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Wow this sounds amazing. What an incredible natural wonder to have in your locality. Love your ideas around lessons on it.
I would involve my pupils in a creative project based around the River Blackwater and Mallow Castle. We could begin by taking a walk near the river and castle, where the children could observe the trees, plants, birds and wildlife. We could talk about what makes these places special to our local area. The children could create drawings and paintings of Mallow Castle, the River Blackwater and the wildlife they see. We could also use drama by acting out a story about the castle or pretending to be animals living along the river. For music, the children could create sounds to represent the flowing river, birds and other wildlife. They could also write short poems or stories about visiting the river or castle
At the end, we could display the artwork and perform the poems, music and drama for another class or parents. This would make learning about our local area fun and meaningful.I would use the bridge over the River Blackwater in Mallow, Cork, as inspiration for a class bridge-building challenge. I would begin by showing the children pictures of the bridge and talking about what bridges are used for and why they need to be strong. We could discuss the different parts of a bridge and what makes it stable. The children could then work in small groups to design and build their own bridge using materials such as lollipop sticks, cardboard, paper cups and blocks. They could test their bridges by seeing how many toy cars or small weights they can hold. Maths could be included throughout the activity. Depending on the class level, children could count and compare materials, measure the length and height of their bridges, explore 2D and 3D shapes, and use simple addition and subtraction. Older pupils could record measurements and compare which bridge held the most weight.
This would make maths practical, creative and fun.I would register my sensory garden with the All-Ireland Pollinator Plan by adding it to the Actions for Pollinators online map and recording the actions I have taken to help pollinators. In the sensory garden, I could plant native, pollinator-friendly flowers with different colours, scents and textures. I could also allow some grass to grow longer, avoid using pesticides and provide areas where insects can shelter and nest. To register my school, I would discuss the plan with the principal and teachers, identify suitable areas around the school and add the school to the Pollinator Plan. The school could create a pollinator-friendly sensory garden, plant native flowers, reduce mowing and avoid harmful chemicals. Students could observe and record bees, butterflies and hoverflies and take part in a Flower-Insect Timed Count. Signs could also be added to explain why pollinators are important. These actions would make the school more attractive, educational and supportive of biodiversity and help protect important pollinating insects.
I love the idea of circle time and sharing different ideas. This will help children who may be a bit stuck for ideas.
For a younger class, I would make map making simple and connected to the children’s own lives. I would begin by talking about familiar places, such as their home and school. We could look at a simple map and discuss what we can see. The children could then draw their own home-to-school map, including roads, buildings, trees and other landmarks they recognise.I could use Google Maps on the interactive whiteboard to show the real route from the school to a nearby area. This would help children understand that maps represent real places. I could also briefly use GeoHive to explore maps of Ireland in a child friendly way. The lesson would be hands-on, with children creating their own maps using paper, crayons and symbols. I would encourage them to talk about their routes and explain what they have included.l in their maps.
Hi Sharon.
good idea for giving roles to the children. I haven’t done this before but it would make it more “official” and engaging for them for sure. Will try soon.<p class=”isSelectedEnd”>After reading Liston (2018), I can see that STEM is not just about teaching Science, Technology, Engineering and Maths as separate subjects. In an infant classroom, STEM happens naturally through play, exploring and everyday activities.</p>
<p class=”isSelectedEnd”>Children are learning science when they explore water, plants, animals, light and different materials. Maths can be included through counting, sorting, shapes, patterns and comparing objects. Engineering can happen when children build with blocks and figure out how to make a tower stand up. Technology can also be introduced through simple digital tools and exploring how everyday objects work.</p>
<p class=”isSelectedEnd”>As a teacher, I can support STEM by giving children opportunities to explore, ask questions and try things for themselves. I can ask simple questions like, “What do you think will happen?” or “How can we make it stronger?”</p>
Overall, I think STEM is already a big part of infant classrooms through play, curiosity, problem-solving and learning through doing.There are many songs, poems and pictures that help us to think about the night sky. At night, when we look up, we can see the moon and the stars shining brightly. The song Twinkle, Twinkle, Little Star is one that children everywhere love to sing, and it makes us think about how small we are compared to the big sky above. The band Coldplay sing a song called A Sky Full of Stars. This song makes us imagine the sky sparkling with millions of lights. Long ago, artists painted pictures of the stars too. Vincent van Gogh made a famous painting called Starry Night, showing a sky full of bright stars swirling in the dark. Music like Clair de Lune, which means moonlight, helps us to feel how calm and magical the night can be. All of these help us to feel close to the stars and the moon!
Hi Orlaigh
I love your Wildlife detective project idea. Sounds like a great way to get the children more engaged and involved in their learning.
To explore biodiversity in our local area, I’d start with a nature walk around the school or a nearby park. We’d look out for birds, insects, flowers, and trees – anything that shows signs of life. The children could use simple checklists with pictures to help them spot and name what they find – a nature treasure hunt. Back in class, we’d chat about what we saw and make a display with drawings and photos. To talk about light pollution, I’d use storybooks or short videos about animals that are awake at night, like bats or owls. We’d think about how too much light might make it hard for them to hunt, sleep, or find their way. Using torches in a darkened room, the children could explore how light changes what we see. I’d keep everything playful and hands-on, helping the children build a sense of care and curiosity for nature around them.