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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.
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.
I really like the idea of testing the bridges with different weights. I think the children would enjoy seeing whether their predictions were correct and then figuring out how to make their bridge stronger. I also like that you have included time for the children to reflect on what worked and what they would change, as it makes the activity much more about problem-solving than just making a bridge.
I would use the suspension bridge in Birr Castle Demesne as inspiration for a simple bridge design challenge with my Junior Infants. We would first explore photographs of different types of bridges and talk about what bridges are used for and what makes them strong. We could then work in small groups to design and build a bridge using materials such as blocks, cardboard, lolly sticks and paper.
The children would test their bridges by seeing if they could hold small toy cars or other objects. I would encourage them to think about what worked, what did not work and what they could change. Maths could be naturally integrated by counting materials, comparing the length and height of bridges, measuring with non-standard units and seeing how many objects each bridge could hold. We could also use positional language such as *over, under, across* and *between*. I think the challenge would be a great opportunity for the children to develop problem-solving, creativity and teamwork skills.
I really like the idea of getting the children involved in recording the pollinators they find. I think this would make the learning much more meaningful and help them recognise the wildlife right around them. The signs and information boards are a great idea too, as they could get the whole school thinking about how we can support pollinators.
I would like to develop a seasonal biodiversity project with my Junior Infants, using our school grounds as an outdoor classroom throughout the year. We could go outside once a week for a short “nature hunt”, using simple picture-based recording sheets to help the children notice changes in plants, trees, insects, birds and the weather. We could take photographs and add these to a class biodiversity journal so that we can look back and compare the different seasons.
I would keep the activities very hands-on and manageable for young children. In Maths, we could count and sort what we find and make simple graphs. In English, the children could learn new vocabulary, talk about their discoveries and create simple nature sentences. Art could involve observational drawings, while SESE could focus on seasonal change, habitats and living things. I think the repetition of returning to the same outdoor spaces throughout the year would be particularly valuable, as the children would begin to notice changes for themselves.
I really like this idea! I think the children would really enjoy getting outside with the tablets and seeing their observations become part of a real map. It’s also great that you’re looking at both the positive areas and places that could be improved, as this gives the Green Team something practical to work on throughout the year. I especially like the idea of displaying the finished map so the whole school can see what they discovered and how the grounds might change over time.
For Junior Infants, I would begin by asking the children what a map is and what we might use one for. We could then take a short walk around the school, stopping at familiar places such as the classroom, yard, office and school gate. Back in the classroom, I would ask the children to help me create a simple map of our journey using photographs, drawings and symbols. We could discuss questions such as, “What did we pass?”, “Where was the yard?” and “How could we show this on our map?” I would then use Google Maps to show the school from above and compare it with our map. The children could identify familiar features and discuss why the two maps look different. This would develop spatial awareness and observation while linking Geography with Maths, oral language and digital learning.
I like your point about bringing STEM learning outdoors and using the natural environment as a resource. I also definitely find that giving children opportunities to investigate and discover things for themselves makes the learning much more meaningful, while also naturally developing curiosity and problem-solving skills.
I teach infants so have thought about this lesson with infants in mind! I’d start by showing the children a photograph of the I-LOFAR radio telescope at Birr Castle and asking ‘What do you think this is?’ and ‘How could scientists use it to learn about things they cannot see?. This’d introduce the idea that there are different types of waves and that not all waves are visible.
I’d then allow the children to investigate sound through simple activities. They could pluck elastic bands, tap drums or rulers and observe what happens when they make a sound. We’d discuss what they notice and introduce the idea that sound is caused by vibrations. We could then explore light using torches, mirrors and different materials, investigating what light can travel through and how shadows are formed.
To make the lesson accessible I’d use visual prompts, demonstrations, simple vocabulary and allow children to record their observations through drawings or oral explanations. We would finish by returning to the I-LOFAR telescope and discussing how scientists can use invisible radio waves to learn about space.
This module increased my understanding of the nutritional benefits of seafood and the important nutrients it can provide, including protein and omega-3 fatty acids. I think this is a topic that could be introduced to children in a simple and engaging way, particularly when learning about healthy eating and where our food comes from.
In my classroom, I could use photographs and packaging from different types of seafood to introduce children to the variety available. We could discuss what foods we eat, where they come from and how different foods help our bodies to grow and stay healthy. I particularly like the idea of using the phrase “brain fuel” when talking about some of the nutrients found in seafood, as this would be an accessible way to introduce the concept to younger children.
This could link with SPHE, oral language and Visual Arts through activities such as creating healthy-food posters or designing seafood packaging. It would also encourage children to think about making healthy choices and developing positive attitudes towards food.
I really liked your point that sustainability doesn’t have to be something children associate only with coastal areas. My school is in n urban setting. Like you said, protecting hedgerows, planting for pollinators and reducing food waste show how sustainability can be part of everyday life.
I really like the idea of presenting seafood as “brain fuel” for younger children, as it makes the nutritional benefits much more accessible and engaging. There are so many opportunities to link this with SPHE and oral language, especially through children creating their own slogans or advertisements. I think the packaging activity would be particularly fun for younger classes while still giving them a meaningful reason to learn about nutrition.
I really like your point about adapting the ARC resources for younger pupils rather than seeing them as only suitable for older classes. I agree that the focus on questioning, exploring and teamwork can be easily incorporated into play-based learning in the infant classes. I also think sharing these approaches across a school could help build STEM skills progressively from infants upwards.
I agree that the balance between supporting coastal communities and protecting the marine environment is really important. I also liked learning about how aquaculture supports local employment and businesses, as it shows children that the sea can be an important part of a community’s economy as well as its environment. It would be a great topic for helping children make connections between sustainability, food and the world around them.
