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In our class we will discuss Robert Boyle. We would learn that he is known as one of the founding figures of modern chemistry. We would learn that he is most famous for Boyle’s Law, which describes the relationship between gas pressure and volume, he made important contributions to the scientific method through careful observation and experimentation. In the classroom, I would use Boyle as inspiration to spark curiosity and develop investigative skills. We would explore simple air pressure experiments, such as using syringes to demonstrate how gas compresses. Students could also test how much air a balloon can hold under different conditions, recording and graphing their findings. We would link Boyle’s method of questioning and testing ideas to our own process of making predictions, conducting fair tests, and drawing conclusions. Through storytelling about Boyle’s life and discoveries, students would see how science involves wonder, questioning, and problem solving skills that they can use to become young scientists.
My lesson is inspired by the suspension bridge at Birr Castle Demesne. I would plan a class challenge for 3rd class students to design and build their own model bridges using simple materials like string, cardboard, and lollipop sticks. First, we would explore photos and discuss the structure and function of a suspension bridge. Students would work in small groups to sketch designs, estimating lengths and discussing balance and weight. We would integrate maths by measuring materials, comparing lengths, using rulers to draw straight lines, and applying multiplication to calculate total lengths needed. Students would record their results in tables and create simple bar charts to show which bridge held the most weight. They would reflect on their process using mathematical language like “symmetry,” “length,” and “balance.” The lesson would end with a showcase of bridges, encouraging peer feedback and reinforcing problem-solving, teamwork, and core maths skills in a fun, practical way. Once the lesson is finished and all the bridges are showcased to the rest of the class, we could also have a fun competition to see what bridge is the strongest by putting weight on the bridges.
I really like the active element to this lesson. It sounds like it would be a lot of fun and very engaging.
To conduct a seasonal biodiversity project using Flower Insect Timed Count with my 3rd Class in the next school year, I will plan outdoor sessions once or twice per month (maybe even more) from spring to summer. The children will observe a chosen flowering patch for 10 minutes, counting pollinators like bees, flies, and butterflies. We are luckily enough to have our classroom right beside the school garden. We will record data using the National Biodiversity Data Centre’s FIT Count sheets and submit findings online. We will use a range of resources to let the kids have a real hands-on approach. I feel that using these materials will make it more engaging. The resources that the children will use include clipboards, ID charts, magnifying glasses, pencils, stopwatches. I will select the same school garden patch each time to track seasonal change. Each session will include observation, recording, and follow up discussions. This will integrate well with a lot of other subjects.
Maths: Tallying/counting insects, graphing results (Data)
Science: Life cycles, habitats, and environmental care
English: Nature journals and report writing
Art: Drawing flowers and insects
Geography: Weather tracking and map plottingI really like the use of ICT to identify the leaves/plants using the tablets. I will try to incorporate that in my lessons in the next school year.
To plan a map making lesson for a Senior Infant class, I would begin with a short, engaging story involving a treasure hunt to spark curiosity. I would introduce basic map concepts such as symbols, landmarks, and directions using visual aids. Using the classroom or school grounds as a reference, we would explore and discuss familiar features like the teacher’s desk, doors, and playground. Next, I would guide students in drawing simple maps of the classroom, labelling key items with symbols. To incorporate Google Maps, I would project it on the Interactive whiteboard and zoom into our school’s location. We would identify places like the school, local shops, or parks. This would help children understand real world connections to mapping. Finally, students could create their own “home to school” journey map. Activities would be hands on, visual, and discussion based. There is also a section in the Small World first class book that I would use to reinforce what we learned.
I think the engagement in this lesson is very good. The questions about the map really allows the kids to get stuck in to the lesson.
To inspire my 5th class pupils, I would begin the lesson with a question: How can a telescope “listen” to space? Introducing the I-LOFAR radio telescope, I’d explain that it doesn’t use glass lenses, but picks up invisible radio waves from space. We’d explore the difference between sound and light waves using simple, hands-on activities: using slinkies to model wave motion, tuning forks to explore vibrations, and torches with prisms or water to show how light bends. Pupils would test how sound travels through solids, liquids, and air, then compare this with how light travels. To connect with I-LOFAR, we’d use a radio to show how invisible waves can carry signals. We’d finish with a creative challenge: in groups, pupils design their own “space listening device” using recyclables, explaining how it might “catch” a wave. Visuals, pair work, and clear language ensure accessibility, supporting curiosity, discovery, and scientific thinking.
I really like the engagement that you promote in your lessons, especially the cross- curricular ones.
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
I have had Junior infants and these are songs that I found fun, easy, and engaging for that level.
Twinkle, Twinkle, Little Star – A classic nursery rhyme with simple, repetitive melody celebrating the night sky and igniting curiosity in the smallest children.
Star Light, Star Bright – A short, lyrical lullaby about wishing on the first star seen at night. Ideal for calming storytelling moments.
Shine Little Stars by HooplaKidz – A soft, bedtime song featuring imagery of stars glowing gently to lull children into sleepiness.
Sun, Moon, and Stars” by The Singing Walrus – A simple, upbeat tune introducing these celestial bodies in playful, age appropriate terms.
Four Little Stars – A counting rhyme that embeds simple subtraction in a starry theme—great for combining numeracy and night sky imagery.I really like the hands on approach for the kids in this lesson. I feel engagement would be very high.
How you would incorporate the needs of nocturnal species, especially those that rely on dark skies into an irish primary school biodiversity plan
Dark skies underpin nocturnal species’ lifecycles. Many Irish bats, moths, owls, amphibians, earthworms, and nocturnal insects rely on uninterrupted natural darkness for feeding, pollination, navigation, reproduction, and predator avoidance. To help get this message across to my class I would have a class discussion on how important it is for animals to have darkness at night. We would talk about nocturnal animals and then create a school garden section with minimal lighting for these animals. We also have a student council in our school from 2nd to 6th. I would suggest a pupils designed school lighting policy using motion sensor lighting or timers. This would allow the kids to take ownership of the topic. I feel that this would ensure nocturnal biodiversity becomes a lived experience for the children.
1. Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Dublin emits nearly seven times more artificial light than the rest of Ireland, overwhelming other counties. This sky glow drowns out stars, disrupts circadian rhythms, and contributes to sleep disorders, eye strain, and anxiety. Ecologically, blue rich LEDs disturb invertebrates, birds and nocturnal insects, upsetting pollination and wildlife cycles.
To investigate this in the classroom I would carry out a survey on how many visible stars the kids can see at night. We would do this over a week in case we have cloudy nights. I also have a friend in a rural school in Mayo. I think we could link these surveys with both classes and compare what the kids in rural Mayo see at night with what we see at night in Dublin City.
