Forum Replies Created
-
Posts
-
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.
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.
I really enjoyed reading your response. I like how you have adapted the bridge-building challenge for every class level, making it accessible across the whole school. Your emphasis on the engineering design process and viewing failure as part of learning is particularly valuable. I also think the idea of a whole-school Bridge Expo is a fantastic way to celebrate children’s creativity, teamwork, and STEM learning
One engineering structure that would make an excellent focus for a classroom project is the Hook Lighthouse in County Wexford. As one of the oldest operational lighthouses in the world, it provides a real-life example of how engineering, design, and problem-solving have been used for centuries to keep people safe at sea.
With my 5th class, I would begin by exploring the history and purpose of the lighthouse using photographs, videos, and maps. We would discuss how its design has enabled it to withstand strong winds, storms, and coastal erosion for over 800 years. Children would investigate the materials used in its construction and the engineering principles behind its stability.
As a STEM challenge, children would work in small groups to design and build their own model lighthouse using recycled materials such as cardboard, paper, and wooden sticks. They could test their structures for strength and stability by using a fan to simulate strong winds. Children would then evaluate and improve their designs before presenting their models to the class.
This project would integrate Science, Engineering, Geography, Mathematics, and Visual Arts while also supporting our Digital Learning Plan through online research, digital design sketches, and presentations. It would encourage creativity, collaboration, and problem-solving while helping children appreciate the engineering heritage of County Wexford.
I really enjoyed reading your ideas. I like how you’ve outlined clear, practical steps that children can be actively involved in. Linking the project with Green Schools, assemblies, and nature walks is a great way to encourage whole-school participation while helping children develop a sense of responsibility for supporting local biodiversity
As a 5th class teacher, I would use the course resources to develop a seasonal biodiversity project that runs throughout the school year, encouraging children to observe how habitats change over the seasons. At the beginning of the project, the class would map the school grounds and identify suitable areas for regular biodiversity surveys.
Once each month, we would take our learning outdoors to observe plants, insects, birds, and other wildlife. Children would use recording sheets, identification guides, magnifying glasses, and tablets or iPads to photograph and record their observations. They would keep individual nature journals to sketch, label, and reflect on what they discover, allowing them to track changes over time.
To integrate other curriculum areas, children would collect and analyse data in Maths, create digital presentations as part of our Digital Learning Plan, and produce detailed drawings in Visual Arts. In English, they could write reports or persuasive pieces about protecting biodiversity. Science and Geography would be developed through investigations into local habitats and ecosystems.
I really enjoyed reading your reflection. I love your idea of using a local walk or the school grounds as the basis for a mapping activity. Comparing maps created with natural materials and LEGO is a fantastic way to encourage creativity while helping children understand that maps can be represented in different ways. It also provides great opportunities for discussion, collaboration, and linking Geography with Visual Arts.
If I was teaching a mapping lesson with my 5th class, I would begin by exploring different types of maps and discussing how we use them in everyday life. I would introduce Google Maps and Google Earth, comparing these digital tools with traditional paper maps to highlight their different features and uses.
The children would then work collaboratively in small groups to investigate the school grounds. Each group would be given a base map and assigned a different feature to survey, such as trees and plants, shaded areas, habitats, seating, or play spaces. They would record their observations using appropriate symbols, labels, colours, and a map key.
After completing their fieldwork, the groups would use the school iPads to create a digital version of their maps using Google My Maps or a similar mapping tool. Each group would present their finished map to the class, explaining the features they recorded and any patterns they noticed. This would encourage discussion, collaboration, and critical thinking while developing geographical and digital mapping skills.
This lesson also aligns well with our school’s Digital Learning Plan, as children use digital technologies to collect, organise, and present information. It provides meaningful opportunities to develop digital literacy alongside Geography, Science, and Maths through an engaging, hands-on learning experience.
I really like your resposne Louise! You have shared some excellent ideas for making climate and environmental topics more engaging for children. I often find these areas can be more challenging to bring to life than other Science topics, but your suggestions show how they can be explored in a practical, relevant, and meaningful way that will capture children’s interest.
Having read Liston, 2018, I reaslise that STEM is much more than teaching these subjects separately. Effective STEM education involves integrating learning through real-world problems, encouraging children to investigate, collaborate, think critically, and develop creative solutions.
In September I will be confident explore more STEM activities with my 5th class. I will do this by encouraging the children to ask questions, make predictions, carry out investigations, and reflect on their findings. Wherever possible, I make learning relevant by connecting lessons to the local environment and children’s own experiences. For example, we explore weather patterns, sustainability, and our coastal environment through practical investigations and digital technologies.I really enjoyed reading your response. I particularly liked how you connected local sustainability initiatives in Meath with practical classroom activities. The link you provided was very interesting and highlighted the importance of community involvement in protecting our coastline. Your idea of using positive local examples and creating artwork from collected litter is a fantastic way to engage children and promote environmental awareness in a meaningful, hands-on way
As a teacher in a coastal community in County Wexford, sustainability is something the children can see in their everyday lives. Local initiatives such as beach clean-ups, recycling programmes, protecting sand dunes, and sustainable fishing and aquaculture all help to protect our coastline and marine environment. These provide meaningful opportunities to connect classroom learning with the local community.
In my classroom, I would encourage children to explore sustainability through practical, enquiry-based activities. We could organise a beach litter survey, investigate how waste affects marine life, or research local businesses that promote sustainable practices. Children could work in groups to collect data, create posters or digital presentations, and share their findings with the wider school community.
I really like your idea of using the Salmon of Knowledge to introduce the topic of seafood nutrition. It makes the learning engaging and accessible for children of all ages, from infants right through to the senior classes. I also agree that analysing food labels is an excellent way to develop children’s understanding of nutrition while making meaningful cross-curricular links with Science, Maths, and Geography.
This module increased my understanding of the nutritional value of seafood and the important role it plays in maintaining a healthy, balanced diet. I learned that fish and shellfish are excellent sources of protein, omega-3 fatty acids, vitamins, and minerals, all of which support children’s growth, brain development, and overall health.
As a 5th class teacher, I can apply this learning by linking it to the SPHE and Science curricula when exploring healthy eating and food choices. I would encourage children to investigate different types of seafood available in Ireland, compare their nutritional benefits, and discuss the importance of making balanced food choices. As our school is located in a coastal community, many children are familiar with fishing and seafood, making the topic relevant to their everyday lives.
I would also include practical, cross-curricular activities such as creating healthy meal plans, interpreting food labels, and researching sustainable seafood. These activities would help children develop a greater understanding of nutrition while encouraging healthy lifestyles and an appreciation of Ireland’s rich marine resources.
I really like your emphasis on aquaculture as a real-life context for STEM learning. Your point about children learning through investigation and problem-solving rather than memorising facts reflects best practice in primary education. I also agree that these resources can support a consistent, whole-school approach to STEM and sustainability