift to local engineering—examining nearby bridges or buildings—and students would take part in a “design and build” challenge using recyclable materials. By term three, they would investigate a scientist or engineer associated with our county, presenting their findings through group posters, short performances, or multimedia presentations.
This year-long project would integrate subjects such as Science, Geography, Maths, English, Art, and Drama, offering every student a unique entry point. It would foster creativity, critical thinking, and collaboration—ending with a celebratory exhibition for families and the wider school community.
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For our class project in Longford, we would explore the scientific and natural heritage of our local area by focusing on the River Camlin and St. Mel’s Cathedral.
We’d begin with seasonal biodiversity walks along the river, recording plants and insects using the Seek app and National Biodiversity Data Centre resources. Pupils would also investigate the engineering behind St. Mel’s Cathedral, especially its reconstruction after the fire. In art, children could create rubbings of tree bark or design stained-glass-style window art. In history, we’d research local engineers or scientists using the Dictionary of Irish Biography. I would also try to get guest speakers who were involved in the rebuild of St Mels in addtion to parish representives to speak with the class. The project would run over the school year, with termly project days and regular classroom activities.
All pupils would engage through hands-on science, creative writing, mapping, and group presentations. By linking SESE, STEM, and the arts, this project fosters curiosity, collaboration, and a deeper appreciation of Longford’s rich local heritage.
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Hi Colm
That sounds like a lovely cross curricular project centred around features of the local natural and built environment. It would tie in very nicely with your previous engineering project around arches and the construction of St Mel’s Cathedral. Having guest speakers who were involved in the reconstruction of the Cathedral is a lovely idea if you can get them as reconstruction of a historic building is very specialised work with an integration of history and engineering. Exploring seasonal Biodiversity along the river is a lovely extension. I would encourage you to invest in some identification books, chart sand swatches for identifying plants and animals or print out some free resources. While apps are a nice back-up for teachers to cross check identification, or as a little reminder, they are best used when you already have some knowledge. I would never recommend them for use by children as there is no real learning involved in the use of an app. With a book or key, the children have to use their observation skills to pick out distinguishing features and read notes on sizes, location and season and these skills can help in identifying similar plants or animal at a later date.
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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.
Our school is in Pallasgreen, Co. Limerick and just last year a local scientist, Olivia Humphreys has won multiple awards for the creation of a scalp cooling system for chemotherapy patients. I feel like this would really connect with the children as they may know her family but also because they have an interest in wellbeing and health. We would then research other devices, tools, treatments that are available to patients and hospitals. Using the resources from SFI on health and wellbeing the children would be given the task of building their own variations to help people who may have mobility issues etc. They would need to wonder, plan, make, and evalaute their creation and ask questions about the process and what they have learned from it.
The children could also research other scientists in the area and present their findings to the class for future projects.
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Hi Kate
It’s lovely that you have a living Scientist to base a project around. It is wonderful to be able to celebrate the achievements of a local Scientist. It would be great to be able to research Olivia’s work and to use this as a basis for design and make projects based around the theme of health care. I’m sure that Olivia would love to hear also that she is inspiring the scientists of the future. Getting the children involved in researching other local scientists, past and present would be a great project too. If could even include people that the children know who work in STEM.
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One inspiring figure is Mary Ward (1827–1869), a pioneering Irish scientist and microscopist born in Ferbane, near the Tipperary-Offaly border. She had strong connections to Birr Castle which is in the locality of my school, where she worked alongside the Parsons family, contributing to early scientific discoveries. I would use Mary Ward as inspiration for a classroom project on biodiversity and observation.
We’d begin by learning about her work with microscopes and her detailed drawings of insects and plants. Then, we’d go outdoors for seasonal biodiversity walks—using magnifying glasses or digital microscopes to closely examine minibeasts, leaves, or soil samples. Inspired by Ward’s sketches, pupils would draw what they see, helping to develop observation skills.
This would link naturally to the Minibeast Safari and Spring Diary. We’d discuss how careful observation helps scientists make discoveries and how Mary Ward, despite limited opportunities for women in science, made a lasting impact. Her story shows pupils that curiosity and determination lead to learning.
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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.
My school is located in Ballyfermot, Dublin. There are a number of different aspects that could be looked at in the area
Natural Heritage: Flora and fauna: Study of local parks like Markievicz Park and the Phoenix Park border. Children could complete tree walk using Parks of Dublin resource they could work on sketching and mapping trees and other plants. Tree identification apps and swatches.
Biodiversity: Urban wildlife and native vs. non-native species. Children could do a factfile on animals that could be found in the area.
Engineering and industry: Historical rail connections and canal systems. Children could explore bridges in the area such as Anna Livia bridge.
Environmental science: Air quality, pollution studies, climate change awareness.
Local Knowledge: Interviews with older residents about how the land use and green spaces have changed.
As well as fieldwork children could also engage in classroom-based research such as mapping out the natural features of Ballyfermot. Researching past land use and changes (Geography and History link). Creating posters, infographics, or 3D models.The project could take place over the course of 5/6 weeks.
Week 1 Introduction, brainstorming, and dividing students into small research teams
2 Field trips and local walks (weather permitting)
3 Data collection and initial analysis
4/5 Research and project work (in-class and at home)
5/6 Present findings in class group.
Pupils would be engaged in a number of ways: a variety of roles (researcher, artist, presenter, writer, photographer) for each child to receive. Mixed ability group work to allow collaboration and peer learning. Practical tasks for students who prefer hands-on learning. Students will be allowed to choose aspects of Ballyfermot they are most curious about. -
Taking inspiration from all the modules of this course, I would plan a class project to study the scientific and natural heritage of Tralee, Co. Kerry. The project would be called “Tralee Through a Scientific Lens” and run over six weeks. We would begin by exploring local natural sites such as Tralee Bay Nature Reserve, Ballyseedy Woods, and the Canal Walk which are a short walk from our school. Pupils would cconduct nature walks, bird and insect counts, and tree identification activities. We would also study the legacy of Emer Jones, the young scientist from Tralee, and use her work as a launchpad for simple soil and plant growth experiments. The creative element would include drawing local wildlife, writing nature journals, and designing posters on pollinator-friendly plants. Older classes could present their findings to younger students or at a school Biodiversity Week. The project would combine science, geography, art, and literacy, keeping all pupils actively engaged and connected to their local environment
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Hi Andrea
I love the title of your project and carrying it out over a 6 week period is a great way for the children to immerse themselves in the natural and built heritage of their local area. I like the STEM emphasis on tree identification and bird and insect counts and the creative element of nature journaling, drawing and creating posters. Using Emer Jones as inspiration for scientific exploration is a nice touch and I love the idea of your students using their work to take the lead at a school Biodiversity Week event and help to inspire and educate younger classes.
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In our class we will discuss Robert Boyle. We would learn that he is known as one of the founding figures of modern chemistry. We would learn that he is most famous for Boyle’s Law, which describes the relationship between gas pressure and volume, he made important contributions to the scientific method through careful observation and experimentation. In the classroom, I would use Boyle as inspiration to spark curiosity and develop investigative skills. We would explore simple air pressure experiments, such as using syringes to demonstrate how gas compresses. Students could also test how much air a balloon can hold under different conditions, recording and graphing their findings. We would link Boyle’s method of questioning and testing ideas to our own process of making predictions, conducting fair tests, and drawing conclusions. Through storytelling about Boyle’s life and discoveries, students would see how science involves wonder, questioning, and problem solving skills that they can use to become young scientists.
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This is a fantastic and engaging approach to introducing Robert Boyle and the principles of scientific investigation! Highlighting Boyle as a founding figure of modern chemistry gives students a strong historical context, while your focus on Boyle’s Law makes complex science accessible through hands-on activities. Using everyday materials like syringes and balloons is a brilliant way to bring abstract concepts like gas pressure to life. The emphasis on developing investigative skills—through prediction, fair testing, and drawing conclusions—mirrors Boyle’s own scientific approach. Integrating storytelling adds depth and keeps students interested, helping them connect emotionally and intellectually with science. Overall, your plan not only teaches key scientific principles but also inspires curiosity and critical thinking, showing students that science is not just a subject but a way of exploring the world around them. A creative and effective learning experience!
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William Dargan was a famous engineer from County Laois, Ireland, born in 1799. He is best known for building Ireland’s first railway from Dublin to Dún Laoghaire in 1834. Dargan played a key role in expanding the country’s railway system, helping to connect towns and cities and improve travel and trade. He also helped develop roads, canals, and even supported the arts and science. Dargan believed in using engineering to make life better for everyone, and he showed that hard work and creative thinking could solve big problems.
Inspired by William Dargan, a great classroom science project for 6th class could be to design and build model bridges or railways using simple materials like cardboard, string, and tape. Pupils can explore how to make their structures strong and stable, just like Dargan did. This project teaches teamwork, problem-solving, and introduces the basics of engineering—skills that Dargan used to shape modern Ireland.
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Dr. Ernest Walron – Nobel Laureate
Ernest Walton was the only Irish-born recipient of a Nobel Prize in Physics. We often hear stories of Ireland’s winners of a Nobel Prize in Literature and Peace but it should be very important to highlight that we have also had a winner in a scientific category.
Ernest Walton and his colleague John Cockroft were awarded the prize for their work in creating a device that could split the atom. Their Nobel Prize citation read: “Thus for the first time, a nuclear transmutation was produced by means entirely under human control.”
Although a full understanding of the work achieved by nuclear physicists may not be possible in upper primary, the achievements of Ernest Walton could be used as an inspiration in the areas of STEM. A discussion around what inventions and achievements in the area of atomic science happened in the years after the Cockroft-Walton generator was invented and how atomic energy has changed the science and the world.
It was also interesting to learn that Austrian Erwin Schrodinger also received a Nobel Prize in Physics as an Irish citizen having been invited to live in Ireland before the war.
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Children in Rang 6 will definitely be ready to learn about atoms and their structures. Becoming familiar with the language of science and chemistry is an important step before they make their way to secondary school and more intense interrogation of the actions of atoms. An introduction to the periodic table and language such as protons, neutrons, electrons and nucleus will form part of a series of lessons.
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A local natural heritage site which is close to my school is Cabragh Wetlands outside Thurles in Co. Tipperary. To get my fifth class pupils involved in a creative project based around Cabragh Wetlands, I’d start by bringing the wetlands to life for them – either through a class trip or by using videos, photos and sound clips in the classroom. We’d talk about the animals, plants and atmosphere of the place, and let them explore it through sketching, note-taking or even recording sounds. Back at school, they could use what they discovered to create artwork using paint, collage or natural materials. In music, we’d experiment with instruments to recreate the sounds of the wetlands maybe even write a fun class song or rhythm piece inspired by birds, frogs or the wind. For drama, they could work in groups to write short scenes or monologues from the point of view of a wetland creature, bringing in themes like teamwork, survival or looking after nature. In creative writing, we’d explore poems, diary entries or short stories inspired by their visit or the creatures they imagined. To wrap it all up, we’d put together a class showcase where they can share their artwork, perform their drama and music, and read their writing celebrating both their creativity and everything they’ve learned about the wetlands.
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Hi Niamh
Cabragh Wetlands is a lovely spot to visit and it would be great to bring your class there on a trip. Photos and videos are good if you can’t manage the trip, but there is nothing like the actual experience of being in a location to capture the children’s imagination. I love the idea of bringing in the sounds of the wetland as inspiration for musical composition and the drama based around wetland creatures. Shane Casey’s books would be a nice inspiration for stories or drama around wild creatures. The class showcase would be a lovely way for the children to share their work with each other and perhaps they could share with other classes through a school assembly or have some of their writing published in a school newsletter or on the school website.
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Hi Niamh! What a fantastic and immersive project idea! Bringing Cabragh Wetlands to life through so many creative activities will definitely engage the students and deepen their connection to nature. I love how you’ve incorporated art, music, drama, and writing in such a meaningful way, and the idea of a class showcase is a perfect way to celebrate their learning and creativity. The kids are sure to have an unforgettable experience!
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I would plan a class project to study the scientific and natural heritage of our local area by focusing on the Park, which has lots of biodiversity opportunities, equally the local river ( the river Fane would provide lots of links to the local heritage). Over a six-week period, pupils would explore local flora and fauna through field trips, nature walks, and pond-dipping activities. They would document their findings in nature journals, take photographs, and collect non-living samples for classroom analysis. We would research how the park/ river have changed over time, linking science with history and geography. In class, students would conduct simple experiments on water quality and soil types; this is quite big topic locally at the moment, so would link in quite nicely. Creative writing sessions would allow them to write nature-inspired poetry and stories, while art lessons would focus on drawing local wildlife. The project would culminate in a community showcase, where students present their work through posters, models, and performances.
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Hi Roisin,
I really like how your project beautifully connects science, history, geography, and the arts around local natural heritage. Using the park and the River Fane as outdoor classrooms is such a rich way to engage pupils with real-life biodiversity and environmental issues. I especially love the mix of hands-on activities like pond dipping and water quality tests alongside creative outlets like poetry and drawing—this holistic approach will appeal to different learning styles and keep the children motivated. The idea of a community showcase is wonderful too, giving students a real sense of achievement and pride while raising local awareness. It’s inspiring to see how you’ve woven cross-curricular links so naturally into the project, making learning meaningful and memorable. Thanks for sharing such a thoughtful and well-rounded plan! -
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Using Robert Boyle as Inspiration for Classroom Science Investigations
1. Introduce Boyle and His Discoveries:
Start by telling pupils a simple story about Robert Boyle as a curious scientist who loved experimenting with air and gases. Use pictures and simple explanations to make Boyle’s Law accessible (e.g., how a balloon changes size when squeezed).2. Hands-On Investigation:
Carry out simple experiments inspired by Boyle’s Law:Squeeze a balloon or plastic bottle to see how air compresses.
Use a syringe (without the needle) to demonstrate how pushing the plunger changes air pressure and volume.
Fill balloons with air and measure how their size changes under different pressures.
3. Record and Reflect:
Have pupils measure, draw, and record their observations in science journals. Encourage them to predict what will happen before squeezing and explain why after the test.4. Link to Real Life:
Explain how Boyle’s work helps us understand everyday things like breathing, weather balloons, or even why your ears pop on an airplane.Cross-Curricular Connections:
Maths: Measuring volumes and comparing changes.Literacy: Writing simple reports or stories about Boyle’s experiments.
History: Learning about scientific discoveries from the past.
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Using Little Woods (a local natural heritage), I could create several opportunities for creative writing. As a result of a variety of animals (deer, frogs, etc.), a class trip to Little Woods would provide the class with endless creative writing inspiration.
Recount Writing- The Life of a Deer: The children could write a diary entry from the perspective of a deer, which includes what they eat, what they do, and the surroundings in the woods. This also encourages children to research facts on deer such as their diet.
Explanation/Procedural Writing- How to complete a mini beast hunt. The children could complete a mini beast hunt for insects while in the woods. After, they could create a writing piece detailing how to complete a mini beast hunt including steps. Also, the children could create an explanation writing piece based on the life cycle of the frog.
Music- The children could be shown images of Little Woods. In small groups, the children will create body percussion sounds that they think match the images.
Drama- In small groups, the children could take on the role of different animals found in Little Woods. They will act out how they think the animals interact with each other.
Art- The children could make nature collages of the forest using leaves and seeds. They could create clay sculptures of the trees found in the forest.
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Hi David
That sounds like a lovely project on a local natural heritage site. I love the idea of building on your scientific investigations and research to cover the different types of writing. Procedural writing on how to carry out a minibeast hunt is a lovely idea and could tie in well with your art idea if the children used natural materials in the forest to create pictures or models of the minibeasts they found. The recount writing on the life of a deer is also a lovely idea. For an older class, this could be expanded to include other forest animals with each child researching their animal before writing and would also tie in with your drama idea if each child played the role of the animal they had written about.
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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
Glassderry Lake
We could base our project on Glassderry Lake. First, we would take a trip to the lake and spend some time looking, listening, and sketching. The children could take photos, draw quick pictures, and write down things they notice – like the colours of the water, the birds in the trees, or the sound of the wind in the reeds. Back in school, we would use what we saw and heard to make creative work. In art, we could paint pictures of the lake or make collages using natural colours. In music, we could try to copy the sounds of the lake with instruments or things we find in the classroom. In drama, the children could act out short scenes about life around the lake or pretend to be animals that live there. In creative writing, they could write a story, poem, or diary entry from the point of view of a swan, a fish, or even the lake itself. This would help the children enjoy and understand Glassderry Lake while also learning how important it is to look after it.
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What a lovely idea and treat for the children to be brought to the lake a lovely time to spend looking and listening to the sounds of the water/ducks etc., A really well-thought by easy lesson to organise and for children to enjoy and learn at the same time. I really like the thematic plan across the art subjects and what can be done just by using the lake as a stimulus. I also love how you showed the importance of looking after the lake as part of their environment.
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Module 5
Wehave on our door step the vibrant wind turbine farm in our townland Moin na hInse . This farm provides ample opportunties for creative exploration.
Here are the ideas I would use to involve my pupils in a creative capacity to emapthise 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 expereinced through thier 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
1- 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
Using different percussion instruments and other items available to pupils I would encourage pupils to compose a 4 part percussion set to immitate 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
Using hot seating I would encourage pupils to hot set a wind turbine. Taking turns pupils would become a wind turbine Personafying the wind turbine asking questions such as
1- Do you ever feel alone ?
2- What excites and bores you ?
3- Have you enemies ?
4- Have your friends? ?
5- How do you feel when classes come and visit?
Creative Writing
Having personafied the wind turbine in drama this could be used as a great stimulus to write a word diary entry on “A Day as a Wind Turbine” . Pupils would be well equipped for this task havig explored the STEM elements of a wind turbine they would have various information sources to write a diary entry. These could be read to younger classes adding illustratiuons and a name to their wind turbine for added storytelling excitement which could be used during world book day or other literacy intiatives.
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One famous scientist connected to Dublin that I researched is Robert Boyle. He lived in the 1600s and is often called the “Father of Chemistry” because of his important discoveries. Boyle worked in Dublin for part of his life and is best known for finding out how gases and air behave. His work helped us understand things like air pressure and how air takes up space.
In the classroom, there are many fun and hands-on experiments related to air and gases that connect to Boyle’s discoveries. For example, children can blow bubbles and watch how they form and float. This is a great way to talk about the air inside the bubbles and how it moves.
Another activity is to explore air pressure using simple tools like plastic bottles and balloons. This helps children see how air can push and stretch things even though we can’t always see it.
Finally, students can make a “vacuum” effect using a syringe or a simple pump. By pulling air out, they can observe how the space inside changes. These activities help children learn by doing, just like Robert Boyle did when he was curious about air and gases. -
To explore our local heritage, I would involve pupils in a creative arts project based on the Phoenix Park, one of Dublin’s most iconic landmarks. The project would be called “Voices of the Park” and would integrate art, music, drama, and creative writing.
We would begin with a class trip (real or virtual) to Phoenix Park, observing its natural beauty, monuments, wildlife (like the deer), and historic sites such as Áras an Uachtaráin. Back in the classroom, pupils would reflect on what they saw and felt.
In creative writing, they would write short poems or diary entries from the perspective of a deer, a park ranger, or even a tree! In art, pupils would create drawings or collages inspired by their writing.
In drama, groups could act out mini-scenes set in different times in the park’s history, while in music, they could compose simple rhythms or soundscapes inspired by nature in the park.
This project would celebrate the park’s heritage while encouraging imagination, creativity, and personal expression across the curriculum.
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To begin the project with the children I will take them for a short nature walk around the local village focusing on the natural trails and historical sites. I will also ask the older children to accompany us as they love to tell the younger children all about their own locality and what they know. Every year a local poet visits our school to focus on poetry so I will ask that they come and teach the children poetry based on their locality. I also love to get the children to gather various leaves on their nature walks to create leaf rubbings as part of an art lesson and create mini clay sculptures as part of the clay stand. Whilst we are on our nature walks at various times of the year I ask the children to use their listening ears to listen for sounds they can hear in their immediate environment. In our aistear area regularly the children can become various animals based on themes each month e.g. the pet shop. These are some ways that we can involve children in the art subjects based on various projects throughout the year involving their own locality.
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In Athlone’s wider Midlands region, one inspiring figure is Mary Ward, a 19th-century Irish scientist, author, and pioneering microscopist. She combined curiosity with meticulous observation, publishing accessible books on science at a time when female scientists were rare. In the classroom, I would use Mary Ward’s life to inspire inquiry-based learning. Pupils could create their own “Victorian Science Notebooks,” observing and sketching everyday objects through magnifying glasses, just as Ward did with her microscope. We could link history and science by exploring the challenges faced by women in STEM during her time, encouraging discussion about diversity in science today. A field trip to a local nature area could provide materials for observation, fostering the same spirit of curiosity Ward embodied. Finally, pupils could present their findings in illustrated reports, blending science, art, and literacy—showing that discovery is as much about careful recording and creativity as it is about experiments.
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Hi Patrick,
Thanks for sharing.
What a great local choice with Mary Ward-and I really like your plan to use Victorian Science Notebooks. This type of narrative within a lesson really adds to the excitement of such an activity. By choosing to introduce your learners to the work of female STEM role models, it is an important way to inspire girls and young women into STEM careers.
The illustrated reports and their presentation sound like a wonderful way to celebrate her legacy and help foster a new generation of curious scientists!
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My school is based in rural Co. Offaly with an abundance of local natural and historical amenities, the Slieve Bloom Mountains, Lough Boora Parklands and Birr Castle to name but a few. I would focus on Lough Boora Parklands as a learning stimulus and begin by showing pupils photos and videos of the parklands- sculptures, wildlife, bogland landscapes. (Children are very familiar with the parklands but may not have ever looked around with intention) Discuss Lough Boora’s history, from ancient Mesolithic settlements to its transformation from industrial peatland to the biodiversity haven we see today. Ask the children “What might it feel like to live here 5,000 years ago? What stories could the land tell?” We would then go on a field trip to Lough Boora. Pupils could bring small sketchpads to capture shapes of sculptures, colours of wildflowers or animals, make leaf rubbings etc. In small groups we could create “freeze frame” scenes the children imagine from the park’s past such as a hunter returning or workers in the bog. Pupils could also write down words, lines, and images sparked by what they see, hear, and smell which they could use back in class to write poems or a short story inspired by the park’s landscape or wildlife. Back in class we could use digital media to create projects on the parklands.
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I really like how you’ve chosen Lough Boora Parklands as a learning stimulus—its combination of history, wildlife, and art offers so many opportunities for creative and cross-curricular learning. I think starting with photos and videos before the field trip is a great way to engage pupils’ curiosity and help them observe with intention.
The field trip activities, from sketching and leaf rubbings to freeze-frame scenes, are fantastic for hands-on learning and imagination. I also love the way you’ve linked these experiences back to classroom work with poetry, stories, and digital media projects. This approach not only deepens pupils’ understanding of the local environment but also encourages creativity, observation skills, and storytelling. It sounds like a really rich and engaging project!
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This is an inspiring figure from my native county whose remarkable work can spark curiosity and scientific thinking in any classroom.
John Desmond Bernal (1901-1971) Born in Nenagh, Co. Tipperary. He was a pioneering physicist who played a foundational role in developing modern X -ray crystallography- the technique that allowed scientists to visualise the three dimensional structures of protein, viruses and nucleic acids. He was a professor at Birbeck College, University of London.His work not only transformed biology and chemistry but also had a significant impact on medicine and pharmacology.
I could lead some hands-on ,inquiry driven sciencce investigations inspired by Bernal’s legacy.
Growing our own crystals by using household materials like salt or sugar. Observing their size, shape and pattern under magnification.
X-ray Art. Creating shadowgrams using light and layered items eg lego bricks
Protein puzzle. recreating simple molecule models eg water and co2 using balls and sticks.
Bernal shows how curiosity and persistence can unlock unseen worlds and his x-ray crystallography led directly to breakthroughs like understanding DNA,enzymes and developing medicines.
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Module 5
Research a famous scientist or engineer associated with your local area and describe how you would use that person as inspiration for classroom science investigationsKathleen Lonsdale
As local as I can find for a scientist local to our area, she is also on the school plan for the class that I teach. Kathleen Lonsdale was a crystallographer and an important female scientist. I think it is really important to represent female scientists in our teaching. After learning about her life and achievements, we would then look at crystals and growing our own. Firstly, we would look at and compare salt and sugar crystals and try to sketch the differences we can see. The children can do this in small groups using magnifying glasses and possibly a microscope. We would follow this up by doing a simple experiment on growing crystals using salt on a pipe cleaner. The children would be encouraged to observe and record the progress of their crystals forming. Depending on the children’s interest, I would possibly take the lesson further and use a variety of different household items, such as Epsom salt, table salt, or baking soda, to make crystals, and we could compare the outcomes. I would set each group a different item, and we could compare the final outcomes. -
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. -
My school is in Birr hence the interest and reason for completing this course. Naturally enough I am going to choose William Parsons. They children would be somewhat familiar with Birr Castle itself, the history and science behind it too. I would use Parsons as a stimulus to teach the children about astronomy and the telescope. Having gone through the history of Parsons and his contribution to the world of both history and science, I would organise for the children (in grouops) to plan, design and make their own telescopes. I would bring the children to visit Birr Castle and the telescope and witness the size, scale and construction of it. On return to the classroom, the children would compare and contrast The Giant Telescope with their own and reflect on their learning.
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I love how you’re using William Parsons and Birr Castle to make science come alive for your students. Visiting the actual telescope will give them a real sense of scale and history, which is so inspiring. Having the kids design and build their own telescopes is a fantastic hands-on way to deepen their understanding of astronomy and engineering. Comparing their models to the Giant Telescope will encourage reflection and critical thinking and a great way to connect local history with active learning.
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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 near to Granard, Co. Longford, which is home to Ireland’s biggest motte and bailey, dating back to Norman times. I would like to involve the children in my class in an art project based on the scientific hertiage associated with the construction of the motte and bailey.
I would begin the project with a story telling session about the motte and bailey in Granard. Talk about its purpose and what life was like for the people who lived here. as the site is near to our school, we would visit the current Knights and Conquest Centre to get a deeper understanding.
Next lesson would include a sketch by children of the natural features and the man made features at the site – high ground, castle, bridge. Discuss the engineering behind the man made features, considering the labour and equipment used at the time of construction.
Children are split in groups. Each group will be given a area of the project to recreate eg. the castle, the bridge, the water around the motte, the bailey, the courtyard using a of mixture materials to recreate- clay, grass, stones, twigs, cardboard, paper.
When each group have completed their area, all the sections will be joined to complete the recreated motte and bailey. Children discuss their work and give feedback to other groups.
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Module 5:
John Killaly, an engineer from Tullamore, played a big part in building the Grand Canal, which was super important for transport and trade in Ireland. I’d use John Killaly’s story to get kids excited about engineering and how science and maths help solve real-world problems.
In the classroom, I’d start by telling the children about John Killaly and showing pictures of the Grand Canal. We’d talk about why canals were built and how they work, including things like locks and water flow. Then, I’d set up simple investigations where students can explore these ideas hands-on. For example, they could build small models of canal locks using plastic trays, cardboard, and water to see how water levels change to help boats move up and down.
We’d also explore basic forces and structures by testing different bridge designs over their canals, connecting back to Killaly’s engineering work. Maths would come in through measuring water levels, timing how long it takes for water to fill and empty and comparing different designs.
Using John Killaly as a local role model would make science and engineering feel relevant and exciting. It’s a great way to show kids how people from their own area used science and creativity to solve big challenges.
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Hi Patricia,
Thanks for sharing.
What an interesting and engaging plan for your learners!
I really like how you are planning to make this a hands-on exploration of canals and their functions through the creation of models.
As you mentioned, there are lots of opportunities for math’s with this one, measuring water and design aspects, etc.
As engineering is being explored, it could also be a great time to discuss the Matilda effect: how women’s contributions in STEM were historically overlooked, etc. To this day, there is a significant gender gap in this area-just 24% of student engineers in Ireland are female, according to a 2024 RTE news report.
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That’s a brilliant idea! I love how you’d bring John Killaly’s story to life with hands-on activities – the little canal lock models sound like so much fun for the kids. It makes something that could feel like “old history” suddenly real and exciting. The bridge-building link is clever too, and a great way to sneak in maths without it feeling forced. It’s such a nice way of showing that engineering isn’t just about big machines, it’s about solving everyday problems creatively
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I was very inspired by all the teaching in Modules 1-5. I think the students in my class would really enjoy a class project to study the scientific and natural heritage of our local area. I would love it if we could complete the project as a Whole School project so the students can improve their collaboration skills and support each other with their ideas. In each class the students could work in small groups and take a different topic each to research. One group could research some of the astronomers, botanists, engineers, photographers and scientists associated with our local area. They could investigate their contributions to modern science. They could use their artistic abilities to draw portraits of these people. Another group could identify the positive aspects of natural and built environments in our local area. This group could use their map making skills to draw up a map of our local area, pin pointing each aspect of the natural and built environment. They could use aerial photographs or satellite images either. Another group could recognise and appreciate people or groups who serve the local community. They could further their investigation by researching how their contribution enhances the quality of lives of others. They could use their ICT skills to complete their research. Another group could listen to, discuss, retell and record a range of stories from the lives of people who have made a contribution to local life through technological, scientific, cultural and artistic activities. This group could use their literacy skills to recount a story, illustrate pictures and in turn, put together books for the other groups to read and add to our class library. I would plan the project work over four weeks. On the fifth week the students could present the projects, first to our own class and then to a neighbouring class.
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Hi Orla.
Thanks for sharing your feedback on this course. It is a wonderful idea to try and get the whole school involved in exploring the heritage of your local area. Some classes may focus on different aspects or areas as you have mentioned and there are many great learning opportunities as classes can share their learning. There are so many opportunities for skills development in this approach.
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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.
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/hard copy ‘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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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
Using our local woodland area as a basis for our project, I would use this as inspiration for an art project. We would begin by discussing and visiting the woods. We would record what plants and animals we see/hear in the woods and begin to gather items from the area to use as part of our art project. We could gather leaves, sticks, flowers, feathers etc. Once we have explored our local area, we would then return to school and discuss our findings.
As part of previous modules, we looked at creating maps of the area using the many resources available. I would love to create a new map using the items we had gathered in the woods – indicating where to see different wildlife and items of interest. The children could break into groups to work together. We could incorporate different materials too – string, felt, paint, lollipop sticks etc. This project could be done as a 2-D project or the pupils could go one step further to try and make it a 3-D project using recycled cardboard materials to create trees/bridges etc.
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For a class project on my local area (Birr/Kinnitty) heritage, I’d go straight for Birr Castle and the Slieve Blooms. The telescope at Birr is such a great hook – kids love the idea that the biggest telescope in the world once stood right here! I’d start with a trip (or even just a virtual tour) and then let the class try making their own “mini telescopes” from cardboard tubes to explore light and lenses. Out in the Slieve Blooms or even around the Castle gardens, we could do nature walks, sketch plants and animals, and maybe measure tree heights or map out distances to bring in some maths. To tie it all together, the children could write short stories or do some art imagining what it was like to be an astronomer in the 1800s. It’s a nice mix of science, history, creativity, and a real way to connect them with their local area.
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I really like the way you’ve blended science and history in this project. Using the Birr telescope as a hook connects pupils to local heritage while sparking curiosity. The mix of experiments, nature exploration, maths, and creative writing makes learning cross-curricular, engaging, and deeply rooted in place.
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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 heritageUsing the example of Mary Ward the Naturalist, Astronomer, Microscopist, Author and Artist and her book ‘Sketches with the Microscope’ as a learning resource and stimulus, we would look to compare the local natural surroundings of the school environment with that of her recorded findings and work. I would first introduce the children to her life and connection with Parson family at Birr Castle. Then looking to the images created by Mary we would look at how we could create artistic images of similar mini beasts.
Firstly, we would need to explore the biodiversity surrounding the school using nets, bug catchers and magnifying glasses. Using i pads to take photographs of the mini beasts we find, we would then compare our findings to that of Mary’s drawings.
Using three different materials and techniques over the course of three different art lessons we would explore recreating the mini beasts we studied using the photographs as a guide;
Week 1: Pencil drawings of the mini beasts
Week 2: Modelling air drying clay/ sculptures of the mini beasts
Week 3: Fabric and fiber pictures of the mini beasts -
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Dr. Norah Patten, from Mayo, is an inspiring role model as Ireland’s first scientist-astronaut candidate. I would introduce her story to my class, highlighting her passion for space and aerospace engineering. Her achievements would provide a powerful context for classroom science investigations.
Using her work as inspiration, we could explore investigations linked to space, such as testing how different materials block UV light, investigating air resistance with parachutes, or designing simple rockets using balloons or bottles. Pupils could also study the effects of gravity by dropping objects of different weights and recording results. Linking these experiments to Dr. Patten’s career makes the investigations more exciting and meaningful.
Through discussion and reflection, children would see how local role models can spark big ambitions. Dr. Patten’s journey would encourage curiosity, resilience, and a belief that science opens doors to incredible opportunities.
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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
In order to get my class involved in a creative project around our local natural or scientific heritage, I would begin by taking them for a walk in the local area. We would take time to notice the flora and fauna, taking photos, writing notes and making sketches. During the trip, the children would use the Leaf ID template from Family Explorer, as shared in module 2. They would also identify various types of trees. Back at school, we would discuss our findings and start brainstorming on the interactive whiteboard. Pupils could then choose how they want to respond, for example, some might write a story or poem, others might paint, create music inspired by nature sounds, or put together a short drama piece about a local scientist or discovery. This creative process encourages the appreciation of local nature whilst developing literacy and expressive art skills in a meaningful and integrated way.
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<span style=”box-sizing: inherit; font-weight: bold; color: #163c42; font-family: ‘Hind Madurai’, sans-serif; font-size: 12px;”>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.</span>
The Bernal building at the University of Limerick is I understand named after the s dentist JD Bernal a native of Nenagh, not too far from my school.
Simple experiments inspired by his work on crystallography and molecular biology could include:
Making salt crystals.
Using marshmallows and toothpicks to show molecular forms
Investigating the properties of various materials to discuss their properties and practical uses, flexibility, rigidity, strength etc.
As stated on the UL website the vision of the Bernal institute<b> </b><span style=”color: #000000; font-family: inter, sans-serif;”>is to become the leading international research institute for the scientific design and manufacture of structured materials to meet global challenges, particularly in the areas of health, energy and the environment.</span>
This is an inspiring legacy of someone local.
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To involve my pupils in a creative project based on our local natural and scientific heritage, I would design an integrated arts activity that allows them to explore nature and science through different creative forms. We could begin with a local nature walk, where children sketch plants, insects, or historical features linked to our community’s scientific heritage. These sketches could inspire a collaborative mural celebrating local biodiversity.
In music, pupils could create simple soundscapes using instruments and natural objects (stones, sticks, water sounds) to represent pollinators, rivers, or seasonal changes. In drama, small groups could act out short scenes showing the story of local scientists, engineers, or natural cycles such as pollination. For creative writing, pupils might compose poems or short stories inspired by our surroundings, imagining the world from the perspective of a bee, tree, or inventor.
This approach combines creativity with heritage, helping pupils develop pride, curiosity, and connection.
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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.
For a creative heritage project based on Liscarroll, I would focus on the village’s natural and scientific heritage, particularly Liscarroll Castle and the surrounding limestone landscape. Pupils could begin by exploring the history of the castle and the science of limestone, discovering how it formed over millions of years and why it was such an important building material. From this, pupils could branch into creative responses: in art, drawing or painting the castle and local wildlife such as bats or swallows; in drama, re-enacting the lives of medieval builders or scientists studying fossils in the limestone; in music, creating soundscapes inspired by the environment, blending bird calls, wind, and echoes from the stone walls; or in creative writing, composing diary entries or imaginative stories linking geology and local history. This project encourages pupils to connect science and heritage with imagination, fostering pride in their local area.
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Déanfar staidéar ar an innealtóir John A. Killaly a bhí bainteach le Contae Uíbh Fhailí.
Bhí sé ina fhigiúr lárnach i dtógáil Chanáil Mhór na hÉireann. Dhéanfaimis cur i láthair PowerPoint le fíricí fúthu agus leanfaí leis sin trí staidéar a dhéanamh ar ghnáthóg canála a bhfuil limistéar féir in aice léi.
Réamhrá don ghrúpa:
Plé a dhéanamh ar chéard is canáil ann (uiscebhealach déanta ag daoine) agus mínigh dóibh go mbeidh siad ag lorg fiadhúlra.
Pléigh na rialacha bunúsacha maidir le breathnóireacht fiadhúlra: Bí ciúin, Bí ag faire go cúramach
Múin nó déan athbhreithniú ar na difríochtaí idir mamaigh, éin, agus feithidí, le samplaí.
Tabhair isteach an focal “gnáthóg” agus mínigh go bhfuil roinnt éagsúlachtaí gnáthóige timpeall canála: féar, uisce, crainn, srl. (ag brath ar an suíomh).Gníomhaíocht amuigh faoin aer:
Na nithe seo ag chuile ghrúpa:clár fáiscthe le páipéar
Bileog thálaithe
Cairt aitheantais a bhaineann lena ngnáthóg féin
Scaip na grúpaí timpeall an limistéir.
Tabhair teorainn ama dóibh chun breathnú agus iarr orthu a bhfuil siad ag feiceáil a thaifeadadh trí scríobh nó líníocht a dhéanamh.
Úsáidtear marcanna thálaithe in aice le focail nó pictiúir má fheictear rudaí níos mó ná uair amháin.
Meabhrú do na páistí- Féach ar an talamh, san uisce agus sa spéir. Tabhair faoi deara aon bhruscar a fheiceann siad
Ar ais ar scoil:
Pléigh na torthaí mar rang.
Déan liosta ranga den méid a chonaic siad..
Bain úsáid as na sonraí chun graf bloc simplí a chruthú.
Breathnaigh ar na hainmhithe éagsúla sna suíomhanna éagsúla.
An féidir leis na páistí míniú cén fáth a raibh siad sa suíomh sin?
Obair bhreise:
Féach ar na bealaí a gortaíonn nó a chuidíonn daoine leis an bhfiadhúlra in aice leis an gcanáil — trí bhruscar a fhágáil nó é a ghlanadh.
D’fhéadfadh na páistí póstaeir a dhearadh ag tabhairt rabhadh faoi bhruscar nó ag míniú rialacha maidir le hiompar ceart in aice leis an gcanáil. -
I am based in Dublin so we could examine the life and work of famous scientist- Francis Rynd
Dublin-born Francis Rynd was a doctor at the Meath Hospital whose greatest contribution to medical science came with the development of the first-ever hypodermic syringe, with which he administered the world’s first ever pain-relieving injection in 1844.
Rynd’s precursor to today’s modern syringes was a two-piece device, with a cannula carrying the drugs, and a trocar used to pierce the skin. In Rynd’s creation, gravity was the sole force of injection, with plungers added to these devices at a later stage.
Florence Nightingale’s attitude toward’s Rynd’s creation sums up its revolutionary engineering aptly: “Nothing did me any good, but a curious little new-fangled operation of putting opium under the skin, which relieved [the pain] for 24 hours,” she said
We could read about him and discuss his achievements.
We could link this to our First Steps Report Writing and use the first steps writing framework.
We could paint or sketch a portrait of him.
We could mention what we learned about him at assembly -
As I discussed in Module 4 there is a ruin of a castle quite near the school I teach in. This coming year I plan to complete a unit of work based on this castle. In literacy I plan to incorporate narrative writing and get the children to write spooky stories based on the castle and previous owners. In maths I want the children to study the shapes seen on the castle and work on estimating and investigating the length, perimeter and area of the ruins. In science children could complete a STEM project about designing a bridge. In Art children could work on their sketching skills while at the ruin site and could also create a design based on what they thought the castle once looked like. In other subjects like history I would love to invite a local historian into the class and speak to the children about the ruin.
This is a project I look forward to completing with my class this coming year. -
I would love to take my class to Portumna in Co. Galway to study the scientific and natural heritage of the area.
We would commence the trip at Portumna Marina where the children would get the opportunity to walk a 5k walk along the Shannon callows until they reach Portumna bridge.
The bridge is a swing bridge with the central section resting on Hayes Island.
we will then visit Portumna Castle. The castle guide gives an excellent tour of the castle for school groups that is very engaging for children.
We will also explore the old kitchen castle garden, walled in and over an acre in size. We will discuss how this garden was used to provide all the fruit and.vegetables for the people living in the castle at that time.
Finally, we would visit Portumna workhouse building and bring to life the story of The workhouse poor. The children would get to experience what it was like to live in a workhouse.
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Drawing inspiration from all five modules, I would design a cross-curricular class project exploring the scientific and natural heritage of our local area:
Term One:
Map the school grounds.
Identify local plants and animals using the Seek app and Biodiversity Data Centre resources.
Revisit the area each term to observe seasonal changes, linking these to phenology and climate.
Term Two:Focus on engineering in the local area.
Examine local bridges and buildings.
Run a design-and-make challenge using recycled materials.
Term Three:Research a scientist or engineer connected to our county.
Produce group presentations, posters, or a class drama based on their work.
Cross-Curricular Links:Integrates Science, Geography, Maths, Art, English, and Drama.
Ensures all pupils can engage in different ways.
Culmination:A class showcase for parents and the wider school community to celebrate learning.
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This is brilliant and something I need to create for myself – a whole year map of how to include everything that I learned through this module. I am loving the idea of thematic planning and the inquiry play based approach to learning and this is the type of approach that makes it possible to implement as the teacher.
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My school is based in the Dublin 15 area so I would base my investigation on the local engineer Anne-Marie Holmes, who is a leader within Intel Ireland in Leixlip. She is a prominent engineer and was appointed vice president for Intel’s technology and manufacturing group in 2016. Her role makes her a highly significant figure in engineering in the D15 region particularly within the technology and manufacturing sector.
I think that is is also important to highlight the role of female engineers in our world today. We were involved in a program last year run by PWC called “Tech we can” and this programme really inspired our 6th class girls and it showed them the endless opportunities that girls have in jobs in engineering & technology.
For this lesson I would start by introducing Anne- Marie Holmes to the class. I would organise a live conversation/interview with Anne Marie via Teams on the IWB so that the children could ask her questions about her role in engineering and technology. We would discuss what happens inside Intel and organise a visit to observe the systems at work inside Intel in more detail.
We would then, in groups, be ready to participate in the Intel mini scientist competition using our own investigations Each group would have to use what they observed from Anne Marie Holmes interview, their observations on their visit to Intel, to come up with a project/investigation for the competition. Judges from Intel ( as part of the program) would then come to visit the class and question the groups on their work.
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My school is in Galway so I would explore Alice Jacqueline Perry—the first woman in Ireland to graduate with an engineering degree, earning a First Class Honours in Civil Engineering from Queen’s College Galway in 1906.
In a primary classroom, Alice Perry’s legacy becomes a powerful entry point for engineering and science investigations. I’d start with her story—her passion for maths, her breakthrough in engineering, and her role as acting County Surveyor—presented through a simple timeline and imagery.
Pupils could engage in hands-on bridge-building or structure‑design challenges, inspired by civil engineering. Using craft materials—cardboard, sticks, string—they’d design and construct mini‑bridges, testing for strength and stability while using simple force experiments.
Maths links are embedded: measuring materials, counting supports, comparing spans, and recording results as data tables or bar charts. Pupils could predict outcomes, test load weights (e.g. blocks), and reflect on successful designs.
This activity fosters STEM learning, critical thinking, and spatial awareness, while celebrating Alice Perry as a local trailblazer—especially empowering girls to envision themselves in engineering roles.
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Hi Clodagh.
What a great learning opportunity for your class to research Alice Perry and her legacy. What a trailblazer she was to graduate from university as a civil engineer at that time. I also like how you are planning to establish links with history as you explore the timeline of Alice Perry.
As you are exploring civil engineering, there are lots of activities to explore in the class such as bridges that you have mentioned. Thanks for sharing.
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Module 5:
Research famous scientist/engineer associated with your local area and how you would use this person as inspiration for classroom science experiments.
Using the Dictionary of Irish Biography, I discovered two notable shipbuilding engineers from Arklow, which is one of the biggest towns closest to the school that I work in.
The two notable shipbuilding engineers in question are John Tyrell and Michael Tyrell. I would begin by encouraging reflection upon what an engineer is and the various different types of engineers that students know of. Using the Dictionary of Irish Biography students would be encouraged to conduct collaborative research on either John or Michael Tyrell.
To complement our research and prior to conducting our science experiments, the class could visit the Maritime Museum in Arklow for a class tour, before exploring Arklow Harbour, looking at the various types of vessels docked in the harbour. A visit to the local RNLI station could also be incorporated into this visit.
Following on from this, I would complete the STEM Boat Building Challenge from Feel Good Teaching, or the Science Foundation Ireland ‘Design a Boat’ activity, being mindful of the design and make process of exploring, planning, making, evaluating and following up.
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I would bring my class to Mote Park woods in County Roscommon as it is only a short drive way from the school. This woods is part of the old Crofton Estate and has a variety of biodiversity projects and historical buildings located within.
I would begin my creative project with a visit to the woods and the landmarks left from the estate such as the wash house. We would look at the buildings left on the estate and look at the flora and fauna located within the woods.
Upon returning to the classroom I would show the children some old pictures of the estate, and discuss the history of the estate with the class.
The children would then be given the opportunity to tell the story of the estate/ the woods in whatever way they choose. They will be split into groups to work on the creative project together over a number of weeks before sharing their ideas with the class. Any art or creative writing will end up on the display board outside the classroom to share with the other classes in the school, children will be given the opportunity to perform any drama in front of other classes also. -
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 5th class and a local trip that we do is a walk to Old Kilcullen which is about 2-3km from our school. We go through the monastic history of it and move onto the 1798 rebellion and the battle that took place there. The song we cover is the Rising of the Moon and we have the arms, flap caps and the English colours and conduct a battle at the tower. It is a great day and very memorable for the students of Kilcullen. We also do creative writing pieces on life for the English soldier and for the local people whose dwellings were burned with all their possessions inside. Having completed this course, I would also like to look into the biodiversity side of the trip and the mapping of the site – how Old Kilcullen is at a slightly higher elevation and why it was chosen as the site of the monastery and subsequently Old Kilcullen.
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I intend to engage my students in a dynamic, interdisciplinary project that explores the rich natural and scientific heritage of our local area, Strandhill. The focus will be on its unique atlantic environment, the presence of ancient fossils, the presence of megalithic tombs on the peninsula and the wealth of folklore tied to the landscape. We would begin with a field trip to Strandhill beach and the nearby sand dunes, where pupils can investigate the diverse ecosystems, observe native plant and animal life, and examine geological features that reveal the area’s ancient past, including fossilised marine life.
This exploration would serve as the foundation for a creative cross-curricular learning experience. In Visual Art, students could design sculptures inspired by coastal textures and forms using found natural materials, or create paintings capturing the movement of the sea and the structure of local rock formations. In Drama, we could bring local myths to life through short performances—perhaps retelling the legendary tale of Queen Maeve and the cairn on Knocknarea, and the travels of Diarmuid and Gráinne. Creative writing sessions would invite pupils to compose poetry or narrative pieces that reflect the themes of sea, environment, nature, and tradition.
By connecting science, art, history, and storytelling, this project would provide students with a meaningful opportunity to investigate and celebrate the unique character of Strandhill. It would not only deepen their knowledge of the local environment but also encourage personal expression and a sense of place through creative, hands-on learning. -
I would plan a classroom project celebrating local scientific heritage, using Birr Castle’s history and local figures as inspiration. I would start by choosing someone like Mary Parsons, Countess of Rosse, or Mary Ward, both women connected to astronomy and microscopy, and share their stories with the class. This could lead into science based investigations such as using simple microscopes to examine leaves or sketching the night sky. We could also bring in art and drama where children might write short poems, draw, or act out scenes imagining themselves as early scientists. A citizen science element could be added by mapping local features using aerial photos or satellite images and doing seasonal biodiversity surveys. The project could run over a term, linking into history, art, science and language. Overall it would give students a real sense of connection to their community, both past and present, while keeping learning hands on.
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