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Our school is located just 400 metres from the Living Bridge at the University of Limerick, making it the perfect inspiration for our annual engineering design and make project. Each year, we bring pupils on a field trip to the UL campus to explore and study the various bridges that cross the River Shannon, with a special focus on the Living Bridge itself.
The Living Bridge is Ireland’s longest pedestrian bridge, stretching over 350 metres across the Shannon. Its unique, curved structure is supported by cables and designed to flow with the river, both visually and structurally. It is not only an engineering achievement but also a peaceful space filled with nature. Pupils can observe swans, geese, and ducks below, while the canopy of trees at eye level gives the feeling of walking among the treetops. The bridge gently sways, adding to the sensory experience.
Back in school, pupils use what they observed to design and build their own model bridges using recycled materials like cardboard, string, and lolly sticks. They learn about forces, balance, structure, and sustainability. This project ties into science, geography, and art, while also encouraging teamwork, critical thinking, and real-world connections to engineering in their local environment.
Many thanks, Fiona — these resources are fantastic! They’ll be a great help in guiding pupils through observation and data collection activities, and I’m really looking forward to putting them into practice.
To run a seasonal biodiversity project across the school year, I would use resources from the Curious Minds programme(formerly Discover Primary Science and Maths) by Science Foundation Ireland. The project would focus on observing and recording changes in biodiversity in our school’s wildflower areas.
We would begin in spring with a 1 square metre survey, using the Curious Minds Biodiversity and Habitats lesson plans. Pupils would mark out their squares and use SFI-provided identification keys and worksheets to record plant types, insects, and other small organisms. This survey would be repeated in each season, allowing pupils to observe and track biodiversity over time.
From late spring to early autumn, we would take part in Garden Butterfly Monitoring, guided by the Curious Minds citizen science projects. Pupils would count and identify butterflies weekly, using simple field guides and the SFI Butterfly Monitoring Sheet. Data could be submitted to the National Biodiversity Data Centre.
We would use the Curious Minds logbooks for pupils to record findings and reflect on seasonal changes. This project integrates science, maths, literacy, and ICT, helping pupils develop observation skills, data handling, and environmental awareness through fun, hands-on learning throughout the year.
These are wonderful suggestions and I can see how children can use their prior knowledge to bring in their own skills to achieve the goals.
The outdoor map layering activity is a great way to get pupils learning through hands-on work. I would use it to help them explore the school grounds and link what they find to digital tools like Geohive and Google Maps.
Lesson Plan Idea:
We would start by looking at maps in the classroom. Using Google Maps, pupils would find the school and nearby roads, parks, and buildings. Then we’d use Geohive to look at land use and other map layers like trees, water, and buildings in the local area. This would help pupils understand how maps show real-world information.Outdoor Activity:
Pupils would work in groups to map things in the school yard such as:Light and shade (using phone apps or light meters)
Noise levels (using decibel apps)
Ground types (grass, concrete, tarmac)
Litter (counting pieces in certain areas)
Plants and insects (biodiversity)
Each group would create a map layer. Back in class, we would combine their maps by drawing on clear plastic sheets or using online tools.Questions to Explore:
Where is there the most litter?
Do quiet places have more plants or animals?
How does shade affect plant growth?
This lesson helps pupils learn to observe, record, and understand their local environment in a fun and meaningful way.These are simple but very effective ideas on how to introduce concrete materials and let children learn through touch and exploration of resources.
Inquiry-Based Lesson Using the I-LOFAR Radio Telescope: Waves, Sound and Light
Inspired by the I-LOFAR radio telescope, I would design a simple, inquiry-based lesson on waves, sound, and light for my pupils. To begin, we would explore what waves are using fun demonstrations like dropping a stone in water. I would then link this to how sound travels in waves using string telephones and tuning forks.
Next, we would investigate light by using prisms and torches to show how light can bend and split. Using a hands-on approach, pupils would ask questions like “Can sound travel in space?” or “What kind of waves does a radio telescope detect?”
We would refer to the I-LOFAR to show how it listens to space using radio waves, making the topic exciting and real. Group discussions, drawing wave diagrams, and building simple models would help all learners access the topic while encouraging curiosity and exploration.
How is rising sea temperature affecting marine life in our local coastal waters, and what actions can be taken to protect these ecosystems?
Reflection:
To engage pupils with this research question, I would start by highlighting the importance of the ocean and its ecosystems, particularly focusing on marine life that is familiar or accessible to them, such as local fish species, coral reefs, or marine plants. Bringing the topic close to home helps make the issue more relevant.Incorporating field trips to the coast, where students could observe marine life and gather data on sea temperatures, would provide hands-on experience and a deeper connection to the subject matter. They could also examine case studies of how similar ecosystems have been affected by rising sea temperatures in other parts of the world, encouraging them to think globally while acting locally.
To foster engagement, I would encourage them to collaborate on creative projects, such as developing awareness campaigns or proposing conservation initiatives. Emphasizing the impact their research could have on preserving local marine environments for future generations would further motivate them to take an active role in the project.
I am currently tracking some of these satellites and just waiting for a clear dry night. We could be waiting though by the looks of it.
The EO Browser is a powerful online tool that provides access to vast satellite imagery and Earth observation data from various sources, including Copernicus Sentinel missions. It allows users to visualize, analyze, and download high-resolution images of the Earth’s surface over time. With its intuitive interface, you can monitor environmental changes, assess natural disasters, track urban development, and explore a wide range of other applications. Whether you’re a scientist, educator, or simply curious about our planet, the EO Browser offers an accessible way to explore Earth from space.
Classroom Use: In class, the EO Browser can be used to teach students about remote sensing and environmental science. For example, you could have students compare images of a region before and after a natural disaster to study its impact. You could also explore deforestation, urban expansion, or climate change by analyzing time-lapse imagery. It’s an engaging tool that makes complex Earth science concepts more tangible and visually compelling for students.
“HOME” by Yann Arthus-Bertrand and Greta Thunberg’s TEDx talk are powerful resources for teaching children about climate change. “HOME” presents a breathtaking visual journey that illustrates Earth’s beauty while highlighting the environmental destruction caused by human activity. Greta Thunberg’s TEDx talk complements this by emphasizing the urgency of climate action and empowering young people to take a stand.
To introduce these topics to primary school pupils, I would start by simplifying the key concepts. Using age-appropriate language, I would explain how our planet is like a big home that we share with animals, plants, and other people. I would use pictures and short clips from “HOME” to show both the beauty of nature and the damage we are causing. This visual approach helps children grasp the importance of protecting the environment.
Next, I would introduce Greta Thunberg as a role model, explaining that even young people can make a big difference. Through storytelling and group discussions, I would encourage pupils to think about small changes they can make in their daily lives to help the planet.
By combining visual learning, storytelling, and practical actions, I aim to inspire a sense of responsibility and hope in young learners, empowering them to be part of the solution.
In Activity 3 of the Weather and Climate resource, students watch the Paxi video about greenhouse gases and use a prediction tool to estimate future temperatures. This combination of visual content and interactive learning effectively engages students, helping them grasp the concept of greenhouse gases and their influence on climate change. The video breaks down complex topics into more digestible content, while the prediction tool allows students to apply their understanding and explore potential climate outcomes. To further enrich the activity, integrating a discussion where students critique different prediction models and examine their assumptions could enhance critical thinking skills. Additionally, providing additional resources on current climate policies and mitigation strategies would give students real-world context and reinforce the significance of their studies. These improvements would deepen students’ comprehension of climate change and inspire them to think critically about how to address its challenges.
