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I like all these ideas Laura and will definitely be taking inspiration from some of your lessons as we are also surrounded by lots of boglands in our area too!
Drawing inspiration from all the five modules, I would organise a cross-curricular project centered on exploring our area’s scientific and natural heritage. Beginning in September, pupils would map the school grounds and identify local species using tools such as the Seek app and the National Biodiversity Data Centre. We’d return to these areas each term to observe seasonal changes, making connections to climate patterns and phenology.
In term two, the focus would shift to local engineering—examining nearby bridges or buildings—and students would take part in a “design and build” challenge using recyclable materials. By term three, they would investigate a scientist or engineer associated with our county, presenting their findings through group posters, short performances, or multimedia presentations.
This year-long project would integrate subjects such as Science, Geography, Maths, English, Art, and Drama, offering every student a unique entry point. It would foster creativity, critical thinking, and collaboration—ending with a celebratory exhibition for families and the wider school community.
The younger children would love this and the fact that you have the pictures yourself and are in them is a brilliant stimulus for the lesson to engage the younger children. That would make for a very exciting lesson!
Birr Castle and its suspension bridge in the Demesne provide an excellent real-world example to spark a bridge-building challenge for a class or even the whole school. For a group in Third Class, I’d begin with a visit to the site—or explore images and videos—to examine the bridge’s function, design, and structural elements. Together, we’d investigate how the bridge supports weight, the materials used in its construction, and the forces that allow it to stay in place.
Back in the classroom, pupils would collaborate in small groups to plan and build their own model bridges. Using materials such as lollipop sticks, string, paper, and recycled cardboard, their goal would be to design a structure that spans 30 cm and holds a light object like a toy car or block.
Mathematical concepts would be embedded throughout this project. Children would take measurements, record their data (e.g. span length, weight capacity), and apply basic calculations to determine material use. They could also incorporate geometric thinking by exploring balance, shapes, and symmetry within their designs.
This engaging STEM activity blends practical engineering challenges with mathematics, encouraging teamwork, creativity, and critical thinking in a meaningful, hands-on way.
I like the idea of using Seesaw Daniel. It’s a nice way of keeping a digital journal and lovely for the parent to be able to see and keep up with too!
I would love to conduct a seasonal biodiversity project with my class in the coming year.
After exploring resources in this module, I’m excited to implement a seasonal biodiversity project with my class. We’ll begin by investigating local flora and fauna around the school grounds using tools like iNaturalist and the National Biodiversity Data Centre. In September, a blackberry ramble followed by jam-making for example could celebrate the start of autumn, while tablets help students classify leaves, observe seed dispersal, and track changes in hedgerows and trees.
Each season brings new learning opportunities. Term two will focus on a bird survey, supported by BirdWatch Ireland resources and bird ID apps, encouraging awareness of migratory patterns and local species. Term three shifts to early blooming flowers and vegetable planting in our raised beds—a highlight from last year we’re excited to expand.
Students will use recording sheets to track biodiversity throughout the year, combining scientific observation with creative activities like leaf rubbings, symmetry studies, and nature sketches. Monthly outdoor excursions will deepen engagement, while cross-curricular links to Science, Geography, and Art promote collaboration, critical thinking, and a sense of environmental stewardship.
I have also done a lesson with my class similar to this Laura and the children absolutely loved the idea of creating directions to their house to and from school. Then we would test out the directions we had created on google maps on the interactive whiteboard to see if it led us to the correct house or not!
To begin the mapping activity, I would first gauge my 3rd class pupils’ prior understanding of maps. We’d have a group discussion about various maps they’re familiar with—road maps, treasure maps, or digital platforms like Google Maps—and explore what kind of details maps can reveal and show us. I’d introduce essential features such as scale, symbols, and map layers, using examples like tourist maps and satellite imagery from GeoHive or Google Maps to deepen their comprehension. Following this, we’d take a walk around the school grounds. Students would record observations or take photos of notable features like trees, pathways, buildings, and seating areas. Back in the classroom, they’d collaborate in small groups to construct large, tactile maps using items like leaves, stones, and twigs. Each group could represent a different aspect—plant life, human-made features, shaded zones, or frequently used spaces. Once the maps are built, we’d revisit GeoHive to compare our creations with actual satellite views, sparking discussions about similarities and differences. To wrap up, we’d reflect through questions like: Where are the shadiest spots? Which area shows the most biodiversity? What parts of the yard are used most often? This activity would integrate and link in with geography, environmental science, and digital literacy in a hands-on, student-led format.
We also use Ipads in our school too Joan and I find they are a wonderful resource and tool to have in the classroom for improving engagement and enriching the content of some of our lessons no matter the class or the age.
This module has reignited my enthusiasm for STEM education and deepened my appreciation of the principles outlined in the department’s STEM Education policy statement. Over the past few years, STEM has grown into a key component of my teaching practice, yet I’m aware that there’s still so much more to explore and improve—particularly in refining a cross-curricular approach that integrates mathematics into inquiry, design, and problem-solving.
I was especially drawn to the hands-on nature of the lessons introduced in this module, which were engaging and grounded in the students’ own experiences. STEM learning offers a rich platform for fostering critical thinking, collaboration, and real-world problem-solving within the classroom.
I’ve previously dipped into the Curious Minds website and plan to make greater use of it in the coming academic year. It’s a valuable tool that aligns beautifully with policy objectives and supports thoughtful, practical lesson planning.
The ESERO Inquiry Framework really stood out to me—I appreciate its clear structure and think it will help keep me intentional and focused in my STEM delivery. I’m eager to incorporate it into my teaching.