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What a great project to undertake and I can only imagine how interested and engaged the kids were to collect and hear all the stories of past pupils from the school!!
One inspiring figure is Mary Ward (1827–1869), a pioneering Irish scientist and microscopist born in Ferbane, near the Tipperary-Offaly border. She had strong connections to Birr Castle which is in the locality of my school, where she worked alongside the Parsons family, contributing to early scientific discoveries. I would use Mary Ward as inspiration for a classroom project on biodiversity and observation.
We’d begin by learning about her work with microscopes and her detailed drawings of insects and plants. Then, we’d go outdoors for seasonal biodiversity walks—using magnifying glasses or digital microscopes to closely examine minibeasts, leaves, or soil samples. Inspired by Ward’s sketches, pupils would draw what they see, helping to develop observation skills.
This would link naturally to the Minibeast Safari and Spring Diary. We’d discuss how careful observation helps scientists make discoveries and how Mary Ward, despite limited opportunities for women in science, made a lasting impact. Her story shows pupils that curiosity and determination lead to learning.
Sounds like a great project Adrian with great local links to it that the kids will be able to connect with. The constraints make it challenging and mirror real life problems that engineers contend with.
Working in a school close to the town of Birr means the suspension bridge there would be the perfect inspiration for a class project in my room. I would plan a fun and engaging bridge-building challenge for Second Class. We’d begin by looking at pictures and videos of the bridge, discussing its features—strong towers, cables, and how it spans across water. Then, in small groups, children would plan and build their own bridges using materials like lollipop sticks, string, card, and sellotape.
To integrate maths, we’d measure materials using rulers (length in cm), estimate and compare distances between bridge supports, and count how many coins each bridge can hold before collapsing. Pupils would record their results in simple tables or bar charts. They’d also explore shapes used in strong structures (like triangles) and think about balance and symmetry.
This project would support spatial awareness, problem-solving, and reasoning. We’d finish with a “Bridge Showcase,” where each group explains their design choices and tests their bridge. It’s a creative way to connect STEM, maths, and local heritage through hands-on learning.
Hi Mary, I like how continue to revisit this throughout the year and have a copy for the kids to record their finding and would be interesting for them to look back on and make observations at the end of June!!
To run a seasonal biodiversity project throughout the year, I would draw on the wide range of resources from, such as the Wild Connections Project, Minibeast Safari, Flora Trail, and materials from the National Biodiversity Data Centre. The project would begin with a nature walk to observe seasonal changes and introduce the idea of phenology—how weather affects plant and animal life. Each month, we’d go outdoors to track these changes using tools like the Spring Diary Challenge, leaf ID sheets, minibeast hunt forms, and wildflower walk templates.
We’d record our findings on nature journals and online via the Biodiversity Ireland website or app. I’d integrate other subjects by using maths for tallying and graphing sightings, English for nature writing and oral reports, art for sketching species, and SPHE for discussions on care and responsibility for the environment.
Learning outdoors would happen fortnightly or more often depending on weather. This hands-on, real-world approach boosts pupil wellbeing and engagement while making biodiversity learning meaningful and ongoing across the seasons.
With younger classes, I’d start a map-making lesson by exploring the classroom or school grounds. We’d talk about what a map is and look at simple examples together. Then, the children would draw their own maps of the classroom, using symbols for things like tables, doors, or the teacher’s desk. To connect this to the wider world, I’d use Google Maps on the interactive whiteboard to show where our school is. We could zoom out to see the local town or village and talk about nearby landmarks. With support, we might also explore Geohive to look at aerial views or simple maps of Ireland. This gives the children a real sense of place. We’d finish the lesson by creating a simple treasure map or walking route around the school, combining imagination and real-world mapping. The key is keeping it visual, hands-on, and linked to their everyday environment.
Liston’s (2018) paper “Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths” makes you think about what STEM really means in schools. It suggests that it’s not just about teaching the four subjects separately, but about bringing them together in a hands-on, creative way that helps children solve real-life problems. In my classroom, I see this happening more and more. We do projects where children build things, use simple coding, and explore how maths and science connect to the world around them. The kids love working in teams and trying things out for themselves. That said, there are still some challenges—like finding enough time and making sure I feel confident teaching all areas of STEM. Liston’s ideas remind me that STEM isn’t just about facts; it’s about encouraging curiosity and helping children think in new ways. That’s what I try to bring into my classroom every day.