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Hazel, what a good idea to use Mary Ward. There was an area in my secondary school that was called after her. I think using her would definitely inspire a class to be more curious about the natural world.
When I googled famous scientist and engineers from Wexford, Patrick Prendergast was the first name I saw. He is a scientist and engineer from Oulart, County Wexford. He studies how bones and joints work and helps design artificial hips and knees so people can move more easily. His work has helped improve the lives of many people around the world. I would tell my class that Patrick was once a child in Wexford, and by being curious and working hard, he became a scientist who helps others.
Using Patrick as inspiration, I would carry out a simple investigation called “Which Bone Is Strongest?” The children would use paper straws, plastic straws, and wooden craft sticks to make small bridges. They would add books one at a time to see which material holds the most weight. Before testing, the children would predict which material would be strongest. Afterwards, they would record their results and discuss why some materials are stronger than others. This investigation teaches children about fair testing, making predictions, observing carefully, and recording results. It also helps them understand how engineers use science to solve real-life problems and improve people’s lives.
Using the suspension bridge in Birr Castle Demesne as inspiration, I would plan a hands-on STEM bridge challenge for 1st class where pupils design and build a bridge to hold a small toy or weight. We live very close to JOhnstown Castle and a visit to this would help the children to see a bridge in real life setting. We would begin by exploring the bridges in Johnstown Castle and discussing its features, such as cables, towers and the deck, linking this to Birr Castle.
Children would follow a simple design process: Ask, Imagine, Plan and Create. In groups, they would draw their ideas and then build using materials like lollipop sticks, straws, string and cardboard. After construction, each bridge would be tested for strength and after this, based on discussions an improved versions could be constructed.
Mathematical thinking would be key. Pupils would measure in centimetres, compare and estimate sizes, and use 2D and 3D shapes in their designs. They would count materials used, solve simple addition and subtraction problems, and record how much weight each bridge holds. Results could be shown using pictograms or simple bar charts. Pupils would also use mathematical language such as longer, shorter, heavier and lighter when discussing their work.
This activity develops problem-solving, collaboration and early mathematical reasoning in a fun, meaningful context.
A couple of years ago, our school made bird feeders and we got an owl box installed high up in our forest area. The younger classes made them from milk cartons and filled them when needed. It was amazing to see all the birds coming and this year we had owls in the owl box.
This year, I would register our school garden with the All-Ireland Pollinator Plan and record our actions and progress through the monitoring tools which are recommended. I would hopefully liaise with our Green School coordinator, complete the registration process online and clearly map existing habitats within the school grounds. This would provide the bases of our planning improvements and tracking change over time.
I love the idea of No mow May and this would definitely support pollinators in a practical way and also allow wildflowers to grow and provide early nectar sources. The Green Schools committee could also deliver a monthly wildlife watch during assembly to raise awareness and to share with the entire school the observations. This would really give them a sense of awareness and the they are doing their bit to help pollinators in our school setting. The possibility of engaging the whole Staff would be developed through biodiversity CPD training to ensure consistent whole-school understanding. Inviting external professionals would also consolidate all the learning and understanding .
Seamus , this would be a great use of the app. The idea that they could see their own surroundings from space and particularly for the younger children. So engaging for them. We have recently purchased a class set of chromebooks so this would be a great use of them in class. And the integration of Geography and art ideas. Thank you .
Module 2: Map Making
This lesson supports pupils in:
* Developing an awareness of familiar places.
* Using simple maps and plans.
* Recognising and using simple map symbols.
* Understanding positional language (e.g. beside, behind, in front of, left, right).
* Beginning to interpret aerial photographs and maps.Learning Objectives
The children should be able to:
* Explain that a map is a picture of a place viewed from above.
* Identify simple symbols used on a map.
* Create a simple map of the classroom or school.
* Use positional language accurately.
* Compare their own map with an online map.Resources
* Large sheet of paper/whiteboard
* Pencils, crayons and rulers
* Classroom objects
* Printed aerial photograph of the school
* Interactive whiteboard
* Google Maps
* GeoHive Ireland website## Lesson 1. Introduction
Questions:
* How do we find our way to school?
* Has anyone ever used a map?
* What does a map help us do?Display a simple treasure map or classroom map.
Introduce the idea that maps are pictures of places from **a bird’s-eye view** (looking down from above).
Discuss simple map symbols such as:
* Door
* Table
* Tree
* PlaygroundModel using this vocabulary:
* beside
* behind
* next to
* in front of
* left
* rightAfter that,as a whole class, we will create a simple map of the classroom.
Ask pupils where objects should be placed:
* “Where is the teacher’s desk?”
* “Where is the reading corner?”
* “Which symbol should we use?”Introduce the idea of a **map key (legend)** using pictures.
Next the children work individually or in pairs.
They draw a simple map of:
* the classroom
* or the route from the classroom to the playground.They should include:
* simple symbols
* labels
* a title
* a keyMore able pupils could include:
* a compass showing North
* arrows showing directionInvite pupils to explain their maps to the class.
Ask questions such as:
* How would someone find the library using your map?
* Which symbol did you use for the teacher’s desk?
* What was the hardest part of drawing your map?Finish by reinforcing that maps help us understand where places are.
## Assessment
**Assessment for Learning:**
* Teacher observation
* Questioning throughout the lesson
* Completed pupil maps
* Ability to use positional language correctlyGoogle Maps
Google Maps is an excellent way to help children connect their own maps with real-world maps.
I would:
* Display the school on Google Maps using satellite view.
* Compare the aerial image with the children’s classroom maps.
* Zoom in and out to show how maps change from local to global.
* Identify familiar landmarks such as the school, playground, church or park.
* Introduce Street View (where appropriate) so children can recognise familiar places.This helps pupils understand that maps are representations of real places and introduces the concept of different scales.
GeoHive
GeoHive, developed by Ordnance Survey Ireland, provides accurate Irish mapping and aerial imagery suitable for educational use.
I would use GeoHive to:
* Locate the school within the local community.
* Compare aerial photographs with maps.
* Explore local features such as rivers, roads, parks and buildings.
* Discuss how maps can be used by people such as firefighters, postal workers and builders.
* Show how maps can change over time by comparing different layers where available.GeoHive also introduces pupils to official Irish mapping and encourages exploration of their local environment.
I am exciting to explore the Curious minds website aswell and use this as part of our STEM projects and inspiration for ideas.
Module 1 Lesson
Children should be able to:
Explain that sound is made by vibrations.
Recognise that light helps us to see.
Understand that some waves, like radio waves, cannot be seen but can carry information.
Ask questions, make predictions and carry out simple investigations.
Work cooperatively to share ideas and explain their findings.Start by showing a picture of the I-LOFAR radio telescope and asking:What do you think this is?
Does it look like a telescope?
How do you think scientists use it?
Can we learn about something without seeing it?Its important at this stage to explain that while our eyes can only see some things, scientists also use special equipment to “listen” to radio waves coming from space. Compare this to hearing a bird before you can see it.
Activity 1 – Exploring Sound
Question:How is sound made?
Provide pupils with simple objects such as:
Rubber bands
Drums or containers
Tuning forks (if available)
Rulers hanging over the edge of a tableAsk pupils to:
Predict what will happen when the object is plucked or tapped.
Observe what they see and hear.
Describe how the object moves.Class discussion:
What did all the objects have in common?
What made the sound?Activity 2 – Exploring Light
Question:
How does light help us?
Using torches and mirrors, allow pupils to investigate:
How light travels.
How mirrors reflect light.
What happens when an object blocks the light and creates a shadow.Ask:
Can light go through everything?
Why do we need light to see?It is important at this stage that they understand that light helps us see and travels in straight lines.
Activity 3 – Invisible Waves
Explain that not all waves can be seen.
Ask pupils:
Can you see Wi-Fi?
Can you see radio signals?
How does your favourite radio station reach your house?Link this to I-LOFAR by explaining:
“Instead of looking at stars with a giant lens, I-LOFAR listens to tiny radio waves coming from space. These waves tell scientists about stars and galaxies far away.”
STEM Challenge
Working in small groups, pupils design and build a simple model of a radio telescope using recycled materials such as:
Cardboard
Paper cups
Card tubes
Foil
StringEach group explains:
What their telescope is listening for.
How it helps scientists learn about space.There are no right or wrong designs—the focus is on creativity and explaining ideas.
Hands-on Learning
Allow pupils to explore using real materials.
Encourage learning through play and investigation.
Pair pupils with supportive classmates.
Use sentence starters such as:
“I noticed…”
“I think…”
“My prediction was…”
Allow pupils to record ideas through drawings instead of extended writing.HI Michaela, I love the idea of an eco map. I have never seen this in use in any classroom and will definitely be doing it with my class. Thank you for sharing
Sustainability is very evident in my local area. We’ve seen more community-led initiatives such as beach clean-ups, community gardens and an annual Harvest festival that promotes locally sourced produce. Recycling, biodiversity, and reducing single-use plastics has become more and more important, with many local shops encouraging customers to bring their own containers or bags.
In the classroom, activities like local area walks to identify eco-friendly initiatives, school litter committees and simple recycling or composting projects will make sustainability feel real and relevant. I’d also invite students to design their own posters, upcycling crafts, or “green pledges”—to help them take ownership of sustainable actions.
In our school first classes take part in the Litter Pickers programme every year which links in really well with the local Tidy Towns committee. Our local County Council provides the classes with a pack, including litter pickers, gloves, refuse sacks etc It’s a brilliant way to promote awareness of the local environment and community and the children really enjoy participating in it.
2nd to 5th class form the green school committee and they meet regularly to come up with ideas of making our school more sustainable. This allows the children to take control and put their ideas into action..
Children need to be taught that seafood helps their cognitive development and that Omega-3 fatty acids support concentration, memory, and learning. I remember as a child been told that fish is good for your brain but never really understanding where seafood came from. Seafood can also help good bone health and that seafood is essential for their overall growth and wellbeing, both physically and mentally.
The “Nutrition of Seafood” module and corresponding resources offers a crucial opportunity to educate students about healthy eating and sustainable food choices.
It’s a great topic for health and science lessons but it also allows for discussions about sustainability, global food systems, and even culture. Students could look into where their seafood comes from, what nutrients it provides, and how different cultures prepare it. By connecting nutrition with real-world issues and personal choices, we can help students make more informed decisions about their own health and the planet now and for the future.
We should be making more advantage of this remarkable resource as an island with such great conditions that are perfect for aquaculture.Food tasting and simple cooking ideas for great ways for the kids to understand the nutritional value of seafood. It would be very engaging for the class.