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Yeah I really like the idea of using Birr Castle, as there are so many opportunities to link local history and nature with different areas of the curriculum. The diary entry idea is particularly good, as it could lead naturally into drama and allow the children to imagine what life in the castle was like for different people.
Local Natural and Scientific Heritage
I would involve my pupils in a creative project based on the natural and scientific heritage of Edenderry and the Grand Canal. We would begin with a walk along a safe section of the canal or around our local area, observing the wildlife, plants, waterways and features of the landscape. Pupils could take photographs or make sketches and record what they notice.
Back in the classroom, we could use these observations across different subjects. In art, pupils could create paintings or drawings of the canal and its wildlife. In creative writing, they could write a story or poem from the perspective of an animal living along the canal, or imagine a journey along the canal in the past.
We could also incorporate drama, with groups creating short scenes based on the history and wildlife of the canal. This would allow pupils to explore their own local heritage in a creative, cross-curricular and engaging way.
I really like the idea of using the small bag of coins on the bridge. Also very good to introduce vocabulary that is relevant to building a bridge as such, like span, load support etc.
Using Local Bridges in Edenderry to Explore Engineering and Maths
I would use Edenderry and the Grand Canal as inspiration for a bridge-building STEM challenge. We have several local examples, including Downshire Bridge, George’s Bridge, Walsh Bridge, Blundell Aqueduct and Rathmore Bridge, which many of the children would be familiar with. We could look at photographs of these bridges and discuss their different designs, shapes, materials and purposes.
I have completed a similar STEM bridge challenge with my 4th Class before. Pupils worked in groups to design and build a bridge that had to span the gap between two tables. They were given limited materials and had to consider how they could make their bridge strong enough to support weight.
Maths would be naturally incorporated through measuring the span, length and width, exploring shapes and symmetry, and estimating how much weight the bridge could hold. We would then gradually add weights to each bridge, record the results and compare which designs were strongest. This would be a practical and enjoyable way of combining local history, maths, engineering, problem-solving and teamwork.
Hi, I really enjoyed reading your post. I like how you have planned actions that involve the whole school, not just the Green Team. Registering with the All-Ireland Pollinator Plan is a great idea, and I think the monthly wildlife presentations would help keep biodiversity on everyone’s agenda throughout the year. Inviting local experts to lead nature walks is another excellent way to make the learning more engaging and meaningful for pupils.
Throughout the school year, I would run a seasonal biodiversity project with my 5th class, encouraging pupils to observe how nature changes across the seasons. We would bring learning outdoors at least once every fortnight, using the school grounds and nearby green spaces to investigate plants, trees, insects and birds. I would use the Wildflower Walk Challenge and Minibeast Safari Challenge recording sheets from the course, along with identification guides from the Wildflowers of Ireland website and the National Biodiversity Data Centre. Pupils would keep individual nature journals where they record observations, sketches, photographs and weather conditions throughout the year.
The project would integrate many curriculum areas. In Science, pupils would investigate habitats, life cycles and biodiversity. In Geography, they would map habitats around the school. In Maths, they could collect and display data on the number of species observed each month using graphs and tables. In English, pupils could write nature reports, persuasive pieces about protecting biodiversity or create information leaflets. Art lessons could include observational drawings of flowers, leaves and insects, while Digital Learning could involve creating presentations or digital biodiversity maps. By revisiting the same locations throughout the year, pupils would develop observation skills, scientific inquiry and a greater appreciation of the natural environment in their local community.
Hi, I really enjoyed reading your post. I think using an aerial image of the school as the starting point is a brilliant idea and makes the activity very meaningful for the children. I also like how the map is updated with labels and photographs and then displayed for the whole school to use. It gives the pupils real ownership of the Green Team’s work while developing both their digital and environmental awareness.
In Senior Infants, I would begin by reading a story linked to journeys or local places before discussing what a map is and why we use one. We would explore simple maps of the classroom and school, identifying key features such as doors, windows, the playground and the office. Pupils would then work in pairs to create their own simple map of the classroom using symbols and a basic key. To link the lesson to digital technology, I would use Google Maps on the interactive whiteboard to locate our school and explore the local area from above. Pupils would identify familiar landmarks such as the church, GAA grounds or local shops and compare the aerial view with their own maps. I could also use GeoHive to show simple maps of Ireland and discuss counties and where we live. The lesson would finish with a treasure hunt using the pupils’ maps to give directions around the classroom or school. This approach develops geographical skills, spatial awareness, communication and collaboration while introducing pupils to digital mapping tools in an engaging and age-appropriate way.
Hi Eibhlin, I really enjoyed reading your post. I like how you described STEM as being child-centred and inquiry-based, especially in Senior Infants. Your examples of building bridges, investigating floating and sinking, and exploring shadows show how STEM can be integrated into everyday classroom activities. I also agree that encouraging children to ask questions and learn through trial and error helps to build confidence, curiosity and problem-solving skills from an early age.
My lesson would begin by showing pupils images of the I-LOFAR radio telescope at Birr Castle Demesne in County Offaly and asking, “How can a telescope see things if it doesn’t use light?” This would encourage pupils to make predictions and ask questions about waves and how information travels through space. We would then investigate different types of waves by exploring how sound travels using tuning forks or cups and string, before discussing how radio waves are another type of wave that cannot be seen. Pupils would work in groups to test ideas, record observations and explain their findings, encouraging collaboration and inquiry-based learning. To make the lesson accessible, I would use videos, diagrams, demonstrations and hands-on activities, allowing pupils to represent their learning through drawings, oral presentations or written explanations. Vocabulary would be introduced using visual supports, benefiting EAL pupils and those with additional learning needs. I would finish by revisiting the I-LOFAR telescope and asking pupils to explain how scientists use radio waves rather than visible light to explore the universe. Using a local example such as Birr Castle helps make STEM learning relevant and meaningful for pupils while developing scientific thinking and curiosity.