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I really enjoyed reading this. Birr Castle Demesne is such a fantastic resource, and you’ve highlighted so many meaningful ways to use it across the curriculum. I particularly like the idea of revisiting the castle throughout the year to explore biodiversity, STEM, mapping and local history, as it gives children authentic, hands-on learning experiences while helping them develop a stronger connection with their local area.
As a teacher from Offaly, I would use Sir Charles Parsons, the renowned engineer from Birr and inventor of the steam turbine, as inspiration for a classroom science investigation. I would begin by introducing the children to his life and discussing how his inventions changed the way electricity is generated and transported around the world.
To make the learning practical and engaging, I would challenge the children to investigate the power of moving air by designing and building simple windmills or pinwheels using paper, card and wooden skewers. They would test how different blade shapes and sizes affect how quickly the windmill spins, making predictions, carrying out fair tests and recording their results. Older pupils could investigate renewable energy further by designing simple wind turbines and exploring how wind energy can be converted into electricity.
The project would integrate several curriculum areas. In Science, pupils would explore forces, energy and materials. In Mathematics, they would measure blade lengths, record results in tables and graphs, and compare data. In English, children could write a biography of Sir Charles Parsons or explain their investigation. In Art, they could design and decorate their windmills, while Geography could focus on renewable energy and wind farms in Ireland.
Using a local engineer as the stimulus helps children appreciate the important contributions people from their own community have made to science and engineering while encouraging curiosity, creativity and problem-solving through hands-on investigation.
I really like this lesson. Using The Three Billy Goats Gruff as the stimulus makes the challenge meaningful and engaging for infant children. I also like how you encourage pupils to plan, build, test and improve their bridge, as it mirrors the engineering design process in an age-appropriate way. There are excellent opportunities for integrating oral language, maths, art and STEM while developing children’s creativity, collaboration and problem-solving skills.
Using the suspension bridge in Birr Castle Demesne as inspiration, I would organise a whole-school STEM bridge-building challenge. The project would encourage every class to engage in the engineering design process by investigating, planning, creating, testing and improving a bridge appropriate to their class level.
The challenge would begin with a visit to Birr Castle Demesne, or alternatively a virtual tour and photographs if a visit was not possible. Children would observe the bridge closely, discussing its purpose, structure, materials and design features. They would then explore different bridge types, such as beam, arch, truss and suspension bridges, and consider why particular designs are suited to different environments and uses.
An integrated, cross-curricular approach would underpin the project. In the younger classes, storybooks, play-based learning and construction materials such as LEGO, blocks and loose parts would encourage children to experiment with building strong structures. Older pupils would investigate the engineering behind bridges, research famous bridges from Ireland and around the world, and use digital tools such as Tinkercad or simple bridge simulation apps to sketch and refine their designs before construction.
The mathematical learning would be differentiated across the school. Younger children would focus on shape, spatial awareness, estimating, measuring length and height using informal and standard units, and comparing the strength of different designs. Middle and senior classes would apply measurement, perimeter, scale, symmetry, angles, weight, capacity and data handling. They could test how much weight their bridge could support, record results in tables and graphs, calculate averages, and evaluate how design changes affected performance.
Throughout the project, pupils would work collaboratively in teams, using recycled and everyday materials to design, build, test and improve their bridges. They would be encouraged to view failure as part of the learning process, refining their designs based on evidence gathered during testing. The project could culminate in a whole-school “Bridge Expo,” where each class presents its bridge, explains its design choices and reflects on the mathematical thinking, engineering skills and teamwork involved. This authentic STEM challenge would foster creativity, resilience, communication and problem-solving while demonstrating how mathematics can be applied meaningfully to real-world engineering.
I really like this idea. The combination of practical actions, such as No Mow May, with pupil leadership through the Green Team creates a genuine whole-school approach to biodiversity. Inviting local experts to lead nature walks is also a great way to deepen children’s understanding of pollinators and strengthen their connection with the natural environment.
Q. Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
Response: Our whole-school seasonal biodiversity project will focus on birds. This project will enhance teaching and learning throughout the year while encouraging children to value and protect local wildlife, particularly during the winter months when food sources are limited.
At the beginning of the project, we would create an action plan outlining our goals, resources and seasonal activities. Resources from BirdWatch Ireland, along with bird identification guides, observation keys, binoculars, tablets and nature journals, would support children’s learning. Recording sheets would include bird identification checklists, seasonal observation logs, tally charts, weather records and simple field journals where children can record sightings through drawings, photographs and written observations.
Learning would be taken outdoors at least once a week to observe birds in the school grounds, monitor feeding stations and record seasonal changes. Regular observations would help children recognise patterns in bird behaviour and understand how biodiversity changes throughout the year.
The project would be integrated across a range of curriculum areas. In Science, children would investigate habitats, life cycles and adaptation. In Mathematics, they could collect and analyse data from bird counts using graphs and charts. In English, pupils could write nature diaries, reports and poetry inspired by their observations. Geography would involve mapping bird habitats around the school, while Art could include sketching birds and creating bird-themed displays. Through STEM, children could design and build bird feeders, bird baths or nest boxes using recycled materials, developing problem-solving and engineering skills.
Using an integrated, hands-on approach and making regular use of the outdoor environment will help children develop a deeper appreciation of biodiversity while fostering curiosity, responsibility and environmental stewardship.
I really enjoyed reading about this activity. I like how the mapping task has a real-life purpose and encourages children to observe and explore their local environment. It’s a great example of integrating geography, digital technology and environmental education while giving pupils ownership of meaningful projects.
Q. For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive.
Response: Although the ease and accessibility of online mapping platforms such as Google Maps have transformed the way we navigate our surroundings, I believe they have also contributed to the perception that traditional map-making and map-reading skills are no longer necessary. However, developing these skills from an early age is essential for fostering children’s spatial awareness, reasoning and understanding of the relationships between real objects, symbols and representations.
To introduce map making in a younger classroom, I would begin by reading Martha Maps It Out to engage the children and introduce the concept of maps in a meaningful and age-appropriate way. Following the story, we would discuss the children’s immediate environment, beginning with our classroom before expanding our thinking to the wider school environment. This allows children to build on their prior knowledge and experiences.
Working collaboratively in small groups, the children would use a variety of 3D construction materials, such as LEGO, blocks and Unifix cubes, to create a model of the classroom or school. Once completed, we would compare and discuss the different models, introducing key map-making vocabulary such as *map, aerial view, symbol, legend, key* and *location*. Through discussion, children would begin to understand that maps represent places from a bird’s-eye view using agreed symbols.
To further develop this understanding, I would hide a piece of “treasure” somewhere in the classroom and ask the children to add its location to their model using an agreed symbol. This would provide an authentic opportunity to introduce the concept of a map key or legend and explain how symbols help us communicate information clearly.
The lesson would then incorporate technology by exploring our school using Google Maps. Children would compare the aerial image of the school with their own models, identifying similarities and differences and making any necessary adjustments to improve the accuracy of their representations. This comparison would help children make meaningful connections between real-world places, physical models and digital maps while developing their spatial thinking skills.
Assessment for learning would take place throughout the lesson through observation, questioning and discussion. The children’s understanding would inform subsequent lessons, which could include creating simple maps of the school grounds, using directional language, or exploring local landmarks using Google Maps or GeoHive to further develop their geographical knowledge and digital mapping skills.
I agree, Michelle. Liston’s approach has also encouraged me to broaden my understanding of STEM and to integrate it more intentionally into everyday teaching and learning. Using STEM to address real-world problems helps children recognise that their learning has purpose and that the solutions they develop can have a meaningful, positive impact on their school and wider community.
After reviewing Liston’s (2018) paper, Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths, I have reflected on how STEM education is integrated into my own classroom practice. My approach aims to provide all children with meaningful opportunities to develop the knowledge, skills and dispositions needed to become active, informed and engaged learners. As Liston (2018) emphasises, STEM education extends beyond the individual subject areas and should provide children with opportunities to apply their learning in authentic, cross-curricular contexts.
In my classroom, I strive to create engaging, hands-on learning experiences that encourage children to investigate, explore and solve problems collaboratively. From my experience, integrating STEM activities across the curriculum increases children’s motivation and engagement, as it promotes active learning and provides regular opportunities for discussion, teamwork and shared decision-making. Rather than learning concepts in isolation, children are encouraged to make meaningful connections between science, technology, engineering and mathematics while applying their understanding to real-world situations.
Furthermore, STEM projects provide valuable opportunities for children to develop key skills such as communication, critical thinking, problem-solving, reasoning, resilience and leadership. Through collaborative design challenges and inquiry-based learning experiences, children learn to generate ideas, test possible solutions, evaluate outcomes and reflect on their learning. These experiences foster creativity and perseverance while encouraging children to view mistakes as opportunities for learning and improvement. Overall, I believe that integrating STEM education in this way supports the holistic development of children and prepares them with the skills and confidence needed to engage thoughtfully with an increasingly complex and technology-driven world, reflecting the vision of STEM education outlined by Liston (2018).
Joan,
I like that you are using a local person of interest as a stimulus for learning. Sometimes, we (myself included!) forget about the rich history, geography and STEM potential of the local area. Your post inspired me to research my school’s local area and I feel ready to integrate the rich heritage of the area into my yearly planning, teaching and learning.
Dolores,
I recently visited Birr Castle and took some photos and videos of the suspension bridge to use in the next academic year as a beginning stimulus to gain the children’s interest in the bridge.
Previous classes I’ve had really enjoyed the practical hands on engineering tasks/learning opportunities. I’ve gained some lovely ideas from your post and look forward to trying them in September.
Mary,
Thank you for a wonderful idea of keeping a plain ‘doodle’ copy for each child. I particularly like the connection to nature and well-being, providing the child with a concrete, healthy space to explore their emotions and thoughts over time.
I resonate with your approach Joan. Children learning about map making through play will encourage and foster a love for geography and spatial reasoning. This enables children to learn to both read and make maps that show the spatial relationships among people, places, and environments. Using interactive activities like treasure hunts, creating personalised maps of their environment, and using map symbols in games like bingo will introduce children to the wonderful world of maps and navigation.
