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I really like this idea, especially the way it connects science, nature and local history in a very meaningful way. Birr Castle Demesne and the Great Telescope are such strong hooks for the children, and I think the hands-on activities like the river investigations and nature walks would really bring it to life. The whole-school exhibition at the end is a lovely way to celebrate and share all the learning.
I really like this activity because it combines history, engineering and problem-solving in a very hands-on way. Testing the bridges with real water would be really engaging for the children and encourage them to think critically about improving their designs. It sounds like a fun STEM challenge that they would really remember.
I like how practical and achievable this plan is. Getting the whole school involved, from the Green Schools committee to the caretaker, would really help make it sustainable. I also like the idea of children recording their findings and sharing them at assemblies, as it gives them ownership of the project while raising awareness across the school.
I agree, I really liked the mapping activities too. The idea of using natural materials after a walk is such a simple but engaging way to develop children’s understanding of maps. I also like your idea of mapping the school grounds first, as it’s something familiar to the children and would make a great hands-on lesson.
I agree with this response. The Curious Minds and ESERO websites are very practical and well-structured resources that support effective STEM planning and make it easier to deliver engaging, cross-curricular lessons. I also find Discover Science useful, and it is a good reminder to revisit it more regularly. The suggested activities, such as the colour wheel and the make-your-own telescope lesson, are particularly valuable because they are hands-on, adaptable for different class levels, and clearly resourced. Overall, I also feel this module has helped build confidence in using a wider range of STEM resources and in planning more active, inquiry-based lessons in the classroom.
I would involve my pupils in a creative project to design and build a living wall using native Irish plants, linking science, art and sustainability. The project would begin with pupils researching suitable native species such as ivy, ferns, foxglove and wild strawberry, focusing on plants that support pollinators and thrive in vertical growing conditions. In groups, they would design the layout of the living wall, deciding where each plant should be positioned based on light, colour, texture and growth habits.
To extend the creative and environmental aspect, pupils would create a mural to form the name of the living wall using recycled plastic bottle caps. They would sort, design and arrange the caps into patterns and colours, turning waste materials into a visual artwork that enhances the display while reinforcing messages about recycling and sustainability.
The completed wall would act as a living learning space, where pupils observe growth and change over time, fostering teamwork, creativity and environmental responsibility.
In Adamstown Castle ETNS, engineering is clearly visible through the ongoing construction of high-rise apartment blocks and modern housing developments in the local area. I would use these buildings as inspiration for a Design and Make project where pupils explore how engineers design strong, stable structures for growing urban communities. Children would investigate photographs and observations of local construction to examine frameworks, materials and how tall buildings are supported against wind and weight.
In class, pupils would design and build model apartment blocks using materials such as straws, cardboard and blocks, focusing on height, strength and stability. This would be extended through our LEGO club, where children work collaboratively to design and construct bridges that must hold their own body weight. They test, refine and improve their designs, developing problem-solving and resilience.
Key questions would include: How do engineers ensure tall buildings are safe? What shapes make structures stronger? How can we make bridges stronger and more efficient? This links local engineering to hands-on STEM learning.
To support pollinators, I would register our school garden with the All-Ireland Pollinator Plan and begin recording our actions and progress through their recommended monitoring tools. As Green Team coordinator, I would first complete the registration process online and ensure we clearly map existing habitats within the school grounds. This would provide a baseline for planning improvements and tracking change over time.
To support pollinators in a practical way, we would implement a “No Mow May” initiative to allow wildflowers to grow and provide early nectar sources. The Green Team would also deliver a monthly wildlife watch presentation during assembly to raise awareness and share observations with the whole school community. Staff engagement would be developed through biodiversity CPD training to ensure consistent whole-school understanding. In addition, we would invite external professionals to lead nature walks with classes, helping pupils identify species and appreciate the importance of pollinators in our local environment.
As Green Team coordinator, I begin each school year by completing a mapping activity of our school grounds with the new committee. Using tablets, the children download an aerial image of the school and use it as the base map. We then walk around the grounds together, identifying and marking biodiversity hotspots such as wildflower areas, mature trees, bird habitats and pollinator-friendly spaces. Pupils also map areas of concern, including litter hotspots, invasive species or places where biodiversity could be enhanced. Back in the classroom, they use online mapping tools to add layers, labels and photographs to create a digital biodiversity map. We then print it and display it on the Green Team board for the school to see and make use of throughout the year. This activity encourages observation, collaboration and critical thinking while developing digital skills. Questions we explore include: Where is biodiversity greatest? Which areas need improvement? How has the school environment changed over time? The completed map helps the Green Team plan realistic environmental projects throughout the year.
Reading Liston (2018) made me reflect on how STEM is taught in my classroom. I use the Science Explorers programme from Folens to provide a structured approach to science, while encouraging as much hands-on learning as possible. I believe children develop a deeper understanding when they investigate, experiment and discover concepts for themselves. I also make a conscious effort to bring learning outdoors, using the natural environment as a resource for exploring scientific ideas. Observing plants, animals and seasonal changes helps pupils make meaningful connections between classroom learning and the real world. These experiences encourage curiosity, problem-solving and critical thinking, which are key elements of STEM education. Liston reinforced the importance of integrating STEM in authentic and engaging ways, and I hope to continue providing opportunities that inspire children to explore and develop a lifelong interest in science.