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For a 1st class lesson on map making, I’d start by talking with the children about what maps are and why we use them, showing a simple printed map of the school or neighborhood. Then, open Google Maps on a screen and zoom in on their local area, pointing out roads, buildings, and parks to help them connect real places to the map. Next, take the class outside to collect natural materials like leaves, sticks, stones, and flowers. Back inside or outside, help the children arrange these items on the ground or on a large sheet of paper to represent different parts of their environment — sticks can be paths or roads, leaves can be trees, and stones can mark buildings. Encourage them to think about where things are placed and help label their maps with simple words or symbols. After this hands-on activity, briefly show them an online mapping tool like Geohive, explaining how maps can be interactive and show different colors or features, then compare this to their natural maps. Finally, discuss what they learned about maps, how they made their own using natural materials, and how maps help people find places.
Hi Joan,
Some lovely ideas here. I really like how fun and playful you’ve made the lesson. Having the children use Google Maps to find things in their local idea is a great way of making the lesson more meaningful for the children.
1st Class lesson – The Night Sky
I will begin by showing them a big, bright photo of a starry night over Ireland and asking what they notice and how it is different from the daytime sky. I expect this will spark plenty of discussion — some children might recall spotting the Moon from their bedroom window, while others may remember seeing stars on a late journey home.
We will then play a sorting game with picture cards, deciding which belong to the daytime sky and which to the night. I will use a torch as the Sun and a globe to model how the Earth spins, creating day and night. The children will take turns “shining the Sun” on our small planet and experimenting with how light and darkness change.
After this, I will introduce some key facts: the Sun is a star, stars are far away, the Moon changes shape, and sometimes we can even see planets. Then we will become “Night Sky Detectives”. Using simple star charts and cardboard telescopes, the children will go on a hunt for constellations around the room, imagining what a real telescope might reveal.
To finish, each pupil will draw their own night sky and share one new thing they have learned. I will also set a home challenge: one evening, with a parent or guardian, they will spend a few minutes looking at the night sky and make a drawing of what they see. When they return to class, we will compare their drawings and discuss how the sky can look different depending on the night and the location. This will ensure the sense of curiosity continues beyond the classroom.
Hi Patricia,
I really enjoyed reading through your activities there. The activities are well suited to 3rd class and the children will really enjoy them. Love the use of design and make element in making a periscope too. Well done
Hi Danielle,
I really enjoyed reading your post — it’s fantastic that your dissertation focused on outdoor education! It sounds like you already have a strong foundation and a clear vision for creating a meaningful and lasting outdoor learning space.
I love the idea of using raised beds not just for growing produce but also for comparing cultivated and wild spaces. It’s a brilliant way to highlight biodiversity in action. The integration across multiple subjects like maths, science, STEM, geography, and even PE is a great example of how outdoor learning can enrich the whole curriculum.
I also really like how your plan supports both biodiversity education and your school’s sustainability goals. The raised beds would not only contribute to a greener school environment, but also give students the chance to see first-hand how different planting methods affect the local wildlife. It’s hands-on, purposeful, and impactful learning — a great initiative!
Using some of the identification tools and resources outlined in this module, identify some species of plants or animals in your own local environment and record them with the National Biodiversity Data Centre and then outline how you would get your class involved in citizen science projects.
Using identification tools and resources from this module, I identified common species such as dandelions, daisies, and blackbirds in my local area in inner city Dublin. I used the Seek app and the Wildflowers of Ireland website for plant identification, and BirdWatch Ireland resources for birds. I then recorded these species on the National Biodiversity Data Centre’s platform.
To involve my class in citizen science, I plan to run a “Biodiversity in Our School and Beyond” project. While our school grounds offer some opportunities for exploration, we are fortunate to have the Phoenix Park nearby. This provides access to a wider variety of habitats and species. My students will use ID apps and printable guides like the Minibeast Safari and Leaf Identification Challenge to identify and record local biodiversity. We will keep observation journals and participate in national projects like the Garden Bird Survey. This will help students become active contributors to real-world science.
