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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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I would involve my pupils in a creative project to design and build a living wall using native Irish plants, linking science, art and sustainability. The project would begin with pupils researching suitable native species such as ivy, ferns, foxglove and wild strawberry, focusing on plants that support pollinators and thrive in vertical growing conditions. In groups, they would design the layout of the living wall, deciding where each plant should be positioned based on light, colour, texture and growth habits.
To extend the creative and environmental aspect, pupils would create a mural to form the name of the living wall using recycled plastic bottle caps. They would sort, design and arrange the caps into patterns and colours, turning waste materials into a visual artwork that enhances the display while reinforcing messages about recycling and sustainability.
The completed wall would act as a living learning space, where pupils observe growth and change over time, fostering teamwork, creativity and environmental responsibility.
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I think this is a great idea CJ. It is wonderful to use native species and learn about them whilst doing that. Children have ownership over this project and have to make appropriate decisions. Using bottle caps as an art mural is also a fantastic idea and there would be a real living space of nature, Art and beauty around the school.
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This is a fantastic idea CJ, I can only imagine how amazing this would look when completed – my school has used the bottle caps to create a mural and it is looks , so I think surrounding it with a living wall would be a great idea. I think children really nowadays have very little idea about our native species – I admit I would need to do a lot of research myself! But a project like this would make them unforgettable.
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I would plan a visit to the Japanese gardens located in Kildare. we would look at the history of the gardens. As the Japanese gardens symbolise the life of man through the medium of trees, plants, water, rocks and lawns, I would support the childrens curiousity and investigate wildlife habitats, the history and nature through investigations of plants, water rocks and trees. as some elements of the Japanese Gardens are exotic, children can investigate this and compare findings to Irelands natural sourced plants, trees etc.
This would be active learning activities by incorporating hands on learning and experience of the local area and then showcase their findings to the school community through art, maps, photographs videos etc.
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Hi Cristina,
I love the Japanese Gardens, you’re so lucky to work close to them! I really like the idea of comparing the “exotic” element of the Gardens to the typical Irish landscape. This is something that would open up many conversations around climate and potentially other countries too!
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Hi Cristina,
This sounds like a lovely place-based project, and the Japanese Gardens in Kildare would provide such a rich setting for exploring natural, cultural and historical heritage. I really like how you would use the symbolism of the gardens, through trees, plants, water, rocks and pathways, as a starting point for children’s curiosity and investigation.
There are strong opportunities here for STEM learning too. Pupils could investigate different habitats within the gardens, compare imported and native Irish plants, observe how water and rocks are used in the landscape, and discuss why certain plants might grow better in particular conditions. This could lead to inquiry questions around soil, climate, biodiversity and plant adaptation.
I also like the idea of pupils showcasing their learning through art, maps, photographs and videos. This would allow them to communicate their findings creatively while developing observation, research and digital skills.
Thanks for sharing, and I hope you enjoyed the course.
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The Dodder Greenway is very near my school. It offers an inspiring setting for an integrated project in art, music and creative writing, allowing junior pupils to explore their local natural heritage through creativity. The project would begin with a nature walk along the Greenway, where children would observe trees, birds, insects and the river. They would collect natural materials such as leaves and twigs and sketch interesting features they notice. Back in the classroom, pupils would create textured collages or landscape paintings inspired by the colours and patterns of the Greenway, experimenting with a variety of art materials and techniques. I would also encourage the use of a journey stick.
The sounds of nature would provide the stimulus for music. Pupils would listen carefully to birdsong, rustling leaves and running water before recreating these sounds using percussion instruments, body percussion and their voices. They could compose a simple soundscape to represent a journey along the river.
Finally, pupils would use their observations to create poems, descriptive sentences or short stories about an imaginary adventure on the Dodder Greenway.
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I would use the Bridge in our local village as inspiration for our classroom design and make project. We would firstly watch the YouTube video on what makes a good engineer. We would then explore the different range of materials that we could use to make this structure and discuss the materials suitability as a class and individually. We would talk and plan how we would create the structure through discussion, drawing pictures and modelling by the teacher. We would then brainstorm what tools we would need to create the structure such as scissors, glue etc and compile these together. We would talk about safety and sharing materials before they are distributed. We would then present our structures to the class when they are completed and evaluate each others work critically but kindly. Each group would present their structure to the class and explain how it was made etc. We would reflect as a group on what we could do better next time.
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Hi Orla,
Thanks for sharing. I like that you are using a bridge from the local village as the starting point. Linking the activity to a familiar structure would help pupils see engineering as something connected to their own community and everyday lives.
You have outlined a clear process, and the focus on safety, sharing materials and working collaboratively is also very important, especially for group-based STEM tasks.
There are some lovely opportunities here to build in further investigation too. Pupils could test different materials for strength, flexibility or stability before choosing what to use, or carry out a simple fair test to see which bridge can hold the most weight. Presenting their designs and reflecting on improvements would really support problem-solving, communication and engineering thinking.
Hope you enjoy the course.
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This is a lovely idea that combines biodiversity, creativity and sustainability. I really like the idea of using native Irish plants to support pollinators while also giving pupils the opportunity to design and care for the living wall. Using recycled bottle caps for the mural is a great way to incorporate art and recycling too. It would be a fantastic hands-on project that pupils could continue to observe and enjoy throughout the year.
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Cross Curricular Links are crucial to ensuring that students can engage with the topic at hand through their own strengths and interests. For this topic, I would focus on the town of Ennis
I would begin with hosting a nature walk, where students walk alongside the River Fergus and observe the animals, birds, flowers and nature seen in the area. They will be encouraged to take notes and sketches of these. If the school has access to relevant technology, they could also take pictures.
Students would return back to the classroom and make observational drawings and paintings of wildlife they observed, using natural colours and textures. They will share these with the class, noting common themes and items seen throughout pictures.
Using the class iPads, the students would make a soundscape, including the sound of the river, birds, winds and animals. Clips can be found on youtube, or recorded in the habitat. Using the soundscape, the students may perform a roleplay for the class, based on the history of the river, people sightseeing in the area, or acting as the animals, birds or wildlife
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For my 1st class project I would use the trees in the Birr Castle demesne as our inspiration, linking art with the seasons.
Each term, pupils would visit or look at pictures of one tree and make a leaf or bark rubbing, noticing how it changes through the year.
We would talk about Mary Parsons, Countess of Rosse, who used photography at Birr Castle long ago to record what she saw around her. Following her example, pupils would draw or take a photo of their tree each season, building up a simple seasonal art display. We would look at the pictures together and talk about what changed and why.
This links Visual Arts with SESE Science, as pupils observe living things and seasonal change while creating and recording their own artwork, just like the artists and scientists who once explored and recorded the natural world at Birr Castle.
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Hi CJ, I really enjoyed your ideas about exploring our local scientific and natural heritage. I particularly like the idea of getting the children outdoors to observe and record what they find. Using the National Biodiversity Data Centre would make the learning more meaningful, as they could identify real species from their local area. I also think creating maps and graphs from their findings would be a great way to link Science, Geography and Maths.
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I would involve my pupils in a creative project exploring the natural and scientific heritage of our local area. We could begin with a walk around the neighbourhood, observing plants, trees, wildlife, waterways and interesting natural features. Pupils would take photographs, make sketches, collect observations and research the science behind what they discover. Back in class, groups could choose one local feature to investigate further. They could then create artwork inspired by their findings, compose a short piece of music using natural sounds, or write poems and short stories from the perspective of a local animal or plant. Drama groups could perform short scenes showing how the local environment has changed over time. The project would encourage teamwork, creativity and scientific curiosity. Finally, pupils could display their artwork, perform their music and drama, and publish their writing in a class exhibition for parents and the wider community.
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That is a fantastic idea, CJ. To have such a long lasting project as well would likely give the children a sense of pride in seeing it being created and hopefully outlasting their time in the school. Reusing the bottle tops is a clever way of potentially adding some extra colour. I hope you’d document it or maybe even stick it into the likes of the Intouch magazine to show it off around the country!
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Using Birr as my local area, I would plan a class project exploring the scientific and natural heritage of the town over a six-week period. The project would focus on areas such as the gardens and biodiversity of Birr Castle Demesne, the Great Telescope, local wildlife habitats, and the River Camcor. Pupils would investigate how science, nature, and history are connected within their community.
Activities would include nature walks, tree and insect identification, water investigations, map work, and visits to local heritage sites. Younger pupils could complete observational drawings and simple experiments, while older classes could research local scientific achievements and present findings digitally.
To engage all pupils, activities would be hands-on, collaborative, and linked to real-life experiences in the local area. The project could conclude with a whole-school exhibition where pupils display artwork, reports, models, and photographs to share their learning with the wider school community.
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I really like this idea, especially the way it connects science, nature and local history in a very meaningful way. Birr Castle Demesne and the Great Telescope are such strong hooks for the children, and I think the hands-on activities like the river investigations and nature walks would really bring it to life. The whole-school exhibition at the end is a lovely way to celebrate and share all the learning.
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I like how this lesson expands over a 6 week period, giving chances for students to explore seasonal changes, or how the wildlife may change depending on weather.
The activities included encourage hands on and collaborative learning, engaging the students with their own environment. I like the idea of the whole school exhibition, allowing students to share their work with other class levels and parents
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I really like your idea of exploring Birr’s scientific and natural heritage. The combination of nature walks, experiments, map work and heritage visits would provide pupils with varied learning experiences. I particularly like the whole-school exhibition, as it would allow pupils to share their work, celebrate their achievements and demonstrate how science connects with their local community.
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Hi Rachel,
I really enjoyed reading your post – and especially liked how you are splitting your lessons up and creating an overarching six week block project. I have found in the past that I take on too much for an SESE lesson and Science in particular, because a certain topic can have so much scope for learning. Because Birr has so much to offer in temr of STEM lessons, splitting it into six lessons from the beginning is a great idea. I will be taking inspiration from your idea for my own locality!
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To inspire a Laois based STEM project, I would choose to work with the historical figure Robert Flower, an inventor and carpet manufacturer born at Castle Durrow in County Laois. The children would be given an opportunity to experience textile engineering just like Flower.
To start the children would research and experiment with different fibres. They would gather different types of fibers (wool, cotton, string, acrylic yarn, plastic shreds) and design a fair test to evaluate their properties.To test, they would measure the absorbency, tensile strength (how much weight can a single strand hold before snapping?), and insulation (which fibre keeps a cup of warm water hot the longest?)
They would then discuss how individual strings of fibre are weak but just like Flower, realise that when the strands are woven together they become much stronger. The students would then build simple cardboard looms. They would weave their tested fibres together to create a small 10cm x 10cm “carpet tile.”
To test the friction and strength, the children test how weaving changes the material properties. They would measure friction by pulling a toy car across a smooth desk versus their newly woven carpet tile using a spring balance. They will instantly see how the textured weave creates resistance and grip.-
Hi Mary,
It is a great opportunity to link local history with STEM investigations. There are some great ideas to explore the different properties of a variety of materials and I am sure the learners could also design their own fair test investigations too which would give them autonomy of their learning and would be so engaging for pupils.
I also like how you plan to develop the thinking of individual fibres to weaving fibres to make them stronger and then compare the woven fibres for different properties also. There are so many exciting learning opportunities here. Great ideas, thanks for sharing.
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Hi Mary
I love hearing about all of the amazing Irish Scientists and Engineers in this module and Robert Flower is one I had never heard of. That sounds like a fantastic project on textile engineering inspired by the work of Robert Flower. I love the idea of a number of Fair Test investigations using different fibres and then repeating the investigations with their woven carpet tile. This is a really fantastic project that involves so many different aspects of STEM with real life local focus.
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I really appreciate the idea of researching local scientists and tying their life stories into other areas of the curriculum; it’s an approach I hadn’t considered until now, but it feels incredibly impactful. Mary’s example of using Robert Flower as a case study is a perfect example of this. By researching his work as an inventor and carpet manufacturer, the children can step into his shoes and experience textile engineering firsthand. I love the idea of the students discovering that while a single strand is weak, the act of weaving creates collective strength.
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Taking inspiration from all the modules in this course I would use my local town of Birr. Even though I have visited Birr Castle Demense on numerous occasions, this course has given me so much knowledge and inspiration to use this fantastic amenity on my schools doorstep. I would bring my class to the castle to look at biodiversity, we could take part in the wild connections nature trail. We could do design and make lessons on both the suspension bridge and the great telescope or even explore the castle itself as a design and make exercise.
We could also use activities from the mapping module, and pick a walk in the castle to recreate using local natural materials (without disturbing nature and replacing anything used so the habitat isn’t disturbed).
We could look at maps of the area and use the time travel idea as outlined by one of the heritage videos in module 5. We could use this for any part of Birr town and look at the changes over the years.
Carlow sports partnership have so many lovely downloads too which could be used in birr castle or on the schools grounds. I really look forward to exploring so many aspects of this course next year with my class.
History lessons could be linked to the many famous scientists mentioned in this course also.
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Lovely ideas Yvonne. My school is also local to Birr, and likewise, I have been to Birr Castle Demense many times, but have never used it as inspiration for a scientific or mathematical investigation. I will definitely be doing so in the future. We could take lots of different class levels to Birr Castle and give them all different projects, from designing and making a telescope or bridge, to doing a study of the plants or wildlife in the demense.
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I really enjoyed reading this. Birr Castle Demesne is such a fantastic resource, and you’ve highlighted so many meaningful ways to use it across the curriculum. I particularly like the idea of revisiting the castle throughout the year to explore biodiversity, STEM, mapping and local history, as it gives children authentic, hands-on learning experiences while helping them develop a stronger connection with their local area.
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Question 2
I’d lead a creative, place-based project about Roscommon’s Landscape, blending art, music, drama, and writing around our natural and scientific heritage: the River Suck and Shannon, wetlands and bog restoration, local limestone, and Roscommon Castle.
Sensing place: We’d take a short “noticing walk” to sketch textures (reeds, stone, water ripples) and collect sound snippets on iPads—birds, wind, flowing water. Back in class, pupils create charcoal rubbings of stone and plants, building a shared “texture library.”
Transforming to art: In groups, pupils compose soundscapes from their recordings (layered loops and body percussion) and design mixed‑media collages using the rubbings plus watercolour “maps” of the river or bog. A drama tableau sequence shows the landscape across time: limestone forming, people settling, castle building, peatland draining and restoring.
Words and performance: Pupils write short free‑verse poems or monologues from the viewpoint of a river, a curlew, or a stone in the castle wall, weaving in science vocabulary (habitat, limestone, restoration, biodiversity). We stage a gallery-walk performance: collages displayed, soundscapes playing, pupils performing their pieces. This celebrates local heritage, builds creative confidence, and deepens scientific understanding through the arts.
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Hi Diarmaid,
Thanks for sharing your project idea on Roscommon. I really like the concept of the noticing walk and encouraging the learners to collect sound snippets on their devices. This would be a great stimulus for the art lesson also.
It seems like you have many areas to incorporate in your place-based project with the different habitats and areas of heritage. You could consider focusing on one area at a time to allow for more time to learn about the specific area and to show their learning in different ways such as art, poetry, music as you have outlined.
As you have mentioned a gallery walk would allow for sharing of knowledge and learning. You could also consider more group based projects focusing on different aspects, this would also give the learners the opportunity to become more independent in their learning and sharing their learning with their peers.
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I really like how this project brings the local environment to life through creativity. The idea of using sounds, textures and storytelling gives every child a chance to connect with the landscape in their own way. It’s a lovely mix of art, science and local heritage that would be really engaging for pupils.
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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
Based on Tullamore’s natural heritage, the children will create mixed-media artwork inspired by the biodiversity of the local Grand Canal and nearby Charleville Castle woodlands.
We go on a walk to Charleville Castle woods twice annually to explore the natural environment. We will go on a nature walk in the woods and by the canal to look for native flora and fauna. The children will gather some nature and then Back in the classroom, the pupils will use oil pastels to draw the outlines of their chosen animals or plants onto heavy paper. Next, they will apply a watercolor wash over the top.
The children will glue real fallen leaves and twigs collected during our walk to the borders of their pages, adding texture and a literal piece of Tullamore’s ecosystem to their art. This project blends scientific observation with creativity, allowing children to appreciate and display their local natural environment.
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Hi Orla
That sounds like a lovely creative way to investigate the local natural environment and to display what they have found. Perhaps asking the children to research a little about their chsen species to record a short written peice about their plant or animal to go with their drawing would be a nice addition.
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This sounds like an engaging way to combine science, art and local studies while helping children develop a deeper connection with their environment. I particularly like the idea of using materials collected during the nature walk, as it allows pupils to bring a piece of their local ecosystem into their artwork and makes the learning experience more meaningful. The visits to Charleville Castle woods and the Grand Canal provide excellent opportunities for observation and investigation of biodiversity in the local area. This project also encourages children to slow down, notice details in nature and develop their identification skills. It is a great example of how STEM learning can extend beyond the classroom and how creativity can be used to communicate scientific understanding.
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Westmeath is a very culturally rich heritage, and we are lucky to have Belvedere House and Gardens on our doorstep. There are a few aspects which we could focus on throughout a year.
Lt Col Charles Howard-Bury was a renowned British Army officer, politician, and explorer and an owner of Belvedere House and Gardens. He led the first 1921 Mount Everest Reconnaissance Expedition in the 1920’s. During his travels—specifically on a journey through Central Asia—he bought a young bear cub. He named the bear “Agu” and there is a statue of the bear in the gardens. This fact can be an inspiration point for looking at both travel and other expeditions to Everest (including modern explorers such as Team Ireland in 2026 and the father/son climbers from Mullingar Hiking Club in 2024) Many aspects could be considered- training, equipment, clothing etc. And if possible, bring in a climber to talk about their experiences.
Agu, the bear, could be a springboard for younger classes to look into facts about different bears in the wild. In groups, they could create different ‘life size’ bears from red pandas to Polar Bears using recyclable materials. Older classes could support younger classes with this challenge. The groups could present their facts in a presentation on a PowerPoint or written formats along with their ‘bears’.
The gardens themselves could be used for some seasonal investigations – looking at specific tress and plants and photographing and sketching their growth over the seasons.
Richie Clarke, a wood sculpturer, has created beautiful carvings in both Belvedere and Mullingar Town Park. These explore different folklore of Ireland. In groups, or each class, could research some local stories and create their own 3-D models in clay, playdough, natural materials etc. The junior classes could look at the story of the Children of Lir and see the stained-glass windows in Multyfarham Abbey either online or in person.
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Research a famous scientist or engineer associated with your local area and describe how you would use that person as inspiration for classroom science investigations.
Kathleen Lonsdale was a physicist born in Newbridge, Co. Kildare in 1903. She famously discovered that the Benzene ring is flat. As I’m teaching in a special school, I would shift the focus from learning about complex theories to practiical hands-on exploration of patterns and shapes.
Shadow and Shape Experiment:
Build the Model: Use six balls (e.g., clay, foam, or marshmallows) connected by sticks or connectors to form a hexagon. (This represents the carbon atoms of the benzene ring.)
The “Lonsdale Lens”: Use a bright desk lamp or a flashlight to act as the “X-ray”.
Create the Comparison:
The “Non-Flat” Test: Have a student hold a random 3D structure (like a cube or a pyramid) between the light and the wall. Ask the class to look at the shadow. They will see that a 3D object creates a messy, complex shadow that changes shape when you turn it.
The “Lonsdale” Test: Have the student hold the flat, hexagonal benzene model. When it is held perfectly flat against the light, it creates a crisp, clear, and perfectly consistent hexagonal shadow.
The “Aha!” Moment: Explain that this is exactly what Kathleen Lonsdale did. She used X-rays like a “super-bright flashlight” to look at molecules. Because the shadow (the X-ray pattern) looked the same way every time, she was able to prove that the molecule was flat, just like a sheet of paper, rather than a lumpy 3D shape.
To simplify this even further I could use a simple physical demonstration to illustrate Kathleen Lonsdale’s breakthrough by having students try to lay their 3D marshmallow structure (e.g. cube) flat on the table compared to laying the carbon atom model flat on the table, reinforcing the discovery that the benzene ring is, in fact, flat.
I probably would spend more time sharing the narrative of Kathleen Lonsdale as a person from their own community who achieved great things which helps ground the lesson in a relatable human story.
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
I would use the plant and animal life of the local area, a mountainous region as the focus of an art project based on the local natural heritage.
There would be lots of opportunity for linkage and integration with all other subjects, in particular Science and Geography.
We would begin the project by gathering information on the local plants and animals, using resources such as the citizens science portal, as well as carrying out nature walks, wildflower walks and tree identification walks. We would gather photographic evidence of plants in particular and gather materials from nature to complete the project.
Some of the art activities would include; leaf rubbings, flower pressing in clay, flower drying, observational drawing and painting, colour studies of the local area, construction of the mountains using clay and recycled materials. As there are windmills in the mountains, we would also incorporate STEM lessons on wind power as inspiration for drawing and constructing windmills from a variety of materials.
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<p dir=”ltr”>Hi Kaytlyn, this is a fantastic project! I love how seamlessly you’ve integrated <b>science, geography and STEM</b> into the art activities. Using the local citizen science portal and incorporating the windmills are brilliant ways to connect their real-world environment to hands-on learning. It sounds incredibly engaging!</p>
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Coastal erosion is a major scientific and natural process that has occurred in Rush over time. The children see this continuously through the jagged coastline, weathered rocks, collapsing cliffs, and shells and stones left on the beach. I would discuss with the children that this is due to the force of the waves hitting the rocks but also through chemical reactions.
I would connect this topic to the arts in multiple ways. I could explore this topic through art as the children could create a diorama of the north or south beach incorporating different stones and materials they collect at the beach to display the jagged coastline created by the waves. The children could paint the inside of the boxes before adding in the outdoor materials and afterwards do a walking gallery of each other’s dioramas. There could then be a class discussion on the similarities and differences between them.
It could also be linked to music as the children could discuss how waves sound and times when they might sound louder than others (e.g storms etc). The children could discuss what impact this has on erosion. The children could then use musical instruments in groups to create a piece that best describes the sounds of the waves and surroundings on a beach at different times. They could incorporate louder noises on drums for example to symbolise a cliff falling etc to display the erosion taking place.
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Each year my 4th class colleagues, and I would lead a creative project called “Voices of Tralee’s Nature.” First, we take a look at photos of Tralee Bay, the Slieve Mish Mountains, Blennerville Windmill, the River Lee, beaches, and hedgerows, comparing photos from 100 years ago to today. After this we take a SESE walking trail from our school, out the canal, around the windmill, stopping regularly to discuss what we can see. The children collect “noticings”: colours, sounds, textures, take pictures of wildlife (gulls, swans, bees, wildflowers). When we get back to class, we make a shared word bank of strong, simple words and chat about what we saw. We also link it to other areas of the curriculum,
Art: children paint or collage a scene of Tralee’s nature using blues, greens, and sandy tones. Add textures with foil (water), sponge (clouds), and leaf rubbings.
Music: record classroom soundscapes—soft drum for waves, shakers for wind, xylophone for birds. Arrange a short “Tralee Nature” piece with a clear beginning, middle, end.
Drama: create quick freeze-frames of a storm clearing to sunshine, or a flock of birds landing. Add simple lines: “I am the wind,” “I am the tide.”
Creative writing: write a five-line poem using our word bank and a pattern like “I see… I hear… I feel… I remember… I hope…”
We are also very fortunate to live by the coast and we are part of the Sea Synergy initiative and get to visit a Fenit beach and explore all the things we can see, collect sealife and a variety of textures. -
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Responding to bullet point 1
A notable engineer associated with the Limerick region is John Philip Holland, an Irish inventor from nearby County Clare who developed the first successful modern submarine. His work provides an engaging context for classroom investigations and links well with the Curious Minds approach, which promotes inquiry-based learning.
To introduce Holland, I would share his story, focusing on his curiosity about how objects move through water. Using a Curious Minds approach, I would encourage students to ask questions such as “Why do some objects float while others sink?” and “How can we design something that stays afloat?” Students would then plan and carry out investigations by designing and testing simple boats or submarine models using everyday materials.
Through exploring, predicting, and reflecting on results, students develop scientific skills and curiosity. This approach supports active learning, problem-solving, and helps students see how engineering connects to real-world challenges.
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Hi Rachel,
That sounds like such an interesting lesson. The children would have so much fun with it and could be really nicely linked to other areas of the curriculum. We often used the song ‘The Yellow Submarine’ as inspiration for thematic learning during summer in senior infants in our school. You could integrate the arts through learning about the song and paining images through a porthole etc. I might borrow your lesson since I now know the engineer was Irish too! Thanks!
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
About 20 minutes from my school, we are very lucky to have a nature reserve that we can visit regularly. It is home to many wildlife species and there is a boardwalk with information points along the way. Depending on what time of the year you visit, you will see different birds and wildlife. Children have the opportunity to watch newts, dragonflies, butterflies and caterpillars. It is an opportunity to use all their senses and listen to the sounds all around them.
We have recently went on a sound walk on the trail. The children have a recording sheet and tick the box of the sounds that they heard. It also lends itself to opportunities to integrate art into our walk also. The children bring a clip board, pencil and paper and sketch something that is of interest to them in the park..a flower, tree or insect and they find out and research all about it and present their findings to the class later in school.
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I love this idea of recording/documenting the various sounds heard in the natural environment when on a nature walk. I know I’m mostly concerned with the visual aspect of such activities. It would be a great way to include a child with visual impairment. I think if everyone takes a moment to close their eyes and just listen we would be surprised at the variety in what we would hear. It would help be more “in the moment”!
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I teeach Senior Infants in a school in Galway. I would base a creative project on the natural heritage of our local area. We would explore Galway Bay, local beaches and native wildlife through art, music, drama and creative writing. The children could collect natural materials such as leaves, shells and stones to create nature collages and seaside artwork. We would learn songs about the sea and Irish wildlife and act out stories about animals such as seals, birds and crabs. The children could also create a simple class book with drawings and sentences about their favourite local plants or animals. If possible, we would take a nature walk or visit a nearby beach or park to observe nature first-hand. This cross-curricular project would encourage curiosity, creativity and teamwork while helping the children develop an appreciation of Galway’s unique natural environment and understand the importance of caring for it.
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Question 2. I would involve my pupils in a creative project based on our school grounds, forest walks and old convent building. We would begin with short sensory walks where pupils explore nature by looking, listening, touching and collecting natural materials. Using these experiences, pupils would create art with leaves, sticks, bark and flowers. In music, they could make nature soundscapes using percussion instruments and recorded sounds. In drama, pupils could act out simple woodland stories using movement, costumes and props. Pupils who use AAC, symbols or sensory supports would be fully included and encouraged to communicate in ways that suit them. The project would focus on participation, creativity and enjoyment for every child. At the end, we would invite families to a small exhibition or performance to celebrate the pupils’ work. This project would help develop communication, confidence, teamwork and an appreciation of the beautiful natural and historical environment around our school.
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I would base my project around Leap Castle as it is an important part of our local heritage and always captures children’s interest. We would begin by learning about the history of the castle and discussing the stories and legends associated with it. The children would then work in groups to write their own short stories or plays inspired by what they had learned, using their imagination while also including real historical facts.
To bring the project to life, the pupils would perform their stories for the class using simple props, costumes and sound effects they created themselves. They could also create drawings or paintings of the castle to display alongside their work. This project would help to develop their creativity, oral language and teamwork skills while giving them a greater appreciation of the history and heritage in their own local area.
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This is a fantastic idea! Leap Castle is such an engaging choice, and I love how you combine local history with creative writing, drama and art. The project encourages imagination, collaboration and confidence while helping children develop a real connection to their local heritage. It sounds like a memorable and inspiring learning experience Patrick!
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For an art lesson , I would use the grounds of Birr Castle as an outdoor classroom where pupils can explore, observe, and respond creatively to their surroundings. The rich natural environment, including the gardens, trees, flowers, pathways, and historic buildings, would provide an excellent stimulus for developing children’s artistic skills and imagination.
The lesson could begin with a sensory walk around the grounds, where pupils would be encouraged to notice colours, textures, shapes, patterns, and interesting details in the environment. They could create quick observational sketches of features that catch their attention, such as leaves, plants, the castle architecture, or landscape views. This would help develop their skills in looking closely and representing what they see.
Following the exploration, pupils could create their own artwork inspired by the castle grounds. Younger pupils could use natural forms and colours to create paintings, rubbings, or collages, while older pupils could focus on perspective, composition, and creating a landscape piece. The activity could also link with other curriculum areas, such as History by exploring the castle’s heritage, or Science by examining plants and biodiversity in the gardens.
Using Birr Castle grounds would make the art lesson more meaningful by allowing pupils to engage directly with their environment.
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Hi Lisa,
That sounds like a lovely and meaningful way to use Birr Castle as an outdoor classroom. The link between art, science and history is very strong here. Pupils could explore biodiversity through leaves, flowers, trees and habitats, while also looking at the castle architecture and landscape design as part of their local heritage. Your differentiation for younger and older pupils works really well too, and I would encourage all ages to take rubbings as a way of exploring and documenting the material elements of the world around them.
You could also consider adding a short reflection or display element where pupils share what they noticed and explain the natural or heritage feature that inspired their artwork.
Hope you enjoyed the course.
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Taking inspiration from the modules in this course, I would plan a class project exploring the scientific and natural heritage of Kilbeggan and the wider Westmeath area. An important local scientist I would introduce to the pupils is Kenneth Essex Edgeworth, who was born in Streete, Co. Westmeath. As an engineer and astronomer, his work on the region of icy objects beyond Neptune, now known as the Kuiper Belt, provides an excellent link to our Looking Out: Telescopes and Astronomy module. Pupils could investigate space, telescopes and how scientists make discoveries about objects they cannot directly see. The project could also include local biodiversity surveys, mapping habitats, studying weather patterns and exploring engineering features in the area. Running across the school year, pupils could record observations, create models, use digital resources and present their findings. This would encourage curiosity, collaboration and a deeper appreciation of the scientific heritage within their own community.
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Our project would be based around a local bog. Ideally, it would be an ongoing project to be done throughout the year, so we could visit the bog during the different seasons to observe seasonal change. We could examine the woodland habitat as well as the bogland habitat. There is so much scope here that I think initially a focus on plant life would be best, as the trees, bog cotton, wildflowers and heathers emerge in a different way throughout the seasons.
There is a lot of potential for cross-curricular activities with this project, along with STEM and Geography. The children could draw, paint, do rubbings, charcoal sketches etc of the habitats and plant life. There would be plenty of scope for creative writing, including poetry around the theme of ‘The Beauty of the Bog’. Other writing genres could include report writing. It would be an ideal project for mindfulness and well-being also.
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I really enjoyed reading your post. I think using a local bog as the focus for the project would provide such a rich learning experience for children, especially because it is a habitat that they may pass by without fully appreciating. I like your idea of making it an ongoing project throughout the year, as this would allow pupils to notice gradual seasonal changes and develop a deeper connection with the environment. The creative opportunities you mentioned, particularly artwork, poetry and mindfulness activities, would be a lovely way for children to slow down and really observe their surroundings. I also agree that starting with plant life would make the project manageable while still offering lots of opportunities for STEM, Geography and literacy links. It has given me some ideas about how local environments can become valuable outdoor classrooms.
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• Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
I would combine art and creative writing with a scientific exploration of the minibeast community found in the local park near my school.
First I would look at the heritage council tutorial ‘Let’s hunt for bugs’ a very simple but easily followed tutorial on using pitfall traps to catch and examine bugs. Creating these traps could make a wonderful design and make challenge of it’s own.
Next I would have the children return to class to use their bugs as inspiration for an art project – they could be done through whatever medium fits into your art planning for the year, paint, drawing, clay or even construction. This could also be linked to the lessons from module 1 on lenses, which had the children look at the uses of lenses and how they worked by using them to study minibeasts or plants.
Finally I would read the poem ‘Lady bug says…’ from Scholastic Teachables, and use it as inspiration to write a poem about their own minibeast, and of course, hold a bug releasing ceremony! -
- 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
William Dargan the famous road and rail engineer was born in Co. Carlow. He was involved in some of the most important road and rail developments in Ireland during the 1800s. Among his most notable projects was the construction of Ireland’s first railway line, the Dublin & Kingstown, which opened in 1834. The success of this project led him to winning many of the contracts for subsequent railway projects in the 1840s and 1850s. He was also a successful canal engineer building the Ulster Canal connecting Lough Erne and Lough Neagh.
Using Dargan’s many achievements as inspiration I would ask members of a senior class in my school (I’m an admin principal) to take on the imaginary engineering project of building a new rail line from our town of Borris to Waterford city.
This would involve a large amount of research with many questions to be answered. Among these would be:
Should it be a straight line or shortest distance between the two?
Should it go through some towns along the way?
What natural obstacles have to be overcome or avoided?
Will bridges/tunnels be needed?
Among skills being used will be map reading with emphasis on topography.
Engineering skills such as bridge design will surely feature with the local Borris Viaduct being a possible inspiration
I would like to think that geography, history, art, science and maths can all be encompassed in this project which I feel would go on for at least a full term.
Needless to say, this would only happen with the support and co-operation of the class teacher.
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Hi Pat
That sounds like a fantastic project using William Dargan as inspiration. I love how you have incorporated the map reading aspect into the project, with pupils needing to consider the route and other stops along the way and also the obstacles and land use. They might also look at a historical map of Ireland’s railways to compare the original rail network with today’s network. I like that the project could also incorporate engineeering design when thinking about how to overcome obstacles such as roads or rivers. It is also a good way for pupils to begin to think about how infrastructure projects are planned and developed and the various factors such as people and biodiversity that need to be considered.
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This is a fantastic idea and a wonderful way of bringing William Dargan’s remarkable achievements into a local, meaningful context. I love how it could combine so many areas of learning while giving the students a real engineering challenge to get their teeth into. The connection with Borris and the local viaduct makes it all the more engaging and relevant. It sounds like a really exciting project with huge potential.
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I would develop a creative project based on the natural heritage of our local area by encouraging pupils to explore and respond to what they observe outdoors. After a nature walk, pupils would collect ideas through sketches, photographs and observations of local plants, trees and wildlife. In Art, they could create textured drawings, paintings or collages inspired by the colours and patterns they discovered. In Creative Writing, pupils could write poems, stories or diary entries from the perspective of a local animal or plant, encouraging imagination while reinforcing their understanding of biodiversity. Music could be incorporated by listening to and recreating natural sounds using percussion instruments, while Drama activities could involve role-playing the life cycle of a butterfly or acting as nature explorers. The project would promote creativity, observation and communication while helping pupils develop a stronger connection with their local environment and an appreciation of Ireland’s rich natural and scientific heritage.
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<p style=”text-align: left;”>Being from Birr, I would use William Parsons, the third Earl of Rosse, as inspiration for science investigations. Our pupils could visit Birr Castle and see the telescope in person. They could also visit the science centre there and find out more about the rich scientific history of Birr Castle. Back at school, the pupils could work in pairs or small groups to research William Parsons, and present their findings to the whole class.</p>
Given that William was both an engineer and an astronomer, there would be many investigations we could do. We could take inspiration from some of the topics covered in this course, and investigate what makes a good bridge, or design and make a telescope using a range of materials.There are so many possibilities, and I think the children would get great inspiration from a trip to the castle, knowing that this amazing feat of engineering is right on their doorstep. They would also be learning lots about the history of Birr Castle and its inhabitants.
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One famous scientist associated with my local area is Ernest Walton, the Irish physicist from County Waterford who became the first person to artificially split the atom. Although not from Dublin, his achievements make him an inspiring figure to study in an Irish primary classroom. I would introduce pupils to his life through photographs, short videos and simple biographies before discussing how curiosity, perseverance and teamwork are important qualities in science.
To inspire classroom investigations, pupils could explore the concept of forces and energy through hands-on activities such as building simple ramps, investigating magnets or experimenting with static electricity. They would make predictions, carry out fair tests, record observations and discuss their findings, just as scientists do. We could also link the lesson to STEM by encouraging pupils to design their own investigations and present their results using digital tools.
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I really enjoyed reading your post and think Ernest Walton is an excellent choice of scientist to introduce to primary pupils. His achievements show children that curiosity, determination and teamwork can lead to remarkable discoveries. I particularly like how you have linked his work to practical, hands-on investigations using magnets, forces and static electricity, making scientific concepts accessible and engaging. Encouraging pupils to make predictions, carry out fair tests and present their findings using digital tools reflects authentic scientific inquiry. This approach not only develops STEM skills but also inspires children to see themselves as young scientists capable of making exciting discoveries.
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I would involve my pupils in a cross-curricular arts project inspired by the history, heritage, and landscape of Roscrea. The project would encourage students to explore the local area through art, music, drama, and creative writing while developing an appreciation of its cultural and historical significance. Through a combination of research, outdoor learning, and creative expression, students would be given opportunities to respond to their local environment in imaginative ways.
The project would begin with a visit to Roscrea, where pupils would observe historical buildings, natural features, sculptures, and landmarks. They would take photographs, make sketches, and record observations about the colours, textures, sounds, and atmosphere of the town. If a visit were not possible, virtual tours, photographs, maps, and online resources could be used to introduce the local area.
In Visual Arts, pupils would create landscape paintings, observational drawings, or mixed-media collages inspired by Roscrea’s architecture and surroundings. They could experiment with different artistic techniques to recreate landmarks or design their own interpretations of the town using recycled and natural materials. Older pupils could work collaboratively to build a three-dimensional model of part of the town.
Music activities would encourage pupils to explore the sounds of the local environment. They could create soundscapes using percussion instruments to represent bustling streets, birdsong, church bells, or changing weather. Pupils could also compose simple rhythmic pieces or songs celebrating Roscrea’s heritage and perform these for parents or the wider school community.
Drama would provide opportunities for pupils to bring local history to life. Small groups could devise short performances imagining daily life in Roscrea at different points in history or create role-plays based on historical figures, travellers, or local legends. Freeze-frame activities, improvisation, and storytelling would help pupils develop confidence, collaboration, and communication skills while deepening their understanding of the area’s heritage.
Creative writing would allow pupils to express their own responses to Roscrea. Younger children could write descriptive sentences or acrostic poems, while older pupils might produce diary entries from the perspective of someone living in the town long ago, adventure stories set around local landmarks, or poems inspired by the sights, sounds, and atmosphere they experienced during their visit. Pupils could also create information booklets or digital presentations combining factual research with their own creative work.
Digital technologies would support the project by allowing pupils to photograph their artwork, record music and drama performances, and produce digital books or short videos documenting their learning. The completed work could be displayed in a school exhibition or shared during a celebration event for families and the local community.
This project integrates a wide range of curriculum areas, including Visual Arts, Music, Drama, English, History, Geography, and Digital Learning. It promotes creativity, collaboration, communication, and critical thinking while helping pupils develop a strong sense of place and pride in their local heritage. By engaging with Roscrea through multiple forms of artistic expression, pupils gain a deeper understanding of their local environment and recognise the value of preserving and celebrating its unique cultural identity.
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We are so fortunate that our local heritage centre is right beside our school. The garden of this heritage centre has a beautiful statue depicting the legendary local story of Midir and Étáin. This would be a wonderful inspiration for students to partake in an art or drama lesson. For drama, students could listen to the story (which is on a sign in the garden), and reenact the story or else they could make an alternative ending to the story. For art, there could be many lovely lessons which you could do. As the story involves butterflies, students could make butterflies using materials from the neighbourhood park beside it or else use resources from school. Another art lesson could be of sketching their version of the statue to see the beauty in it through their eyes. This story also relates to a bog trackway nearby and also the local mountain which could also be used in a lesson to do with drama/music on their journey to the bog up the mountain and the sounds they would hear.
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Hi Lorna – that’s so handy that the heritage centre is right beside your school. I love Irish mythology and your idea of linking the legendary local story to drama, art and music lessons is really interesting. I especially like the idea of reenacting the old legendary tale in the garden of the heritage centre in front of the statue. Well done!
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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 had to do a bit of research to find out who is a famous scientist or engineer from Kilkenny. I was amazed to discover Robert Mallet although born in Dublin was from the very famous Mallet family in Kilkenny. He did pioneering work in Seismology and was known as the father of Seismology. It would be really interesting to learn about him. I would translate that into the classroom by getting the kids to make buildings like towers, a model of the school, etc., from recycled materials. They could then shake the desks and see what fell first, what survived and explore how they could modify the buildings to make them more earthquake-proof.
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I would base the project on the River Shannon and its rich natural heritage, as it is an important feature of our local area. As the river is close to our school I would begin by taking the class on a nature walk to observe the river, wildlife, plants and changing seasons. The children could sketch what they see, take pictures on tablets or iPads and then discuss the importance of protecting local habitats. Back in the classroom, they could use a range of art materials such as watercolours, pastels and collage to create artwork inspired by the river and its wildlife. I would also use this topic for creative writing and would encourage the children to imagine they were a bird, fish or other animal living along the River Shannon. They could write a short story, diary entry or poem describing their experiences and the challenges they face. We would share the finished work through a classroom display or a class book combining the artwork and writing.
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Hi Sharon
That is a lovely idea for a class project. The River Shannon is an important feature not just in your local area but for the whole country, so it is great for the children living close to the river to explore their part of the river and interpret what they find through science, art and creative writing. Giving the children the choice of which art medium to use and which form of creative writing to produce really helps to make it their own. Nature walks could be repeated throughout the year in different seasons increasing the children’s knowledge of local biodiversity and giving further opportunities for artistic, and creative expression.
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Option 3
Taking inspiration from this course, I would plan a month-long project for my 4th class exploring the scientific and natural heritage of Dublin 8. As our school is located in Dublin 8, we are fortunate to have a range of local resources within walking distance. I would use places such as the War Memorial Gardens, the Grand Canal and Phoenix Park to encourage pupils to investigate local biodiversity, habitats and engineering features. Using familiar locations would help pupils realise that science is all around them and also it is an opportunity to delve into our locality and learn more about the history of our area.
At the Grand Canal, pupils could identify birds such as swans, ducks and moorhens, observe canal-side plants and discuss the importance of protecting freshwater habitats. We could also examine the canal bridges and locks, encouraging pupils to think about how engineering has shaped the area.
In Phoenix Park, pupils could identify native trees, carry out minibeast hunts, observe the deer from a safe distance and record seasonal changes in plants and wildlife. Using simple identification guides and recording sheets, pupils could compare their findings over the course of the project and upload suitable observations to the National Biodiversity Data Centre, allowing them to contribute to a real citizen science initiative.
At the Irish National War Memorial Gardens, pupils could learn about the history of the site and why it was created before exploring the gardens to identify trees, flowers and birds. They could compare the different habitats, complete a biodiversity scavenger hunt and discuss how historic sites can also support local wildlife. Back in the classroom, pupils could create a simple map of the gardens and reflect on how the area has changed over time. The children could also compare and contrast the urban parks of their area.
I think a project like this would suit a 4th class really well, as it combines hands-on learning, teamwork and regular outdoor exploration while helping pupils develop a stronger appreciation for the rich scientific and natural heritage of Dublin 8.
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Visiting different habitats and taking time to explore them, identify creatures living there and become more familiar is a great idea. It will show the children the diversity in their immediate natural environment, which could connect to bigger discussion about the diversity of the world. It sounds overall like a great project
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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
William Hamiliton was a scientist from my area. I would introduce the topic by actiing in role the story of when Hamiliton had is light bulb moment and wrote it on Broombridge. I would ask the children what they thought of the story with out revealing that it was a true story.
I would take the class on a walk and point out a maths problem beside the local dart station. I will let the class wonder and think about what this might mean. We will then visit the bridge where there is a plaque up for this scientist. I will let the children make the connection between the story, the maths problem and this plaque.
I would show a series of photos and let them wonder how are these connected to our scientist. We will watch videos and research to discover what links they can make. As a class we will try test out having our own light bulb moment by setting ourselves a problem that we have to solve.
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I would base this project on the natural and local historical heritage of Clonaslee Co. Laois, integrating the beautiful Slieve Bloom mountains with the history of Brittas Castle. For a 3rd/4th class, pupils would begin by exploring the story behind Brittas Castle, a 16th- century tower house built by the Dunne family, and discuss what life may have been like during that time. They would then use both the castle and the surrounding area and landscape as inspiration for a cross- curricular creative arts project. In visual arts, pupils will create drawings or paintings of the castle and mountain area using a selection of media. To incorporate creative writing, they could write diary entries, legends or short stories from the viewpoint of someone living in Brittas Castle. In drama the class could create short scenes based on life in the castle or local folklore. Music could be used to compose simple soundscapes inspired by rivers and wildlife of the Slieve bloom mountains. This project would encourage creativity, appreciation of Clonaslee’s natural beauty and cultural heritage.
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Hi Rebecca,
This sounds like a beautiful place-based project, and I really like how you have connected the natural heritage of the Slieve Bloom mountains with the local history of Brittas Castle. For a 3rd/4th class, this would be a very engaging way to help pupils explore their own locality through both imagination and investigation.
The cross-curricular links are very strong here. Visual art, creative writing, drama and music would all give pupils different ways to respond to the castle, landscape, rivers and wildlife. I particularly like the idea of writing diary entries or stories from the viewpoint of someone living in Brittas Castle, as this would help pupils develop empathy and historical imagination.
You could also strengthen the STEM element by including a local nature walk, mapping the area, identifying plants or animals from the Slieve Blooms, or creating soundscapes based on real observations of rivers, birds and habitats.
Thanks and hope you enjoyed the course.
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
I am so lucky to teach in Birr and because of that it is a no brainer to use Birr Castle and gardens as a stimulus for the above.
After visiting and exploring the grounds, gardens and wildlife there are so many ways to involve our pupils in art, music, drama and creative writing.
I would get the children to bring sketch pads and sketch their favourite images from our walk. They could also collect some leaves, flowers etc and we could create a gallery wall (a suggestion from another post).
As a creative writing process I would get the class to discuss the historical figures who would have made their way throught the hallways and gardens of the castle and gardens. Every child would take on a different role and perhaps do a diary entry for their day in the castle from a lowly servant to a member of the Parsons family. This would lend itself easily to a drama lesson where we could do some role play based on the diary entries. I think the class would really enjoy this idea.
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Yeah I really like the idea of using Birr Castle, as there are so many opportunities to link local history and nature with different areas of the curriculum. The diary entry idea is particularly good, as it could lead naturally into drama and allow the children to imagine what life in the castle was like for different people.
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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 chose Mary Ward as the scientist for this assignment. I think she is an excellent inspiration for my class and her work would fit well for a classroom science investigation. She was passionate about observing and recording the natural world. She published books and detailed illustrations of insects, plants and microscopic specimens, making science more accessible. I would introduce Mary Ward to my class by discussing her curiosity about the world and how careful observation is an important part of being a scientist. We would look at examples of her scientific drawings and discuss how scientists use observations to ask questions and gather evidence. Then we would explore the school grounds using magnifying glasses to closely examine leaves, flowers, insects, bark and other natural materials. I would ask the students to make detailed scientific drawings, labelling the different parts just like Mary Ward did. -
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I agree that exploring our local heritage is a fantastic way to make STEM learning more meaningful for pupils. Living in Dungarvan, I would build on your ideas by using places such as Clonea Beach, Colligan Woods and Dungarvan Harbour as outdoor learning spaces. Pupils could investigate local habitats, identify plants and animals, observe coastal erosion and record seasonal changes using nature journals and photographs. They could then share their learning through artwork, creative writing, drama or digital presentations, ensuring every pupil has an opportunity to contribute. I also think it would be valuable to link the project with local history by exploring the importance of Dungarvan Castle and how the town’s coastal location has influenced its development. This cross-curricular approach would integrate science, geography, history, art and literacy while encouraging curiosity, teamwork and environmental awareness. It would also help pupils develop a stronger connection with their local community and its rich natural heritage.
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Hi Kayleigh
I love your plan which incorporates so many of the modules from this course and goes beyond to really give the pupils a sense of their own place and the physical features and settlement history which led to the development of the natural, cultural and built heritage of the area. It is a project which has so many different aspects and could involve the pupils in practical hands on learning throughout the school year with strong links to many aspects of both the current and new primary curriculum. I paid a brief overnight visit to Dungarvan last week before travelling down the Copper Coast and it is a fascinating area with so many aspects to explore. I came across the art installation “Crockery Mountain” in the town and loved it.
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Engineer William Dargan (1799-1867) is perfect for inspiring classroom science in my class as he was from the same area as my school.
He was known as Ireland’s “father of railways” and built huge projects like the Dublin to Kingstown railway, the Grand Canal docks, and the tunnel at Bray Head. He was a problem-solver who used observation, materials testing, and lots of trial and error — exactly what we do in science.
His work can be used to inspire children to explore different topics and carry out build and make activities such as track or bridge building.
He could also be used to engage children in critical thinking about tunneling through Bray head mountain which is familiar to the children.
William Dargan was also involved in designing the docklands which could be linked to transporting of materials and lessons based around boat building could be carried out to introduce buoyancy, floating, materials and change.
With regard to his work with designing bridges this links peefectly with STEM and mathematical thinking particular. -
Module 5
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
Our school is very fortunate to be located in an area rich is natural heritage and local history. Located within short walking distance from the school we have a beautiful woodland, Barna woods. The woods has a comprehensive biodiversity comprising plants, trees shrubs, habitats and vegetation, invertebrates, bats, birds, mammals and macrofungi, within the wood.
I would bring my class for a nature walk where the children would have to complete a survey and identify the various birds and animals there before they would get the opportunity to draw them. They can also do leaf and bark rubbings.
I would also visit the site of “Barna Castle” I would get the children to take photographs of the area and of any ruins that they see.. The site of the former Barna Castle lies to the east of the southern section of Barna Woods. In the 13th or 14th Century, the O’Hallorans arrived and built Barna Castle on the west bank of the Barna Stream where it flows into Lough Rusheen. The castle was still in existence in 1574 when it was occupied by Owen O’ Halloran. The Lynches, who were originally one of the tribes of Galway, took over the castle in the 17th Century. The castle was demolished before the 1st Edition Ordnance survey map was produced in 1838 (Faherty 2000; Galway City Council 2006). I would guide the class in producing digital stories about the history of the castle and ask them produce drawings of what they think the castle looked like. We could compare their drawing to the original structure and compare and contrast.
We would also visit Tobar Eanna. Tobar Eanna is located at the entrance to the southern section of Barna Wood (Fig. 1.4). This well is reputed to have been a resting place of St Enda in the 5th Century on his way to the Aran Islands. The folklore suggests that St Enda used to spend the night here on his way to the Aran Islands and that one day a well sprang up as he prayed. Pilgrimages were made regularly to the well. There is an abundance of history and natural heritage in my schools locality and it must be celebrated.
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Local Natural and Scientific Heritage
I would involve my pupils in a creative project based on the natural and scientific heritage of Edenderry and the Grand Canal. We would begin with a walk along a safe section of the canal or around our local area, observing the wildlife, plants, waterways and features of the landscape. Pupils could take photographs or make sketches and record what they notice.
Back in the classroom, we could use these observations across different subjects. In art, pupils could create paintings or drawings of the canal and its wildlife. In creative writing, they could write a story or poem from the perspective of an animal living along the canal, or imagine a journey along the canal in the past.
We could also incorporate drama, with groups creating short scenes based on the history and wildlife of the canal. This would allow pupils to explore their own local heritage in a creative, cross-curricular and engaging way.
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To get the class excited about our local heritage, I’d use Rathfarnham Castle as our main inspiration as it’s somewhere they are all familiar with.
We’d start by looking at pictures and chatting about what we notice about the castle. We’d consider the tall towers, the shapes, the colours, and all the little details. If possible, we’d take a short walk to see it in real life, and then after, explore it online using Google Maps.
In art, the children could sketch parts of the castle or paint their own imaginative versions. For music, we might create simple soundscapes using things we hear outside i.e. birds, footsteps, wind, the river, to capture the feeling of being near the castle. Drama could involve acting out life in the castle long ago or inventing characters who might have lived there.
For creative writing, I would encourage agency as creative writing can be daunting for some learners. I would suggest that the children could write poems, diary entries, mini stories, comic strips based on their visit.
This would bea lovely way for the class to use their imagination, explore with their senses, and feel connected to a place they know well, while enjoying learning outdoors in a way that includes everyone.
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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
Being from Cork, I would focus on George Boole. Firstly, I would arrange a class visit to UCC. This is a great opportunity for learning as it is linked to the children’s immediate environment, some of the children may have had parents who attended UCC and that they can make connections with. We would walk around looking at the different buildings, I would draw the children’s attention to the statue of George Boole. On return to school, I would divide the children into groups to research all about George Boole, this would develop the children’s digital literacy skills. I would carry out an investigation using Venn Diagrams and emphasise to the children these originated from the work of Boole.
The trip to UCC would also open more opportunity for lessons such as looking at the Ogham Stones on display in the quad and then looking into the use of Ogham. The children could then write their names using ogham lettering
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As a teacher from Offaly, I would use Sir Charles Parsons, the renowned engineer from Birr and inventor of the steam turbine, as inspiration for a classroom science investigation. I would begin by introducing the children to his life and discussing how his inventions changed the way electricity is generated and transported around the world.
To make the learning practical and engaging, I would challenge the children to investigate the power of moving air by designing and building simple windmills or pinwheels using paper, card and wooden skewers. They would test how different blade shapes and sizes affect how quickly the windmill spins, making predictions, carrying out fair tests and recording their results. Older pupils could investigate renewable energy further by designing simple wind turbines and exploring how wind energy can be converted into electricity.
The project would integrate several curriculum areas. In Science, pupils would explore forces, energy and materials. In Mathematics, they would measure blade lengths, record results in tables and graphs, and compare data. In English, children could write a biography of Sir Charles Parsons or explain their investigation. In Art, they could design and decorate their windmills, while Geography could focus on renewable energy and wind farms in Ireland.
Using a local engineer as the stimulus helps children appreciate the important contributions people from their own community have made to science and engineering while encouraging curiosity, creativity and problem-solving through hands-on investigation.
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I’d do a project on William Parsons, the 3rd Earl of Rosse! Back in 1845, who built the famous “Leviathan of Parsonstown”—a giant 72-inch scope that held the title of world’s largest telescope for over 70 years. We would look at interesting facts such as him designing and casting the massive metal mirror right on site at Birr Castle.
I’d use Parsons to set up some hands-on optics and engineering challenges. We could start by exploring light reflection using curved mirrors and lenses to show how telescopes gather distant light. Then, we’d channel the children’s builder mindset through a Design & Make challenge: kids could construct their own mini-reflector scopes with cardboard tubes and mirrors, or engineer sturdy support frames with pulleys and lever, just like the giant stone walls Parsons built to pivot his telescope.
When we’d finished our projects, we could put them on display in the school and have other classes visit and see them. My class could prepare a presentation to explain their project to their schoolmates when they visit.
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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:
Percy Ludgate (1883–1922)
Born in Skibbereen, Ludgate was an accountant who, as a hobby, designed the second general-purpose program-controlled computer in history. Working independently of Charles Babbage’s concepts, his mechanical “analytical machine” was entirely original and designed to be portable. Today, Skibbereen’s digital and innovation center, the Ludgate Hub, is named in his honor.
This would be a senior class project. There are a few different projects you could do with this but one example would be to introduce them to coding but not as some of them might know it!
Project idea: The “Secret Code” Punched Tape
Aim: To understand that programming means giving a machine a sequence of physical instructions.
Target 1: I can turn a shape or drawing into a step-by-step code.
Target 2: I can record data by punching physical holes into paper.
Target 3: I can accurately follow a physical code to complete a task.
The Hook: “Percy Ludgate didn’t have a screen or a keyboard. He controlled his 1909 computer using long strips of paper with holes punched in them!”
Define the Code:
Draw a 4-row grid on the board. Each row represents a specific physical command:
Row 1 (Top row): Draw a line forward (1 unit/square long)
Row 2: Turn 90 degrees right
Row 3: Lift the pencil (stop drawing) / Put pencil down.
Row 4 (Bottom row): Erase last line.
The Code Tape: Student A is the “Programmer.” They draw lines along their paper strip to make 4 tracks. They use the hole puncher to stamp out commands sequentially from left to right.
The Processor: Student B is the “Computer.” They close their eyes, and Student A pulls the paper tape slowly past Student B’s fingers. Student B feels where the holes are, decodes the command, and draws the shape step-by-step on a piece of grid paper.
Students learn that computer programming is not just a modern screen-based activity. It is a logical sequence of step-by-step instructions that can be recorded on physical materials.
Students can then work in pairs to “program” a classmate to draw a specific secret geometric shape (like a house or a star) using only a physical paper tape.
A block of learning about this could be consolidated with a day trip to the Ludgate Hub in Skibbereen and pupils can get the opportunity to meet computer programmers at the hub or in school as there is a local coder dojo coding club that runs workshops in the Ludgate Hub.
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I would base an art and creative writing project on the River Shannon, which flows through the nearby town of Banagher and is an important part of our local natural heritage. We would begin by talking about the river, the plants and animals that live there, and why it is important to protect it. If possible, we would visit a local area beside the river or use photographs and videos in class.
The pupils would spend time observing what they see and hear. They would make sketches of birds, trees, fish or the landscape and use these as inspiration for their artwork. They could experiment with different materials such as paint, pastels and collage to create their own pictures of the river.
For the creative writing part of the project, pupils would imagine a journey along the River Shannon from the point of view of an animal, a boat or even a drop of water. They would write a short story or poem describing what they experience along the way. We would discuss descriptive words and encourage pupils to use their senses to make their writing more interesting.
At the end of the project, pupils would share their artwork and writing with the class in a gallery walk. This project would encourage creativity, observation and appreciation of our local environment while helping pupils develop confidence in expressing their own ideas. -
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As I am local to Birr Castle I think I would use the story of the 3rd Earl of Rosse, the building of the Great Leviathan and his discovery of The Whirlpool Galaxy as the stimulus to an integrated theme of work involving History, Science, Visual Arts and Creative Writing.
In history, we would learn about William Parsons and how he developed the Great Leviathan. Puils would learn about the importance of this discovery to the world of science. Ideally, I would try and arrange a field trip to Birr castle.
We could make our own telescopes in Science using different lenses. This would be part of a larger unit on light and looking at how lenses work.
Using Lego, we could build our own model of the telescope or we could use other materials to build the model in visual arts time.
We could also learn about William Parsons discovery of the Whirlpool Galaxy. Using creative writing, pupils could either design their own front page of a newspaper detailing the discovery or else they could write a diary entry for William Parsons.
Finally, we could use Spiral Galaxies as a stimulus for a visual arts lesson using patterns and colours where pupils create their own spiral galaxies.-
I like the use of a local historical figure and landmark to create meaningful links across several curriculum areas. Using Birr Castle and the Great Leviathan would be a great way to spark pupils’ curiosity and help them see how science connects with history and creativity.
The practical activities, such as making telescopes and creating artwork based on galaxies, would also provide engaging hands-on learning experiences for pupils.
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Our school is not far from Navan. This provides the ideal opportunity to discuss and study Admiral Sir Francis Beaufort. He was born in Navan, Co. Meath in 1774. He left school when he was only thirteen years old to start his life at sea. He eventually became a commander in the British Navy and is famous for inventing the Wind Force Scale.
Beaufort always kept a journal of short notes on the weather at sea. In 1805 he was asked to do a survey of the waters around an area of South America. It was during this voyage that he developed the first Wind Force Scale.
The Beaufort Wind Force Scale is a way to measure and describe the wind speed at sea. His scale had thirteen points e.g. calm = (0); storm = (13). In 1838 the British Navy made Beaufort’s Wind Force Scale the standard way to measure wind at sea.
His Wind Force Scale was altered when steam ships became more popular than sailing ships. However, when there are very severe weather conditions, the weathermen today still used the Beaufort Wind Force Scale to measure the wind.In 1829, Beaufort became the head of the Hydrographic Office of the British Admiralty and planned many voyages to charter, or map, areas all around the world. e.g. Robert Fitzroy and Charles Darwin on the ship Beagle.
Many places on the world’s oceans have been named after him e.g. Beaufort Sea (part of Arctic Oceans), Beaufort Island (Antarctic) and Beaufort Inlet ( North Atlantic Ocean ). He died in 1857.
The study of Francis Beaufort would lend itself to integration with Art – wind and blow painting, Science – Making our own weather vanes, Maths – measuring wind speed, English – Research project on Sir Francis Beaufort, History – studying people and places.-
Its great how you mange to get so many starting points for classroom activities just from one person. I think this integrated approach is starting to fade out in our schools as the publishers push more and more prescriptive work books with little or no connection to our particular settings. Love to see the project work approach return more widely.
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I think most people are familiar with the Beaufort Scale, but don’t realise that Francis Beaufort was Irish. It’s a lovely way to introduce children to an important part of our scientific heritage and show them that scientists can come from their own communities, inspiring them to believe they can make a difference too.
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For this module, I chose the assignment based on researching a famous scientist associated with our local area and how I could use that person for inspiration for classroom investigations. As I mentioned in previous forum posts, we are very lucky in my school to be located close to the Dunsink Observatory which has played host to a variety of wonderful scientists. One of the most important is Sir William Rowan Hamilton. Although the topics studied by Hamilton are very advanced for infant school pupils, there is great information about the famous scientist on the website askaboutireland.ie. This would be used as an introduction to his work and his home at the Observatory. The Dunsink Observatory has wonderful resources for children on their website to help teaching about the planets. The children could engage in investigations about our moon and its phases. This could be started during winter when it may be easier to see the sun during the day. Home school links could be made by asking children and parents to look at the nights sky such as using constellation charts available on Mayo dark sky’s website too. The topic could then be linked to play time as the children make their own observatory or space station and integrated into art activities to consolidate their learning.
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When I googled famous scientist and engineers from Wexford, Patrick Prendergast was the first name I saw. He is a scientist and engineer from Oulart, County Wexford. He studies how bones and joints work and helps design artificial hips and knees so people can move more easily. His work has helped improve the lives of many people around the world. I would tell my class that Patrick was once a child in Wexford, and by being curious and working hard, he became a scientist who helps others.
Using Patrick as inspiration, I would carry out a simple investigation called “Which Bone Is Strongest?” The children would use paper straws, plastic straws, and wooden craft sticks to make small bridges. They would add books one at a time to see which material holds the most weight. Before testing, the children would predict which material would be strongest. Afterwards, they would record their results and discuss why some materials are stronger than others. This investigation teaches children about fair testing, making predictions, observing carefully, and recording results. It also helps them understand how engineers use science to solve real-life problems and improve people’s lives.
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I really like this idea. Using someone from the local area makes the learning more meaningful for the children. I could do something similar with a scientist or engineer from my own area. The bridge investigation is a great hands-on activity and gives the children a chance to make predictions, test their ideas and improve their designs.
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For my Junior & Senior Infant Class in our school near Birr Castle I would base an integrated art, music, drama and creative writing project around Birr Castle Demesne itself. We would begin with a visit to the castle grounds, where the children could explore the gardens, giant trees, rivers and wildlife while observing the Great Telescope from a distance. During the visit, the children would collect natural materials, take photographs with iPads and discuss what they can see, hear and feel in the environment.
Back in the classroom, the children would create nature-inspired artwork using leaves, twigs and natural textures, as well as paintings of the castle grounds and the Great Telescope. In music, they could explore sounds from nature by creating simple soundscapes using percussion instruments to represent birds singing, wind, flowing water and rustling leaves. Drama activities could include role-playing as gardeners, scientists, explorers or woodland animals living in the demesne, encouraging imaginative play and oral language development.
For creative writing, I would use picture prompts and shared writing to help the children create simple stories or poems such as ‘A Day in Birr Castle’ or ‘The Little Bird Who Visited the Great Telescope’. Senior Infants could write short sentences independently, while Junior Infants could contribute ideas through oral storytelling and drawings.
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I really enjoyed reading your ideas. I love how you’ve integrated so many curriculum areas around one local resource. The combination of outdoor learning, creative arts, drama, and storytelling would make the experience memorable for young children. Using iPads to capture photographs is also a great way to support digital learning while encouraging observation and creativity.
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Hi Elaine
Thanks for sharing a lovely integrated Arts plan which explores Birr Castle Demesne. You have outlined some lovely tasks and have used digital tools to support them in their learning back at school for writing tasks and even the soundscape to match the images. I also like how you have planned for playful learning experiences which would also support language development as you have mentioned. Great ideas.
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I really like the art element and the creative opportunities it gives the children. I also love the music idea—using nature soundscapes would work really well, even with a Junior and Senior Infant class. It could also be used as a calming and relaxing activity during the day while still linking back to the theme.
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A scientist closely associated with County Wexford is Dr. Tom Walsh. Born in Piercestown (where I’m originally from and my dad’s family live!), he became one of Ireland’s most influential agricultural scientists and played a key role in developing agricultural research, particularly in soil science and sustainable farming. His work also led to the establishment of important research facilities at Johnstown Castle in Wexford (where my partner is now a farmer!), which continue to support Irish agriculture today.
With my 5th class, I would use Dr. Walsh’s work as inspiration for a classroom investigation into soil. Children could compare different soil samples collected from the school grounds, testing their texture, drainage, and ability to support plant growth. They would make predictions, record results, and discuss why healthy soil is essential for growing food sustainably.
To extend the activity, children could research Dr. Walsh’s achievements using digital resources and present their findings through posters or digital presentations. This project would integrate Science, Geography, Mathematics, and Digital Technologies while encouraging enquiry, teamwork, and an appreciation of the important scientific contributions made by someone from their own county.
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As part of this course I will ensure that I will do seasonal project and have it ongoing during the year. I will aim to be outdoors twice a week.
The project will focus on
Native plants, trees, and wildlife. Unique geological features or waterways. Seasonal changes in local habitats.
Activities I will do:
Fieldwork & Observation:
Nature walks to identify species using field guides or apps.
Mapping local landmarks and habitats.
Photographing and sketching plants, animals, and heritage sites.
Research & Storytelling:
Interviewing local historians, scientists, or long-time residents.
Creating fact sheets or short videos about local discoveries.
Creative Outputs:
Building a class “Heritage Wall” with photos, drawings, and research notes.
Designing a mini-exhibition for parents and the community.
Engagement Strategies
Assign rotating roles (researcher, photographer, mapper, presenter) so every pupil contributes in different ways.
Use hands-on tools like magnifying glasses, cameras, and measuring tapes to make exploration tactile and fun.
Incorporate cross-curricular links — art for sketching, maths for mapping, history for timelines, science for biodiversity studies.
Celebrate milestones with show cases or at assembly to keep motivation high. -
Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
We are very lucky in our area to have the beautiful Ahare River. There is a biodiversity group working on the conservation and preservation of the river and we are very lucky as a school that they link in with us. Last year, they held a creative writing competition in which the children had to write a myth or legend about the Ahare river and all of the entries were compiled into a book which is available locally. This really allowed the children to explore the river and link in with close family and locals about what they know about the river in order to research for their writing pieces. I think it would be a really nice idea to compose some songs about the river and perform them at our summer field day. This would link in with the strands in the music curriculum while at the same time linking in with local community groups and showcasing our local area. -
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
In our town Skibbereen there is a commemorative plaque on a wall which marks the building as the birthplace of the Clerke sisters. I would use a visit to this as a starting point to learn about one of these amazing women Agnes Mary Clerke ( 1842-1907).
Her father was a bank manager in the town and she and her sister and brother were home-schooled. Agnes had an interest in astronomy like her father and using his telescope she was able to provide a time service for the town before it was even connected to the rest of Ireland by railway.
She was an extraordinary woman and went on to become the foremost science writer of her day and a distinguished astronomer.
She spent time in Birr castle and documented ‘how Lord Rosse’s 72 inch speculum metal reflector revolutionized the study of nebulae’.
As a woman she was initially barred from the Royal Astronomical Society but gained honorary membership in 1903.
A crater on the moon was called after her Lunar Crater Clerke.
In 2023 Met Eireann called the first storm of the year Storm Agnes after her.In 1885 she wrote A Popular History of Astronomy During the Nineteenth Century. This book has never been out of print and is still on reading lists in some universities.
There are so many stepping stones into science investigations from her life. Astronomy, weather, moon crater, time, and telescopes to name a few. The local historical society have had a number of talks on her life and they would be a great resource to tap into. I’m sure they would do a school visit which would inspire the pupils also.
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As a primary school teacher in Dublin, I would involve my pupils in a creative writing and art project based on the natural heritage of Dublin Bay and the local coastline. We would begin with a nature walk to observe birds, plants and marine life, taking photographs and making sketches of what we see. Back in the classroom, we would discuss the importance of protecting these habitats and the wildlife that depends on them. Pupils would then write a short story or poem from the perspective of a local animal, such as a seal or seabird, describing its journey around Dublin Bay. They would also create artwork using recycled materials collected during a beach clean or from home, highlighting the importance of sustainability. The project would integrate Science, Geography, English and Visual Arts while encouraging creativity and environmental awareness. Finally, pupils could display their artwork and read their stories at a class exhibition, inviting parents and the wider school community to celebrate their learning.
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Emma, I really like the creative writing part of your lesson. Allowing the pupils to think about the journey a sea bird or or a seal makes around the bay would be very interesting and encourages the pupil to put themselves in the animals life. Using recycled goods from a beach clean is a very good way to highlight the litering that can happen at our beaches.
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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.
<u>Drama</u> 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
This is very interesting. I look forward to doing some research on Walton and Cockcroft and perhaps one day in your suggestions in the classroom.
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For the purpose of this assignment, I have chose to answer the first question. We are very lucky in Co. Carlow to be associated with such a famous scientist. That man is John Tyndall. He was the first person to prove experimentally that atmospheric gases like water vapour and carbon dioxide absorb radiant heat. He explained why the sky is blue by discovering how light scatters off tiny particles suspended in liquid or gas. He invented the fireman’s respirator which was an early gas mask to protect firefighters. These are just some of the many reasons why he was famous. I would get the class to do some more research of him and find out what he achieved and then try and investigate some of his findings. E.g. he created the mask, maybe the children could come up with their own ideas for a mask, or maybe we could change the idea to a different function like a coat, which coat will keep us warm/dry etc.
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Hi Margaret, I have actually never heard of John Tynall. He sounds like a great local scientist to base a learning experience or series of lessons on. I’m surprised I never heard about him/that we never learned about him in school as he seems to have been a great contributor to the scientific world. I will definitely be going down a rabbit hole and looking him up. I would love to teach him/ research him if I had an older class in my school.
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As part of learning about a local scientist, students would first be introduced to Kathleen Lonsdale, who was born in Newbridge, Co. Kildare. They would learn about her life and how she became one of the world’s leading crystallographers. Students would discover that she studied crystals using X-rays and that her curiosity, determination and hard work helped her make important scientific discoveries. Learning about someone from their own county who made such a significant contribution to science can help children see that scientists can come from their own community.
After learning about Kathleen Lonsdale, students would carry out a scientific investigation inspired by her work. They could grow salt or sugar crystals and observe how they change over several days. Before beginning, students would make predictions about what they think will happen. They would then observe the crystals carefully, measure their growth and record their findings using drawings, photographs or simple tables. This investigation would develop important scientific skills such as observing, predicting, measuring and recording results. Students could also create artwork based on the shapes and patterns of the crystals, helping them to see the links between science, mathematics and art. By exploring Kathleen Lonsdale’s work in this way, students would gain an appreciation of Ireland’s scientific heritage while developing curiosity and confidence in scientific inquiry. -
• Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
I would base an art and creative writing project on Scohaboy Bog. We would learn about the plants, animals and wildlife that live there and talk about why bogs are important.
If possible, we would visit the bog so the children could observe nature, make sketches and take photographs. Back in the classroom, the children could create artwork using paint, collage or natural materials.
For creative writing, the children could write a short story or poem about a journey through the bog or from the point of view of a plant or animal. This project would help children appreciate their local environment while developing their creativity, observation and writing skills.-
Hi Marie-Therese,
This sounds like a lovely creative project rooted in local natural heritage. Scohaboy Bog would provide such a rich stimulus for pupils to explore plants, animals, habitats and the importance of bogs in the local environment.
There are also some fantastic contemporary Irish artists making work about bogs that could be really interesting to explore as part of this project. For example, Siobhán McDonald’s Library of Lost Smells explores the scents of bogland, which could inspire pupils to carry out a sensory exploration during their visit. This would encourage them to slow down and notice the textures, colours, sounds, smells and living things around them.
The creative writing element is also very engaging. Writing from the viewpoint of a bog plant or animal would help pupils develop empathy for the natural world, while also reinforcing their learning about habitats. You could also link this with STEM by exploring why bogs store carbon, support biodiversity and help manage water in the landscape.
I hope you enjoyed the course.
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I really like this idea. Using the River Shannon as inspiration is a great way to connect learning with the local environment. The idea of writing from the viewpoint of an animal or a drop of water would really help children use their imagination. A gallery walk would also be a lovely way to celebrate their work and build confidence.
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If it would be possible I would take my class to North Bull Island dunes and the visitor centre, or I would show them pictures or videos taken in the dunes. I would involve my junior infants in an integrated art and writing lesson based on the wildlife they observe. Before the visit, we would discuss what we might see, such as birds, shells, sand dunes, marram grass and insects. During the visit, the children would be encouraged to look carefully and talk about what they notice.
Back in our classroom, I would encourage my children to create a mixed – media picture of their favourite part of North Bull Island using paint, collage materials, etc. They could add drawings of birds, flwers or marram grass. Once dried and completed the children can talk/share their art work with their classmates.
To develop their writing skills they could write one simple sentence “I saw a blue flower”, “I saw a crab in the sand” . I would cut and laminate their sentences and the children can stick them under their artwork.
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For a 2nd class project investigating the scientific and natural heritage of Limerick, I would focus on the River Shannon and its importance as a habitat for local wildlife. The project, titled “Protecting Our River Shannon”, would investigate the animals that live in and around the river, such as salmon, trout, eels, swans, ducks and insects.
As a class, we would visit the river shannon. We would take notes on what we see for example animals, literring and the enviroment around the Shannon. We would take pictures of different aspects of the river shannon.
Pupils would then research these species and creating habitat profiles explaining what they need to survive. Pupils will become more aware of the species and how we as a group could help them and promote others to help.
We would explore the causes of river pollution and investigate ways we can protect the environment, such as reducing litter, planting pollinator-friendly areas and promoting responsible water use.
Over a few weeks, pupils would complete, biodiversity surveys, create posters to mind our River, write persuasive pieces to our local leaders and design campaigns to encourage the local community to protect the Shannon. We would also engage in a whole school assembly promoting what we learned. All pupils would be involved through hands-on activities, group work and creative tasks. Each group will have a different task to do. This project would develop scientific understanding, environmental awareness and a sense of responsibility for our local heritage.
At the end of the project, we can then assess has anything changed in the local enviroment.
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Hi Grainne
That sounds like a lovel idea investigating Biodiversity around the River Shannon in Limerick City. I love that you are focussing on the needs of aquatic animals and those living on the river banks and lloking at the threats that these animlas face such as litter. It is a great practical way of showing children that we share out environment with lots of different plants and animals that support us in many ways and that our actions can have either positive or negative consequences for wildlife. I love that you have incoporated positive action into your plan encouraging your pupils to become Active Citizens through writing to local leaders and encouraging community action to highlight the importance f protecting the river,
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I would try to plan a project around a school trip to The Organic College in Dromcolliher, County Limerick. The children would go there and see all the biodiversity and learn about sustainable farming. They can also learn about the connection between people and the natural environment at the Organic College. Before we leave, the children should learn some basics about farming and the native plants that grow and animals that live in our area. Doing this beforehand would form a good basis for them. It is also important for them to know why we need to protect habitats for wildlife. When we are at the Organic College, the children could ask the teacher to take pictures of the things they see and find interesting. They can also draw or write what they see. This is gathering information and giving children a choice on how they gather and present their information. After we get back from the Organic College, for an art lesson, the children can make artwork that looks like the landscape they saw at the Organic College. They can write stories or poems about what they did at the Organic College for an English lesson. They can even work together using ICT to make a display or presentation to show the rest of the school at our monthly assembly on what they learned at the Organic College.
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I really liked your idea of using a trip to the Organic College as the basis for a cross-curricular project. I thought it was especially interesting how you included activities before, during and after the visit, as it helps pupils build on their learning and make meaningful connections. It also gives me the idea to do the same for next years class trip.
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A project exploring the scientific and natural heritage of the Dungarvan and Waterford area would provide pupils with an opportunity to connect classroom learning with the world around them. I would plan a term-long investigation focusing on local biodiversity, coastal environments, rivers and the impact humans have on the landscape. Pupils could explore areas such as the Colligan River, Dungarvan Bay and nearby habitats through outdoor investigations, biodiversity surveys and mapping activities.
The project would integrate several curriculum areas, including Science through studying plants, animals and ecosystems, Geography through exploring land use and local features, Maths through collecting and analysing data, and English through presenting findings. Pupils could create displays, digital presentations or exhibitions to share their learning with the wider school community. By giving pupils ownership of the project and allowing them to investigate their own surroundings, they would develop curiosity, teamwork and a greater appreciation for their local environment.
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Hi Kevin,
This sounds like a fantastic place-based project, and the Dungarvan and Waterford area would offer such rich opportunities for exploring natural and scientific heritage.
The term-long structure sounds very manageable and would give pupils time to observe, investigate and reflect on their findings. The links with Science, Geography, Maths and English you have listed are all very strong, especially through biodiversity surveys, mapping activities, data collection and presentations.
You could also include inquiry questions such as: What species live along the river and bay? How do tides or weather affect the coastal environment? Where can we see human impact on the landscape? Giving pupils ownership of these investigations would really support curiosity, teamwork and environmental awareness.
Best of luck with it, and hope you enjoyed the course.
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage.
I would involve my pupils in an art and creative writing project celebrating the unique natural heritage of Cong, Co. Mayo. The project would begin with a guided nature walk through Cong Woods, down to the pigeon hole cave. we could also walk through the village and take in the abbey and surrounds, as we have lakes and the river Robe nearby, I would encourage pupils to observe local flora, fauna and habitats, recording their findings through sketches and notes.
Once back in the classroom, pupils would then create their own paintings, drawings or mixed-media artwork inspired by their observations. Instead of doing this by memory however, we could take pics on the school tablets whilst around Cong.
To integrate literacy, we would write a poem or descriptive piece or short story based on the local landscape or from the perspective of an animal living in the woods. The project would conclude with a class exhibition and we could even use this as an excuse to invite parents along, it would give pupils a chance to share their work with the wider school community while developing creativity, environmental awareness and a strong appreciation of Cong’s rich natural heritage. -
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Like the previous assignment I was thinking of my current students when writing this answer. They all have an interest in art, so a visual art project is the area that would best suit them right now. I think we would begin by collecting local items like ferns, reeds, smooth stones, dry twigs, leaves and wildflowers, for the art project. We could collect these items in the local park. We could do pressing with these using soft clay or dough and make rubbings using bark and heavy wax crayons. We could use these as a display in the school or in the local library which is just a short walk away.
If I was to concentrate on another area outside visual art it would be music. In terms of music or an aural angle to the project we could use recorded sounds from the local area such as rain, wind and birdsong. We could use twigs or stones we’ve found as simple rhythm instruments.
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I would use Crag Cave in Castleisland county Kerry as the inspiration for a project exploring its geology, history, and natural environment. After learning about how caves are formed, pupils would write imaginative stories or poems from the perspective of a cave explorer or an underground creature. In Art, they could create cave-inspired paintings, clay stalactites and stalagmites, or collaborative murals. Drama activities could include role-playing as geologists or early explorers, while Music could involve creating soundscapes to represent dripping water, echoes, and underground wildlife using instruments and found objects. Pupils would present their work in a class exhibition or performance. This project would integrate Science, Geography, Literacy, Visual Arts, Drama, and Music, encouraging creativity, communication, collaboration, and an appreciation of their local natural heritage while supporting inquiry-based STEM learning.
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This lesson sounds like it would cater to all learners and peek interests in a medley of areas. It celebrates the locality and also allows the students experience learning in many forms. I really like the idea of using the caves as inspiration to write creative poetry or imaginative stories. The link with music and the frequencies of sounds could link very nicely into science and sounds.
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Hi Brian
I hope you enjoyed the course and got lots of inspiration for hands-on STEM in your classroom. Your idea for a class project based around crag cave incorporates so many different ideas and sounds like a wonderful way for the children to explore their local heritage. I love the idea of creating music, art and creative writing based on the caves and showcasing their learning about the local landscape, the formation of the limestone rock, erosion and deposition through the medium of creative performance. It would really give each pupil a chance to play to their own strengths and explore their interests.
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I have chosen to develop a project involving the arts based around the Grand Canal and the Blundell Aqueduct in Edenderry. I would begin by taking the class on a local walk to observe the area. Pupils would be encouraged to look closely at the canal, the aqueduct, the wildlife, and the surrounding landscape, taking photographs and making quick sketches or notes about what they see, hear, and feel. This first-hand experience would help them develop a deeper appreciation of their local heritage.
Back in the classroom, pupils could engage in a range of creative activities. In art, they could paint or create collages of the canal and aqueduct using natural materials collected during the walk. In English, they could write poems, diary entries, or short stories from the perspective of a canal boat traveller or a lock keeper, encouraging imagination while exploring local history.
For drama, small groups could create short performances depicting life along the canal in the past, including the transport of goods and the people who worked there. In music, pupils could compose simple soundscapes using percussion instruments and everyday objects to recreate the sounds of flowing water, birds, boats, and horses on the towpath.
This cross-curricular approach would foster creativity, teamwork, communication skills, and a strong sense of pride in their local area.
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Inspired by the discussion on suspension bridges in the last module, and the connection the Birr Castle Demense has with nature, space and science, I would like to use ‘bridging the gap’ as a topic title in an art lesson. I would connect the lesson previously planned in module 4 about building a bridge, with an artistic perspective connecting the area in the past and in the present. I would like to use maps and websites like GeoHive and Duchas to investigate what the locality looked like 100 years ago- including technologies that were present at the time (what type of street lights, modes of transport, building types, etc) and compare that to what their locality looks like today (roads, buildings, planes, phones, etc). I would encourage the children to choose a tree and feature it in sapling form in the historic side of the bridge, and then a tree in its prime in the modern side. The central focus would be the bridge from the past to the present and included would be features, both natural and scientific, on either side of the bridge.
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I would involve my pupils in a creative arts project based on Lough Gur in Co Limerick, using the site’s landscape, history, archaeology and local stories as inspiration. The project will allow pupils to explore the area in an imaginative and hands on way. I would introduce Lough Gur through photographs, maps, stories and short videos. We will discuss what pupils already know about the area and look at important features such as the lake, the Stone Age settlement, the stone circle and the surrounding landscape. I would encourage pupils to ask questions and share their own ideas about what life might have been like there thousands of years ago. I would try get my class out to Lough Gur on a class trip to see all this for themselves. I will ask the pupils to create drawings, paintings or mixed media landscapes inspired by Lough Gur. They could use natural colours and textures to represent the lake, hills and archaeological features. They could also design their own prehistoric symbols or patterns and create a collaborative class mural showing Lough Gur in the past and present.
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Hi Caitriona,
This sounds like a really rich and imaginative project based on Lough Gur. It is a wonderful local site to explore with pupils, as you pointed it, it brings together so many different aspects of curriculum like landscape, archaeology, history, storytelling and creativity in such a meaningful way.
The creative responses you have suggested are lovely too. Drawings, paintings, mixed media landscapes and prehistoric-inspired symbols would give pupils lots of ways to respond. A collaborative mural showing Lough Gur in the past and present would be a beautiful way to bring together their observations, imagination and learning, while also supporting discussion about change over time.
Hope you enjoyed the course:
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Module 5: Research a famous scientist associated with your local area and describe how you could use that person as inspiration for classroom Science investigations.
Dr. Niamh Shaw does a lot of work and talks and experiments in our local area.
Who is Dr. Niamh Shaw? Dr Niamh Shaw is an Irish explorer, science communicator and keynote speaker. Reporting from Antarctica, the Arctic and space , helping people see the planet differently. From family rocket launches to keynote stages, from Antarctic fieldwork to broadcast studios, a science communicator and space explorer helping people of all ages see the planet and their own potential differently. She is based in Ireland and worldwide. We as a staff have attended some of her Science workshops and educational talks. She would be an inspiration to both students and staff in the classroom for science investigations due to her vast experience and knowledge. She has also worked in eth performing Arts field and this experience would tie in to other curricular areas in school. She could do a lot of Science experiments in relation to Space, the Antartica and she has read life experience as she was there and have lived the tale. She is also actively working currently with NASA, Space station.
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Using Birr as my local area, I would plan a class project exploring the scientific and natural heritage of the town over a six-week period. The project would focus on areas such as the gardens and biodiversity of Birr Castle Demesne, the Great Telescope, local wildlife habitats, and the River Camcor. Pupils would investigate how science, nature, and history are connected within their community.
Activities would include nature walks, tree and insect identification, water investigations, map work, and visits to local heritage sites. Younger pupils could complete observational drawings and simple experiments, while older classes could research local scientific achievements and present findings digitally.
To engage all pupils, activities would be hands-on, collaborative, and linked to real-life experiences in the local area. The project could conclude with a whole-school exhibition where pupils display artwork, reports, models, and photographs to share their learning with the wider school community.
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Taking inspiration from this module, I would love for my class to take part in a class project to study the scientific and natural heritage of the local area where I teach. I would begin by giving the pupils a map of the village and wider area and engage in discussions about the plant and living things we might find. This then could lead them to creating a map with symbols showing where to find these plants and living things – e.g. there is a forest they could explore, rivers, etc.
We could then take part in a local scavenger hunt where we hunt for the living things we expect to find on our maps (using checklists) and data collection methods. Afterwards, we will analyse the data we collected and show this on a graph of choice.
To display our findings, I would like the children to show their findings in a variety of ways. Some children can use art display posters, some may use technology to create posters/Google slides, some may write about their findings in a report. Each method then would be presented to the class or even the school to teach the rest of the school about their local area.
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I think the absolute best way to be successful in my teaching of our heritage is to use a multi-disciplinary approach. We need to give children the opportunities to engage in the learning in the learning style that best suits their acquisition of knowledge. For some children art and conscruction works brilliantly. Perhaps this is in consctructing a bridge, drawing or painting a local bridge or point of interest or responding to photographs and images such a aerial photos or maps. For others they love to be dramatic, to act out a scene reflective of the history of our local reference area or of the life of a famous scientist we have discusses. Some children love to listen to music, to compose to develop a sense of rhythm and timing to they would associate with the lyrics telling a story being told. Creative writing, I would use as an excellent assessment tool. Children could write a newspaper article, a narrative, a powerpoint project to reflect their learning and pass on their knowledge for assessment or for teaching their peers or younger children. The more holistic our approach to exploring our scientifi heritage, the greater the scope for children to assimilate the information and to share their knowledge with others. It allows them to bring the heritage to life in a real way to them.
This could be done by dividing the children into groups where they attach the learning in one of the appraches listed above, either individually or in teams. We can have an art station, a composing sttaion, a reporters desk and an improvisiation corner. It would be fun and engaging.-
Hi Sinead,
This is a really thoughtful reflection on using a multi-disciplinary approach to explore local scientific and natural heritage. I really like how you have considered the different ways pupils might engage with and express their learning, and how these different styles would allow pupils to work to their strengths while still developing curiosity, communication, collaboration and creativity.
The idea of setting up different stations is especially lovely. An art station, composing station, reporters’ desk and improvisation corner would make the learning very active and engaging, while also giving pupils choice in how they respond. As you have noted, it would also be a great way for groups to share their learning with peers or younger classes, which is all part of scientific reporting!
Just a small reminder too: you have completed your own post in Module 1, but don’t forget to go back and leave a response to another learner there as part of the course requirements.
Thanks, and hope you enjoyed the course.
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Your approach makes complete sense. A multi‑disciplinary plan lets every child connect with heritage in a way that suits how they learn best. Art, drama, music and all give different entry points, helping children express understanding in meaningful ways. Using stations like art, composing, reporting and improvisation keeps learning active, fun and deeply memorable.
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I really like the idea of using a multi-disciplinary approach, especially with a Senior Infant class. Having different stations such as art, music, drama and writing would give every child a chance to get involved in a way they enjoy. I also think the idea of bringing local heritage to life through hands-on activities would make the learning much more meaningful and memorable for the children.
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I love this multi-disciplinary approach. Children and adults have different ways of expressing themselves and it is so refreshing to allow children to choose a way to express their ideas. Presenting a topic in a range of ways would allow the information to be presented in a way that is creative and unique.
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I would involve my pupils in a creative writing project by starting with places in Tralee that have strong natural and scientific stories. We would look at Fenit Lighthouse, the Slieve Mish Mountains and the wetlands around Blennerville. I would show photos and short videos so pupils can imagine the sounds, colours and movement in these places. This helps them build ideas for creative writing inspired by their own area.
Next, we would take a short walk or use maps to explore how nature and science shape Tralee. Pupils could collect words, sketches and small details, like how the wind moves across the bay or how the canal changes with the tide. Back in class, they would turn these notes into stories, poems or diary entries. They could write from the point of view of a lighthouse keeper, a migrating bird or even a local scientist.
Finally, pupils would share their writing and reflect on how local heritage can inspire imagination and learning.
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Hi Shandon,
Thank you for your contributions to all the modules in this course. It is great to hear your approaches to STEM learning but also the great work towards pollination and biodiversity in your school and Green Schools Committee.
It is great to hear how you would use the local area of Tralee and explore the local heritage from the lighthouse to the wetlands around Blennerville. I like how you are planning for different approaches to the Arts and also within the learners’ own creative writing pieces. Writing from the point of view of the lighthouse keeper would allow for creativity and even some critical thinking. I also like your final task which focuses on how the local area inspires the learning in your class.
Thanks for all your posts, I hope you enjoyed the course.
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I would involve my pupils in a creative project based around the River Blackwater and Mallow Castle. We could begin by taking a walk near the river and castle, where the children could observe the trees, plants, birds and wildlife. We could talk about what makes these places special to our local area. The children could create drawings and paintings of Mallow Castle, the River Blackwater and the wildlife they see. We could also use drama by acting out a story about the castle or pretending to be animals living along the river. For music, the children could create sounds to represent the flowing river, birds and other wildlife. They could also write short poems or stories about visiting the river or castle
At the end, we could display the artwork and perform the poems, music and drama for another class or parents. This would make learning about our local area fun and meaningful.-
Hi Ciara,
Thank you for your contributions across the modules in this course. I like how you are planning for different ways to explore the local area through the arts. Mallow castle and river walk allow for lots of exploration of the history of the area and also the wildlife and biodiversity through the various arts activities outlined. You could consider the bridge near the park also for art activities such as construction. I like how you are planning to allow the learners to share their work with other classes and parents to further engage them.
Thanks for sharing, I hope you have enjoyed the course.
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For a Senior Infant class, I would plan a year-long project exploring the natural and scientific heritage of our local area. We could begin by taking short walks around the school and local park to observe trees, flowers, birds, insects and other wildlife. The children could use simple recording sheets, drawings and photographs to record what they find during each season. This would link with the biodiversity work from the earlier modules. We could also use maps and aerial photographs to explore the local area and talk about important places and features. The children could learn about a local scientist, engineer or other person who has contributed to the area, keeping this simple and age appropriate. We could include maths by counting and sorting plants or animals, and art through nature drawings, leaf rubbings and creative projects. English could involve stories and talking about their discoveries. I would aim for outdoor learning every two weeks, keeping activities fun and hands-on so all children are involved
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Class Project on the Local Area
I would plan a whole-school project exploring the scientific, natural and built heritage of West Offaly, helping pupils understand how the local environment has been shaped by people, water, engineering and the natural world. The project could run over one school term, with scope for students in each class group to work on different aspects of the locality and in turn, with the possibility to contribute to a shared whole-school project.
This project would focus on Birr Castle Demesne, the River Shannon, the Grand Canal and local Martello Towers. While exploring Birr Castle, pupils could investigate the gardens, biodiversity, the Great Telescope and the engineering and scientific achievements associated with the Parsons family. The River Shannon in both Banagher and Shannonbridge along with its tributaries surround the local area – providing pupils with the opportunity to explore habitats, water, wildlife, flooding and the importance of the river to the local community. The Grand Canal in Shannon Harbour would provide an opportunity to investigate transport, engineering, locks, bridges and how waterways changed life in the area. Martello Towers (such as one of the only inland towers in Banagher) could introduce pupils to structures, materials, forces, measurement and the historical reasons for their defensive design.
The project would link naturally with the Primary STEM curriculum with opportunities for linkage and integration across the curriculum as a whole. Learning would take place both inside and outdoors, through local walks, fieldwork, sketching, measuring, photography, biodiversity surveys and water investigations. Digital tools such as mapping applications could help pupils explore the area from different perspectives.
To engage every pupil, I would use mixed-ability groups with different roles such as researcher, photographer, map-maker, recorder and presenter. The project could culminate in a “West Offaly STEM Heritage Exhibition”, where each class presents its findings through models, maps, experiments, artwork, graphs and digital presentations. This would allow pupils to see that STEM is not separate from their local community, but is embedded in the places, structures and natural environments around them. -
I would plan a project based on the natural and scientific heritage of our local area. We could begin by discussing local wildlife, plants, rivers and other features that the children are familiar with. The class could then work in groups, with each group choosing something different to find out about.
A walk around the local area would be a good part of the project. The children could take photos, make notes and record what they see. We could then use their findings back in school to make a class display or some posters.
I would spread the project over a few weeks and include Science, Geography and Art. I think the children would enjoy learning outdoors and finding out more about their own area. It would also help them to see why it is important to look after the environment.
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I would plan a project on the scientific and natural heritage of Lucan, using the local environment as an outdoor classroom. The project could explore the River Liffey, Lucan Demesne, trees, plants, birds, insects, local habitats and weather. I would begin by using maps and photographs to investigate Lucan’s natural landscape and how it has changed over time. Pupils could then take regular walks to record biodiversity using observation sheets, species identification guides, maps, clipboards and tablets/cameras. The project could link with several subjects. In Science, pupils could investigate habitats, food chains and seasonal changes. In Geography, they could map the River Liffey and local habitats. Maths could involve measuring trees, recording species numbers and creating graphs. In English, pupils could write reports, poems or information leaflets about Lucan’s natural heritage, while Art could involve drawing plants, animals and landscapes. To engage everyone, I would use group roles such as photographer, map-maker, recorder and researcher. The project could finish with a class or whole-school exhibition sharing the children’s findings.
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage.
We are very lucky to have our school directly opposite the ward river valley which is a beautiful source of geographical features such as the valley and a river, native grassland area and woodland planted with native woodland mix and lots of native plants and animals. It also has a number of historical features with recent archaeological digs discovering evidence of human activity from the Bronze Age. In the park we have a motte and bailey and former working mills remains and 18th century ornamental garden. It is a rich resource for the school within our historical town of Swords.
Using the river as a source of study we will integrate activities from the arts – we will In music we will begin by listening the classic music piece The Moldau (Vltava) by Bedrich Smetana which is about the Vlata river’s journey from mountain spring, past a castle to Prague. This is similar to the ward River in Swords which passes by swords Castle before reaching the estuary. We will listen to the music and using UDL concepts children can choose their own method of response – using scarfs for movement, drawing a picture, drawing a line to trace the music, recreating the river etc. We will look at pictures/video clips of the Vlata Ricer also.
In the next lesson we will visit the Ward River Valley, we will walk along the river tracing it’s journey and taking photos. We will stop regularly to record sound clips of the area. We will use this visit and the sound clips we will use this visit, pictures and sound clips to compose and perform our own composition to describe the journey of the ward river valley using percussion instruments.
Children can also choose to create a PowerPoint photo story, a picture or a story titled – A moment in the life of The Ward River.
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Hi Edel,
How wonderful to have such rich heritage in the locality of your school. What an experience to have recent archaeological digs too. Lots of opportunities to make connections between the learners’ own lives and history.
I like your plan to explore the Ward River valley with a focus on the arts. It allows for multiple ways for the class to show their learning and represent their local area through music and art. As you have mentioned, you can link to classical music too which may inspire their own compostions. Thanks for all your contributions across the modules. I hope you have enjoyed the course.
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I would base an art project on the different types of trees in the woods near our school. I think this would be a good way of getting the children outside and encouraging them to really look at what is around them. We could take photographs and collect some fallen leaves, while also looking closely at the shape of the trees, their leaves and the patterns on the bark. Once back in the classroom, the children could work in groups to research and identify some of the trees they found. Each child could then choose one tree and create an observational drawing or painting in detail, showing its shape, leaves and bark. They could also make a bark rubbing using paper and crayons and include this in their artwork. Beside their finished piece, they could add the name of the tree and a few interesting facts. We could put all the work together to create a display for the wider school community to view. I think this would be a nice way to combine outdoor learning, research and art while helping the children become more familiar with the natural environment in our local area.
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This sounds wonderful Siobhan, children love exploring the great outdoors and sounds like you are making fantastic use of what’s on your doorstep. it would be such a lovely activity for the upcoming autumn season and your artwork would reflect the beautiful autumnal colours and the rich and varied leaf colours observed. Leaf and bark rubbings are always a big hit, simple yet effective!
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Theme: “Flowers: Nature’s Delicate Beauty”
Class: 3rd & 4th ClassScience: Nature Walk around the school grounds, observing and exploring. Use of Trail checklists composed in advance by teacher including some decoy flowers!
I.T: use of the ipad to photograph some common local flowers and use of the ipad app ‘Seek’ or ‘Picture This’ to identify less common flowers observed.
Use of Aileen Lambert’s Song ‘Na Blathanna’ and the video tutorial for the teaching of this song on the Heritage in schools website. Love the Linkage with Gaeilge and the chance to learn the Irish names for these common flowers such as the daisy, the dandelion, buttercup and primrose.
Use of Ruth Marshall’s video tutorial again on the Heritage in schools website on how to write a Riddle Poem. Lovely little creative writing lesson in creating their poems and the children would love the game element of solving the riddles to figure out which flower they each wrote about.
Visual Arts Lesson Plan: Flowers from Observation
Strand: Visual Arts
Strand Unit: Drawing / Paint and Colour
Stimulus: A collection of handpicked natural flowers such as daisies, primroses, buttercups and dandelions
Focus: Observing, drawing and painting flowers from direct observation
Learning Intentions
Children will:
• Observe flowers carefully and identify their shapes, lines, colours, patterns and textures.
• Develop their ability to draw from direct observation.
• Experiment with colour mixing to create realistic and imaginative flower colours.
• Explore composition by arranging several flowers on the page.
• Appreciate the beauty and variety found in the natural environment.
Success Criteria
By the end of the lesson, pupils should be able to:
• Look closely at a natural flower and identify interesting details.
• Draw the flower using a variety of lines and shapes.
• Use colour to represent the flower and its surroundings.
• Add detail and texture to make the artwork more interesting.
• Explain something they noticed about their flower or artwork. -
Mark Langtry is a Kildare physicist, science communicator and educator. While he might not be worldwide famous, he is famous in our area that young people look up to. He is Head of Science and Sport at Explorium, Ireland’s National Science Centre, and has also presented science programmes for children. Let’s Find Out has been a big hit in my classroom the last few years making him a great person to use as inspiration for classroom science. He makes science practical, enjoyable and connected to everyday life. One area I would explore with children is the science behind sport. For example, we could investigate how the angle at which a football is kicked affects how far it travels. Children could make predictions, carry out repeated tests, measure the distance and record their results. They could then discuss whether their evidence supported their predictions. Another investigation could look at how different surfaces affect the movement of a ball. Children could roll the same ball across carpet, grass, wood and a smooth floor and measure how far it travels. This would introduce ideas such as friction, forces and fair testing. Mark’s work shows that science does not have to be complicated or limited to textbooks. His approach encourages children to be curious, ask questions and learn through hands-on experiences.
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I really like the idea of using Mark Langtry as a source of inspiration, particularly because he connects science with everyday experiences that children can relate to. The sports investigations would be a great way to engage pupils who enjoy PE while developing their scientific thinking. I especially like the focus on making predictions, carrying out repeated tests and discussing the evidence, as these are important parts of the inquiry process. The investigation into different surfaces would also be a simple but effective way of introducing concepts such as friction and forces. It shows how science can be practical, fun and accessible for children.
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I would teach the children about Peter Rice, an engineer from Dundalk who worked on famous structures around the world, including the Sydney Opera House, Pompidou Centre and Louvre Pyramid. Learning about a local engineer would make STEM more meaningful, as the children would discover that someone from their own area had made an important contribution to engineering. They would then have the opportunity to become engineers themselves through a series of practical investigations.
1. Introduction
I would begin by showing photographs of Peter Rice’s work and asking, “What makes a building or bridge strong?” The children would make predictions before carrying out their investigations.2. Which materials are strongest?
The children would test materials such as paper, card, lollipop sticks, straws and cardboard to see which could hold the most weight. They would record and compare their results, developing an understanding of fair testing and data collection.3. Can we make paper strong?
The children would investigate how changing the shape of paper affects its strength. They would test flat, folded, rolled and concertina shapes by adding weights and observing which design was strongest.4. What makes a strong bridge?
Using what they had learned, pupils would design and build bridges across a gap. They would predict, test and redesign their bridges based on their results.5. Can we build a tower?
Children would work together to build the tallest, most stable tower using limited materials, exploring balance, stability and weight distribution.6. The Peter Rice Challenge
To finish, groups would design and build a structure to solve a real-world problem, such as a bridge, shelter or tower. They would present their designs and explain what they had discovered about forces, materials and structures.-
I had never heard of Peter Rice. The connection to Sydney is very interesting. Even though I am not from Dundalk, I would love to do that lesson. There are lots of opportunities for playful learning which sounds great. It would be fantastic if doing a unit on Australia as well. Great crossover with art too.
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We would take a walk along the local trail to our neaest river. On the way the children could gather the items required to make a map of their trip to the river using sticks, stones flowers, pebbles etc. The children could also create Mandalas using flowers and other objects from the surrounding area.
In music the children would take some time quietly listening to the sounds of the local area. We would have a discussion about the sounds we heard – how can we recreate them using body percussion and instruments in the class. The children in groups would create a composition based on this. They also would have to create a song or rap based on our trip to the river or what they experienced there.
In drama we would create still images of our experience of the trip to the river. The children could also create a drama based on the animals we witnessed around the river.
Under the bridge over the river and surrounding area is a place where many bats are found. We would learn about the life of a bat and write a creative piece about bats and their lives.
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I would base a creative project around Dungarvan Quay and the Cunnigar, exploring the local coastline and its wildlife. I would bring pupils outdoors to observe the beach, sea, birds and plants. Pupils could take photographs, make sketches and record the different sounds they hear, such as waves, wind and birds. In Art, they could create paintings, collages or nature prints inspired by the colours and textures of the coastline. For Music, pupils could work together to create a soundscape using recordings of the sea, birds and other coastal sounds. In Drama, they could create a short performance based on animals and plants found around Dungarvan. For Creative Writing, pupils could write poems or short stories about exploring the Cunnigar from the perspective of a bird, shell or other coastal creature. The finished work could be displayed in school or shared with families, helping pupils develop a stronger connection with Dungarvan’s natural heritage.
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Hi Aoife,
I really like how you have connected the pupils outdoor observations with such a wide range of creative activities. Dungarvan Quay and the Cunnigar are both stunning landscapes and provide a wonderful setting for this type of project. The soundscape idea is particularly engaging and would help pupils develop a deeper appreciation of their local natural heritage.
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We are very lucky to have, right on our doorstep, the vibrant wind turbine farm at Monaincha, Roscrea. Having this local site so close to us provides so many opportunities for pupils to explore our natural and scientific heritage in a creative and meaningful way.
I would like to use the wind farm as a starting point for pupils to express what they see, hear and feel. I think it is important that pupils get the opportunity to experience their local environment first-hand and then have the freedom to respond to that experience in their own creative way.
Below are some of the ideas I would use to involve my pupils in art, music, drama and creative writing.
Art
Inspired by the portrayal of Mary Ward in Her Story, I would ask the pupils to draw themselves in the corner of a page. Following our trip to the wind farm, I would then ask them to draw what they experienced through their own eyes.I would display photographs that we had taken during our visit on the whiteboard. These would act as a stimulus for the children and help them to remember the different things they saw and experienced. I would encourage them not just to draw the turbines, but also to think about the landscape, the boglands, the wildlife, the sky, the people and anything else that caught their attention.
I particularly like this activity because every child’s picture will be different, even though we all visited the same place. It gives pupils the opportunity to show what stood out to them personally.
When the artwork is finished, I would give the pupils time to look at and respond to each other’s work. We could discuss questions such as:
1. What do you think this pupil saw?
2. Did you see the same thing?
3. What aspects of their picture do you like?
4. Is there anything in their work that you find interesting?
5. Did their picture make you think about our visit differently?Music
Having visited the wind turbines myself, I was always struck by the different whirls, hums and whooshing sounds they make. I think these sounds would provide a wonderful starting point for a music activity.Using different percussion instruments and other items available in the classroom, I would encourage the pupils to work together to create a four-part percussion piece inspired by the sounds they experienced during our visit.
They could experiment with different instruments, rhythms, speeds and volumes to try to recreate the movement of the turbines. I would also encourage them to listen carefully to the other sounds around the wind farm, such as birdsong, the wind and sounds from the surrounding boglands, and include these in their composition.
I think it would be lovely to make a class recording of the finished piece and play it for other classes in the school. The pupils would have the opportunity to hear how their different sounds came together to create a piece of music inspired by a place in their own locality.
Drama
Hot seating is a strategy I really like as it encourages pupils to put themselves in someone else’s, or in this case something else’s, position.I would use this activity to encourage the pupils to become a wind turbine. Taking turns, one pupil would sit in the hot seat and become the wind turbine while the other pupils ask questions.
I would encourage the children to personify the wind turbine and imagine what life might be like from its point of view. Questions could include:
1. Are you ever lonely?
2. What excites you?
3. Do you have any friends?
4. How do you feel when classes come to visit?
5. What can you see from where you are?
6. What do you think about the birds and wildlife around you?
7. What is your favourite thing about being a wind turbine?I think pupils would really enjoy this activity, and it would also allow them to use what they have already learned about wind turbines in a fun and imaginative way.
Creative Writing
Having personified the wind turbine during our drama activity, I would use this as a great stimulus for creative writing.I would ask pupils to write a 150-word diary entry entitled:
A Day in the Life of a Wind Turbine
By this stage, pupils would already have explored the STEM elements of how a wind turbine works. They would also have had the opportunity to imagine what it would be like to actually be a wind turbine through the hot-seating activity.I think this would give them a really good starting point for their writing. They could imagine what the turbine sees, hears and feels throughout its day, as well as describing the people, birds, weather and landscape around it.
To add a little more fun, I would encourage each pupil to give their wind turbine a name and draw a picture of it. Their finished diary entries could then be read to a younger class, allowing the pupils to share their stories and creativity with others.
The wind farm is not just something they can see in the distance; it is part of our local landscape and provides a wonderful opportunity to connect science, nature and creativity.
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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 researched about the Grand Canal in Tullamore as this is local to me. However, lots of counites are touched by canals so I thought it would be relevant to many school in many areas. I found a person who I thought was little known John Killaly. I was surprised to find lots of information from many sources including wikipedia, Offaly History Blog, Waterways Ireland Archive and others.
To encourage playful exploration of canal locks, I would ask the children to investigate how locks work using lego, play doh, sticky tape, containers, plastics to see if they recreate a lock.
Furthermore, I think it would be interesting to use Geo Hive map resources to look how Tullamore and other areas developed around the canal and look at how buildings have changed. They children would be interested to see that the old canal warehouse now operates as Shane Lowry’s restaurant.
Other opportunities for learning might include building hump back bridges over a canal (last module) and looking at the role of canals today from leisure/ecological viewpoints but also how they may be used in the future for transporting goods.
There is a canal house and lock key that would be excellent location for a school visit. To reinforce the concept of the canal as an ecological haven, you could also have a recording worksheet to tick as you saw different wildlife.
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I like the idea of using the locks along the canal as a focus for a lesson. As we are also close to the canal, this could be a good way to grab children’s interst and deepen their understanding of how the locks work. Also near us there is different history and local lore based around the different locks.
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
I would involve my pupils in a creative project exploring the natural and scientific heritage of Inistioge and Woodstock Gardens in Co. Kilkenny. We would begin with a local walk to observe the River Nore, local trees, plants, wildlife and the historic Woodstock landscape. Pupils would sketch interesting features, take notes and collect ideas about how the environment has changed over time. Back in the classroom, we would create artwork inspired by the colours, shapes and patterns found in the woodland and river. Groups or pairs could compose simple pieces of music using natural sounds, such as flowing water, birdsong and rustling leaves. We would also develop a short drama or creative writing piece about a day in the life of a Victorian child exploring Woodstock. The project would finish with an exhibition and performance for parents, celebrating our local natural and scientific heritage.
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My school is located very close to The Phoenix Park. I would love to involve my class group in an arts project based on the birds that live in our local park. I would introduce the topic by showing the children images of a variety of birds. We would name the birds and describe them. I would show the children videos of birds with focus on what birds eat and how they build their nests. I would bring the children on a walk to the park- there is a lovely route with a gated lake that allows the children to safely see a variety of birds including ducks and swans. The children would use a recording sheet to name and identify some of the birds they see.
Literacy: There are so many lovely picture books based on birds. Some of my favourites to read to a class group include Owl Babies, A Busy Day for Birds and Don’t Let the Pigeon Drive the Bus.
Music: Flap Your Wings Together from Super Simple Songs is a nice song to explore with a class group. Children can listen and respond through body movement. They can sing as a whole class or in small groups. It can be explored further using percussion instruments.
Visual Art: There are lots of fun and engaging art activities for children to take part in based on birds. Some ideas include drawing sketches of the birds they have seen on the walk in their local park. This could further be explored in fabric and fibre – the children could design and make the nest of the bird using a variety of materials.
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I am extremely lucky that my school is situated within a short drive of Birr Castle. A famous person associated with my local area whom I would love to use as inspiration for classroom science investigations is Mary Parsons, Countess of Rosse. She was a famous astronomer, engineer and photographer who lived in Birr Castle.
Mary Parsons would provide an excellent role model, particularly when highlighting the contribution of women in STEM. When teaching the topic of Space, it is common to focus on people like Neil Armstrong and Buzz Aldrin, but I could introduce pupils to a pioneering female astronomer from their own local area. Pupils could investigate how telescopes work and design and make their own simple telescopes. Mary’s interest in engineering could also inspire pupils to create and test architectural models, exploring which structures are strongest. Mary’s work in photography could lead to investigations into light, shadows and how cameras capture images. Through these activities, I would show pupils that science, engineering and creativity can work together and that people from their own community can inspire them to pursue careers in STEM.
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• Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage
A project I plan to do this year with my Senior Infants class is a lovely concertina card flower collage. The children use watercolours to create an abstract background on watercolour paper, learning about this wonderful medium as they work. Next, they paint circle shapes in various colours on another page. Once these have dried, they use a thin marker to draw a flower on each of the dots. The inspiration for the flowers would be a nature walk in the school grounds. Having first looked at some resources to help us learn about the flowers in our area (irishwildflowers.ie and https://www.wildflowersofireland.net/ for example), we would sketch the flowers on our walk.
Back in the classroom, we use our drawings and the resources to make the watercolour dot flowers. The first page with the abstract background serves as a concertina, when cut in two and then folded into a concertina shape. The two pieces can be attached or used separately. The children cut out the flowers and glue them onto the concertina to record their nature walk. Extra pieces of paper are used to make stems, leaves and minibeasts to enhance the finished product. Some children may be inspired to write the names of their flowers on the back and record a fact or two. The final piece can be given as a card to a family member or friend, or kept as a memento of their experience.
This art design can be used to record many themes – insects, trees, fish and so on.
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I would involve my pupils in a creative project based on the natural and scientific heritage of our local area. As a starting point, I would take the children outdoors to explore the school grounds or a nearby natural area, encouraging them to observe plants, trees, insects and wildlife. The children could take photographs, make sketches and record interesting things they discover.
Using their observations, I would develop an art project where pupils create paintings, collages or observational drawings inspired by the local environment. We could also incorporate music by creating sounds and rhythms based on nature, such as birdsong, rainfall or wind. For drama, pupils could act out the life cycle of a plant or insect and create short scenes based on what they observed outdoors. Younger pupils could also create a simple class story about a local animal or habitat. This project would allow children to develop creativity while building their knowledge and appreciation of their local natural heritage. -
For 5th and 6th Class, I would base a creative project around the Royal Canal, using the local natural heritage as a starting point for exploration and learning. As we are within walking distance to this we could begin with a local walk along the canal, where pupils could observe the water, plants, wildlife and surrounding landscape. They could take photographs, make sketches and record interesting observations.
Back in the classroom, pupils could use their experiences to create artwork inspired by the canal, such as landscape paintings, collages or observational drawings. For Creative Writing, they could write a poem, short story or diary entry from the perspective of someone travelling along the canal in the past or a piece of wildlife living along its banks. Music could also be incorporated by creating a soundscape using recordings or imitations of birds, flowing water and other sounds heard along the canal.
The project would allow pupils to develop creativity while learning about and appreciating their local natural heritage. It may also be beneficial for students to notice and compare the wildlife along the canal at different times of the year. Comparing September/October with January/February and then again with May/June.-
I really like the idea of revisiting the canal at different times of the year. It would give pupils a chance to notice seasonal changes for themselves rather than just learning about them in class. The photographs and observations could also create a lovely record to compare throughout the school year.
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We would involve our pupils in a creative project based on the River Shannon and Meelick Weir. We could begin by exploring the history of the weir, how it was engineered and how the river and local wildlife have changed over time. Pupils could work in groups to create artwork of the Shannon and Meelick Weir using materials such as paint, clay, cardboard and recycled materials. They could also create a short drama showing life at the weir in the past compared with today, including the work of engineers and the changes in technology. We could invite local engineers or community members to share their knowledge and stories. Pupils could then create poems, stories or short scripts inspired by the Shannon. This would connect our local natural and scientific heritage with creativity, STEM, teamwork and a strong sense of place. This is only some of the many many ways this could be an amazing project for our class this coming year.
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Our school is located close to Portumna which is a rich heritage town located on Lough Derg and the River Shannon. It is home to Portumna Castle and Gardens which date back to the early 17th Century, the 13th-century Portumna Dominican Friary, and the regional famine history at the Irish Workhouse Centre. It has a beautiful 450 hectare forest, marina and a swing bridge which connects Galway and Tipperary. There are many aspects of Portumna which could be used in a project to study the area. However, the forest park is a personal favourite for me and is a fantastic resource for exploring trees and animals. There are the most beautiful trees visible in the park on the walking trails which could be central to an art project. The children could take note of the colours and textures of the leaves and bark by doing leaf and bark rubbings. They could take photos of trees and create sketches when they return to the classroom. Free exploration would be very important – allow them to take photos of their favourite flora and fauna.
If I had older classes we would visit Portumna Castle and the Workhouse and ask the children to work in groups to research the history of both and present their findings to the class. -
John Tyndall was a famous physicist born in Leighlinbridge, Co. Carlow. He made important discoveries about light, heat and the greenhouse effect.
I would use Tyndall as inspiration for a classroom investigation into light scattering. Pupils could investigate why the sky appears blue by using a torch, water and a small amount of milk to observe how light scatters. This would allow pupils to make predictions, carry out an investigation, record observations and develop explanations, while also showing them how a famous scientist from their local area used curiosity and experimentation to understand the world around him.
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A famous scientist associated with my local area is Nicholas Joseph Callan. He was a scientist and inventor who became particularly interested in electricity and magnetism. He is best known for inventing the induction coil in 1836.
I would use Callan as inspiration for classroom science investigations by introducing pupils to his story and exploring how electricity has developed over time. Children could investigate simple electrical circuits using batteries, wires, bulbs and switches, and explore what happens when different components are changed. We could also investigate magnets and electromagnets, linking this to Callan’s work with electromagnetism.
I think using a scientist from the local area would make the learning more meaningful for children, as they can see that important scientific discoveries happened close to home. Pupils could research Callan further, create posters or presentations about him, and carry out their own small experiments, encouraging curiosity and showing that science is about questioning, experimenting and discovering.
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John Killaly (1766–1832) was a surveyor and civil engineer who became an important figure in Tullamore and the development of Ireland’s waterways. He joined the Grand Canal Company and became its chief engineer in 1798. One of his most significant achievements was completing the Grand Canal from Tullamore to Shannon Harbour, which opened in 1803. He also worked on roads, bridges and other canal projects throughout Ireland. Killaly lived in Tullamore and died there in 1832.
I would use Killaly as inspiration for a classroom science and STEM investigation based on canals and water. Pupils could visit the Grand Canal in Tullamore, observe its structure and investigate how water flows and how locks work. Back in the classroom, pupils could design and build their own model canal using containers, water and recyclable materials. They could investigate how changing the height or slope affects water flow.
This activity would encourage pupils to make predictions, carry out experiments, measure results and evaluate their designs. It would also provide opportunities to integrate science, engineering, mathematics and local history, showing pupils how someone from their own community used STEM skills to solve real-world problems.
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I would involve my pupils in a creative project exploring the natural and scientific heritage of Birr, Co. Offaly as I am local to the area. We would take a trip to Birr Castle and base activities fro mthe trip.
For art, pupils could create paintings, drawings or collages representing the biodiversity of Birr and the history of the telescope. In music, they could record or imitate natural sounds such as birdsong, flowing water and wind, and combine these into a class soundscape.
For drama, pupils could role-play scientists from the Parsons family and imagine their experiences using the Great Telescope. For creative writing, pupils could write poems, diary entries or stories from the perspective of a scientist, astronomer or even the telescope itself.
The project would finish with a school exhibition and performance where pupils could display their artwork, perform their music and drama, and share their writing with their class, staff, families and wider community.
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Hi Leah,
This sounds like a lovely creative project rooted in the natural and scientific heritage of Birr. A visit to Birr Castle would provide such a meaningful stimulus for pupils, as they could explore both the biodiversity of the grounds and the fascinating history of the Great Telescope.
I really like how you have included a range of creative responses. Recording or imitating natural sounds such as birdsong, water and wind would be a lovely way to encourage pupils to observe the environment closely! They could pair their soundscapes with their drawings to bring them to life. The drama and writing activities based on the Parsons family, astronomers or even the telescope itself would also help pupils connect imaginatively with local scientific history.
The school exhibition and performance would be a wonderful way to showcase pupils’ learning with the wider community. You could also strengthen the STEM link by including simple investigations on light, lenses, habitats or sound before pupils create their final pieces.
Thanks for sharing, and hope you enjoyed the course.
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I would plan a class project exploring the scientific and natural heritage of our local area over approximately four weeks. We would begin by using maps, aerial photographs and online mapping tools to identify important natural and built features in the locality. Pupils could then explore the school grounds and surrounding area, recording plants, animals and habitats they observe. We could compare our findings with records from the National Biodiversity Data Centre and carry out a simple biodiversity survey.
I would also nclude local buildings and bridges, discussing how they were designed and constructed and using these as inspiration for a small engineering design-and-make challenge. Pupils could work in groups to research different aspects of the area before presenting their findings through posters, photographs, maps or digital presentations.
To include the Arts, pupils could create drawings, poetry or short stories inspired by the local landscape and wildlife. Giving pupils different roles within their groups would allow everyone to contribute according to their interests and strengths. -
<p class=”isSelectedEnd”>I would plan a class project exploring the scientific and natural heritage of Wexford and Rosslare, combining science, geography, history and outdoor learning. The project would include the coastline, beaches, dunes, wildlife, marine life, weather and local engineering and scientific heritage. The class could investigate coastal habitats, identify plants and birds, measure wind speed and temperature, and study how waves and erosion change the coastline. Pupils could also research important local people, lighthouses, Rosslare Harbour and the development of transport and maritime technology.</p>
<p class=”isSelectedEnd”>I would plan the project over four to six weeks. It would begin with classroom research and discussions, followed by outdoor fieldwork in Rosslare and the surrounding area. Pupils could collect observations, photographs and measurements and record their findings in science journals. Groups could then create posters, models, digital presentations or a class exhibition.</p>
To involve every pupil, I would provide different roles such as researcher, photographer, recorder, scientist and presenter. This would allow pupils with different interests and abilities to contribute. The project would finish with a Wexford Scientific Heritage Exhibition for parents and the school community. -
We are very fortunate to have Ross lake and forest trail within walking distance of our school so I think that it would be a fantastic opportunity for exploring their natural heritage in their local area. There are a wild variety of possibilities from listening to the sounds along the forest and lake edge and using these as inspiration for a percussion instrument piece to using the bits of nature such as leaves and twigs surrounding them to create an art piece inspired by the area. Again the local piseógs and legends could be acted out along the waterfront trying to incorporate some objects found that could be used for props. For creative writing, students could take in some observations after a long forest and lake walk as inspiration for a poem or a narrative story. With all of these ideas, students would have the opportunity to chat amongst themselves about their ideas or share/present their piece to the group. I love the idea of completing the lesson along the waterfront as it would be such an inspirational setting for them to work in.
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I really like the idea of actually completing the creative work at the waterfront rather than just using it as inspiration back in the classroom! I think being surrounded by the sights and sounds of the lake would make the experience much more meaningful for the children. The idea of using local legends for drama is lovely too and would help connect the natural environment with the history of the area.
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I did some research on engineers and scientists from the North County Dublin area and was very interested to learn about how the Dublin to Drogheda train line was engineered and built; a line that goes through my local town and would be very familiar to the students in my school. The engineer John McNeill, who was born in Drogheda, was the chief engineer on the Dublin to Drogheda railway line project. He was also part of the team that created the line across the estuary from Donabate to Malahide, across the Boyne viaduct near Drogheda and of course through the Ardgillan Castle estate. All these places would be very familiar to the children in my school and a study on MacNeill and his achievements would show the students how one of the most familiar feats of engineering in our locality was thought out, designed and made. We could study each section of the railway from Dublin to Drogheda as a class, and look at why the line was placed where it was, what obstacles they may have faced designing it and why they chose to build it across estuaries, castle demesnes or through certain towns. The children could then recreate some of the more famous landmarks, bridges or sections of the railway line and see if they can improve on the current designs. I think John MacNeill would be a great person to study and take inspiration from when looking at our own local area and the engineering that can be seen around us.
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I really love this idea, especially the suggestion of having the children recreate some of the famous landmarks, bridges and sections of the railway. It would make learning very practical and meaningful, while allowing the children to use their creativity, problem solving and STEM skills. I also love how it gives them an opportunity to see how engineering is all around them in their environment.
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I would plan a four-week project with my 3rd class based on the natural heritage around our school. We would focus on the plants, trees, insects and birds found in our local area.
In week one, we would take a walk around the school grounds and nearby park. The children would use simple recording sheets to identify what they see. In week two, we would use the National Biodiversity Data Centre website to help identify plants and insects. The children could also use Google Maps to mark where different species were found.
In week three, we would collect our results and create simple graphs in Maths. In Art, the children could draw their favourite plant or animal. In English, they could write a short report about their findings. We could also learn about how people can protect local wildlife and make our school more pollinator-friendly. The children could design a small pollinator area for the school and decide which flowers would be suitable.
In the final week, each group could create a poster showing the biodiversity in our local area. We could display the posters in the school and share them with other classes. The children could also give a short presentation about their findings and explain one way they could help protect local wildlife. This project would help children learn about their local environment through real experiences and encourage them to become more interested in protecting nature.
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Hi Grace,
Well done on completing all the modules in this course. Thank you for your contributions across the other modules. You have reflected on how to use the local area for many different tasks and activities for your class.
I like your project plan outlined above and how you would explore the biodiversity of the local area and then using that knowledge to apply it to different subject areas week on week, this would allow for meaningful connections with their learning from week to week. As you have mentioned, it would engage the learners in learning about their local environment and develop an interest in protecting the nature.
Thanks for sharing, I hope you enjoyed the course.
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I really like the idea of this project because it gives the children a chance to learn about nature in a practical and enjoyable way. Focusing on the area around the school makes it more interesting because they can actually see and investigate the plants, insects and birds they are learning about.
I also think it is great that the project links different subjects together. The children can use Maths to create graphs, Art to draw what they find, and English to write about their discoveries. Using the National Biodiversity Data Centre would also help them learn how scientists record and study wildlife.
The pollinator area is a particularly good idea because the children are not just learning about protecting nature, but actually doing something to help. Overall, it sounds like a fun project that would encourage teamwork, curiosity and a greater appreciation of the local environment.
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I really like the idea of using the school grounds as a starting point for the project. The pollinator area would be a lovely hands on activity and would give the children a real sense of responsibility. I think the use of photographs and simple recording sheets would also work really well in my class and could be adapted to suit different abilities.
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Mary Parsons of The Parson’s Legacy at Birr Castle Demesne had a profound interest in photography and using pictorial images to document and record the world around her. I would take this idea and use it in collaboration with our own action plan to protect pollinators in our school. The children could use ipads to take photos every fortnight as a means of recording progress and compare them accordingly noting seasonal changes and progress relating to our pollinators protection plan. We would then also use these images (and real life settings) as stimuli for creative art displays. The children could work independently or in groups to paint our wildflower garden or pollinator friendly trees and record findings, and note and compare seasonal changes also. The initial pictures could be used as data collection as we record our work as part of the All Ireland Pollinator Protection Plan.
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Charles Blacker Vignoles: Engineering Inspiration
(https://www.askaboutireland.ie/reading-room/life-society/science-technology/irish-scientists/charles-blacker-vignoles-/ – Info re Charles Blacker Vignoles, other sites for verification purposes: ICE, Royal Society, UCL and the Dictionary of Irish Architects, I include this as I would be encouraging the children from a young age to site their work and verify their information)
Charles Blacker Vignoles, a civil engineer born near Enniscorthy in County Wexford, provides an opportunity to connect local history with practical engineering investigations. He was involved in railway engineering and is associated with the Vignoles rail, as well as designing and constructing the large suspension bridge over the River Dnieper at Kyiv.
I would use Vignoles and his Kyiv bridge as the starting point for a classroom investigation into bridges and the properties of materials. The children could first explore the structure and consider: What does a material need to be able to do to make a successful bridge? Why does it need these properties? They could investigate different bridge designs and test a range of materials for properties such as strength, flexibility and durability.
I would then transfer this learning to a problem within our school context: designing and making a bird feeder for our school garden. Drawing on our previous biodiversity observations, the children could consider where the feeder should be positioned and what it needs to withstand. They would decide which material properties are important for this particular purpose and justify their choices.
Children would design, make and test their feeders, using agreed success criteria to evaluate their designs and make improvements. Digital tools such as Minecraft or Tinkercad could also be used to create a plan before construction.
This would allow Vignoles’ work to become more than a historical study. The children would use his engineering as inspiration to observe, question, investigate, apply, test and evaluate, transferring learning from a real engineering structure to a new problem within their own environment. -
I would plan a class project to explore the scientific and natural heritage of Tullamore, Co. Offaly. The aim would be to help pupils understand the local environment and see how science connects to the place where they live.
One of the main areas I would include is the natural environment around Tullamore. We could study the Grand Canal, local rivers, wetlands, plants, trees, birds and insects. We could also look at the importance of the boglands around Offaly and learn about how bogs store carbon and support wildlife. The pupils could investigate how the local landscape has changed over time and how people have used natural resources.
The project could take place over about six weeks. We could begin with classroom research and maps, followed by outdoor visits to the Grand Canal and other suitable local areas. Pupils could collect information through photographs, drawings, nature surveys and simple measurements, without disturbing wildlife. We could also invite a local environmental expert, historian or member of a community group to speak to the class.
To make sure everyone is involved, I would divide the class into small groups with different roles, such as researchers, photographers, map-makers and wildlife observers. At the end, each group could contribute to a class presentation, poster exhibition or digital map showing Tullamore’s natural and scientific heritage. This would make the project practical, enjoyable and relevant to all pupils.
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I am very lucky that my school is not too far away from Birr castle and all the pupils would be familiar with it. Mary Parsons, Countess of Rosse, was a famous astronomer, photographer and engineer who lived in Birr castle. Although I admitedly had not heard of her before this course, I have now researched her and am eager to use her as an inspiration for science investigations in my classroom.
I think it is very important to highlight women in STEM in the classroom, as it is usually the men children hear about! Mary Parsons would be an excellent example for this. I’m sure many of my pupils would be eager to find out about a female astronomer from the local area. When learning about Mary, pupils could learn about the telescope. They could then explore how to design and make their own telescopes. Pupils could also investigate Mary’s interest in photography and explore lessons on light and shadows.
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I love that you are focusing on teaching the children about famous and influential women in STEM. I do think it’s so important that we consider diversity when planning the people we teach about and the stories we tell. It’s so important that young girls especially but also boys see women succeeding in typically male fields like science.
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<span style=”font-weight: 400;”>Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage</span>
<span style=”font-weight: 400;”>I would plan an art project based on astronomy and would use the lives and work of astronomers from County Roscommon – James Curley and Dr. Eamon Ansbro. I would begin the lesson by asking the children to discuss what they know about astronomy and to ask any questions they would like answered. Then we would learn about the two astronomers mentioned and the work they carried out. We would use all of this as inspiration for an Art project. I think I would suggest a collaborative project where we make one really big piece inspired by astronomy and the night sky. I would show the children the different constellations and see if any of them wanted to recreate them artistically. The children could use any art materials that they like, but the idea of using paint is very visually striking. I would then ask another teacher in the school if we can present our Art piece while also peer teaching another class what they learned about the county Roscommon astrononmers. </span>
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Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage.
I would take inspiration from the old abbey in our village for a classroom design and make project, with a special focus on recreating its strong stone arches.
We would start by looking at pictures of the abbey and discussing how the arches hold themselves up. A short video about engineers would help set the scene.
The children would then explore materials like cardboard, paper mâché, cardboard tubes and glue, deciding which ones would be best for building sturdy arches. Through talk, sketching and a quick demonstration from me, they would plan their own designs.
Working in groups, the pupils would build their abbey-inspired models, paying close attention to the shape and strength of the arches and using their memories of trips to the abbey alongside the images on the interactive whiteboard to shape their abbey.
At the end, each group would show their structure to the class, explain how they made the arches and give some positive feedback to the other groups.
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I have a similar thought process to yours Shane. We are so lucky to have these gorgeous designs on our doorstep! The children can experience hands-on the wonderful architecture and engineering which make excellent triggers for further learning. Who knows what this might inspire in them for the future!
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I would base a creative project around the birds and wildlife found in the school grounds and local green spaces in Swords. Working in an Autism Class, I would begin with a sensory nature walk using photographs and simple visuals to help the children identify birds insects and plants they see. The children could use tablets to take photographs or simple recording sheets to mark what they find.
For Visual Arts we could create bird artwork using painting collage printing and natural materials such as leaves and twigs. Children could also make simple bird nests using different textures and materials which would be a great sensory activity.
For Music we could listen to birdsong and try to recreate the sounds using our voices percussion instruments and body movements.For Drama children could act out the movements of different birds or create a simple story about a bird in our school grounds. I would use visuals modelling and AAC to support participation allowing every child to engage at their own level.
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The famous engineer I have choosen is William Dargan. William was born in Killeshin, County Laois in 1799. He became known as the ‘Father of Irish Railways’ because of his important work in developing Ireland’s railway system. His work work involved planning routes, using measurements and solving problems.
I would use William Dargan as inspiration for a railway mapping STEM investigation. The children could learn about his work and then use maps and digital technology to investigate railway routes in Laois. The students could plot railway lines between local towns and identify features such as rivers, roads, hills and any buildings. The children could measure distances using maps and calculate how far a train would travel between different locations. They could then design their own railway route, explaining why they choose it.
This activity would combine Science, Technology, Engineering, Maths and Geography. It would develop the children’s problem-solving, measuring, mapping and digital skills while showing them how an engineer from their local area used these skills to solve real world problems.
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With being in the Boyne Valley, one person that comes to mind is Francis Ledwidge. Given that next year will be the 140<sup>th</sup> anniversary of his birth, depending on the class’s age, we could research the man and his life story. We then could examine some of his poetry and work as it relates to nature in the form of birds, rivers, fields and changing seasons. Taking a nature walk around the school as well as the local area, we could go on a senses walk taking note of what one can hear, smell, taste, touch and feel. Back in the classroom, the children could create their own poem called ‘Our Ledwidge Walk.’ TO go with their poem, they could also create a bird’s eye view of the area they explored and add symbols for the things they noticed e.g. a series of dots for flowers, a musical note for bird song etc. This could then be expanded into painting a picture to include all their sense elements or create something from clay to represent their poem.
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I would base a creative project around the natural heritage of East Wall and the nearby Dublin Port and Tolka Estuary. I would begin with a local walk, encouraging the children to look and listen carefully for birds, plants, insects and other wildlife. We could take photographs and make simple sketches of anything that catches our attention.
Back in the classroom, the children could use their observations to create artwork inspired by the local landscape, such as paintings of the river, port or wildlife they discovered. We could also create a soundscape using instruments and our voices to represent the sounds of the area, such as birds, water, wind and boats in the port. For drama, the children could pretend to be different animals living around the estuary or create a story about a journey through East Wall. This would help the children develop a connection with their local area while exploring it through creativity and imagination.
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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 could get all pupils engaged:
Having engaged in the modules, it made me realise how little I use some of the history in our town. We have such a deep culture with regards to ship building, fishing, RNLI, maritime heritage and more. Bearing Junior Infants in mind, I think a month long project would work well to really explore the different aspects. Here are some aspects I would love to explore.
Arklow Shipping: there are many members of the local community that I know have worked with building ships that sail around the world that would kindly visit school and talk about building ships. This could be an excellent trigger point for a ship building STEM task, similar to the bridge task in Module four.
Fishing: Sustainable fishing has been a huge feature of our town. We have designated areas and times for fishing, which many of our children would engage in. There are lots of opportunities for exploration including walking the river walk and beaches of the town. We could include litter picking walks for certain areas to help biodiversity as well as identify areas that are helpful to pollinators.
Arklow’s lifeboat station is the oldest in Ireland. The RNLI have a wonderful link with our school, promoting visits to the station to look around and try on the lifesaving gear as well as stepping onto the lifeboats.
Maritime heritage: we are lucky to have a wonderful maritime museum which showcases fantastic items from our culture and history. This would be an excellent talking point for children following a visit!
Arklow Gansey: Arklow is rumoured to have created the Arklow Gandey woollen jumper pattern which was reportedly robbed and since became the Adan Sweater! This could be a great point for designers in the classroom who would have a creative flair (design a new jumper pattern etc.) thus making the project inclusive of all learning abilities and preferences!
Thankfully, there are lots of tangible and easily-accessed resources and places within a short distance of our school to inspire the children. This way, we wouldn’t have to rely on just pictures from Google to inspire and trigger good engineering thinking.
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