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Hi Jack, I love how you are planning to incorporate play into your activities about canals. I also like your idea of using the GeoHive resource to explore the area of Tullamore and investigate how the town has grown and developed around the canal. Well done!
I am extremely lucky that my school is situated within a short drive of Birr Castle. A famous person associated with my local area whom I would love to use as inspiration for classroom science investigations is Mary Parsons, Countess of Rosse. She was a famous astronomer, engineer and photographer who lived in Birr Castle.
Mary Parsons would provide an excellent role model, particularly when highlighting the contribution of women in STEM. When teaching the topic of Space, it is common to focus on people like Neil Armstrong and Buzz Aldrin, but I could introduce pupils to a pioneering female astronomer from their own local area. Pupils could investigate how telescopes work and design and make their own simple telescopes. Mary’s interest in engineering could also inspire pupils to create and test architectural models, exploring which structures are strongest. Mary’s work in photography could lead to investigations into light, shadows and how cameras capture images. Through these activities, I would show pupils that science, engineering and creativity can work together and that people from their own community can inspire them to pursue careers in STEM.
Hi Marie, I love your idea of using 2D and 3D shapes to construct the bridges. I also really like how you are integrating Visual Arts by encouraging the pupils to create architectural sketches of their bridge designs. It is a great way to combine creativity with STEM learning!
I would use the Framework for Inquiry to plan a class challenge based on the suspension bridge in Birr Castle. As a starting prompt, I would bring the pupils to observe the structure of the bridge in Birr Castle. We would discuss what a bridge is and look at other famous bridges, such as the Carrick-a-Rede Rope Bridge, the Golden Gate Bridge and Tower Bridge.
I would then introduce a scenario and set clear success criteria. With a junior class, I would use picture book ‘The Three Billy Goats Gruff’ and challenge the pupils to design and make a bridge that the goats can safely cross. Maths could be incorporated by measuring the span of the river that the bridge needs to cross, as well as measuring the length and height of their designs and comparing different measurements.
Working in small groups, pupils would select suitable materials and create their bridges before testing them. Finally, they would evaluate their designs against the success criteria, considering whether the bridge was strong and high enough, which materials they used and what they would change to improve their design.
Hi Katie, you are so lucky to have the Phoenix Park on your doorstep! I am in a similar position, as my school is located close to Birr Castle. I also think it is a great idea to take my pupils on nature walks throughout the four seasons and record the different flora and fauna we discover. It would be a great way for the children to observe how biodiversity changes throughout the year.
I would use a variety of the course resources to carry out a seasonal biodiversity project throughout the school year. At the beginning of each season, I would bring the pupils outdoors for a Wildflower Walk in the exact same location. Using recording sheets, the children could identify and record the wildflowers they find. At the end of the school year, we could compare the findings from each season and discuss why some plants are only visible at certain times of the year.
In autumn, I would focus on tree identification. The children could collect fallen leaves and create leaf rubbings as a way of recording the different trees found. I would also use the Tree Council of Ireland website to identify the trees. A minibeast hunt would also be a popular activity using magnifying glasses to observe insects and the National Biodiversity Data Centre to help with identification.
These activities would be repeated throughout the four seasons, allowing pupils to observe changes in local flora and fauna. I would aim to bring learning outdoors at least once a month. The project could also integrate Literacy through writing reports, Maths through counting and recording species, and Art through drawing and representing the species discovered.
Hi Shane, I love the idea of gathering natural materials such as pinecones, twigs and stones to create a physical map with the pupils. I think this would be such a fun and engaging way for children to develop their understanding of maps through play and hands-on learning. Learning through play is so important for younger children, and I look forward to incorporating some of your ideas into my teaching with my pupils in September!
For a younger class, I would begin the lesson by using the picture book ‘Rosie’s Walk’ as an engaging introduction to map making. I would read the story aloud and encourage the children to follow the journey that Rosie the hen takes around the farmyard. We could discuss the different places and landmarks that Rosie passes and consider how we could represent her journey on a map.
I would then ask the children where they have seen maps before, such as treasure maps, Google maps when travelling in the car, or maps used when visiting places such as the zoo or pet farm. This would help the children make connections between the lesson and their own experiences.
Next, I would use GeoHive on the interactive whiteboard to explore a map in our local area. I would encourage the children to identify familiar places and landmarks, such as the school, local shops, parks or roads. We could discuss how symbols, colours and labels are used to represent different features. Finally, the children could work individually or in pairs to create their own simple map of a familiar place, using symbols and a key. Google Maps could then be used to compare their maps with a real-life map of the area.
Hi Irene, I love your idea of linking both the rainbow spinner activity with the colour wheel. As you have clearly outlined, there are so many learning opportunities within this activity for Senior Infants, including counting, colours and shapes. I really like how simple, yet engaging the activity is, and you have inspired me to use a similar approach with my First Class pupils.
There are many concepts and skills that I have learned throughout this module that I will bring into my classroom and teaching in the next academic year. I am hoping to incorporate more technology into my teaching and I will make use of the many engaging resources available on the ESERO and Curious Minds websites. Previously, I have felt unsure about how to begin teaching STEM lessons, particularly in the junior classes, but this module has given me greater confidence and a range of ideas that I can adapt to suit the needs and interests of my pupils.
I am extremely fortunate that my primary school is located within a fifteen-minute drive of Birr Castle, so I would love to explore the topic of telescopes with my pupils and hopefully arrange a visit to Birr Castle. I learned about a fantastic lesson involving pupils making their own telescopes, with each step clearly outlined. I believe activities such as this one will make STEM learning more practical, meaningful and enjoyable for my pupils. Overall, this module has given me the skills, knowledge and confidence to introduce more STEM experiences into my classroom.
Hi Catherine, I love your research question. This is a topic I would love to explore with the senior classes.
Research Question: How is climate change affecting the lives of polar bears?
I would explore this topic with children in the junior classes as part of an integrated theme on the Polar Regions. We would begin by exploring where polar bears live using maps and globes, then move on to studying their habitat, diet, and how they have adapted to the cold, using images and books. I would show short, age-appropriate videos that explain climate change and how melting ice is making life much more difficult for the polar bears. To spark discussion, we would talk about how we can help in different ways such as saving energy or recycling.
Through Aistear, the children could role-play as explorers, scientists, or polar animals in the role-play area, build icy habitats in the construction area, and create polar bear art in the creative corner. This integrated approach supports inquiry, empathy and problem-solving. Pupils would be encouraged to ask questions; share ideas, and document their learning in simple class displays, fostering engagement with the topic in a meaningful, hands-on way.
Hi Catherine, I completely agree with you! I am fascinated by the amount of satellites in the Irish sky!
Satellites over Ireland
Starlink Train’ (SpaceX): A series of bright satellites that pass over Ireland around dusk. These satellites provide global broadband internet and are often seen moving in a straight line.
International Space Station (ISS): This satellite regularly passes over Ireland, appearing as a bright, fast-moving object. It functions as a space-based laboratory in low Earth orbit.
NOAA Satellite (NOAA-15): A weather-monitoring satellite that collects and broadcasts atmospheric data. It frequently passes over Ireland and can be tracked using simple radio equipment.
EIRSAT-1: Ireland’s first satellite, operated by University College Dublin. It carries out scientific experiments and represents a major step in Irish space research.
Astra 1P (SES-24): A modern satellite positioned in geostationary orbit. It provides TV and data services across Europe, including Ireland. Unlike others, it remains fixed in the sky.
I never paid much attention to satellites above Ireland – I usually just look for stars. But after completing this assignment, I am now genuinely curious to learn more about them, and I look forward to exploring this topic further with my pupils.