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Meath scientist Francis Beaufort was born in Navan, Co. Meath. He is famous for creating the Beaufort Wind Scale, which helps people measure how strong the wind is by looking at signs in nature. His work is a great way to get children interested in weather and science.
One fun activity is to make a simple weather station in the classroom. Children can look outside each day and record what they see—like how fast the wind is blowing. They can watch trees, flags, or puddles and use the Beaufort Scale to guess the wind strength. They can keep a chart and see how the weather changes.
Another idea is to make weather diaries. Children can write down what the sky looks like, how strong the wind is, and the temperature. Then they can compare their notes with the weather forecast and see if it matches.You could also do a hands-on activity like building small sailboats and testing them in the wind. This helps children understand how the wind works and connects to Beaufort’s life at sea.These simple investigations help children become good observers and thinkersHi Niamh, This is a wonderful choice—Aimee and Ashley Keogh are excellent, relatable role models who demonstrate how local success can have national impact. Linking with the BT Young Scientist past winners is an excellent prompt for the students to inspire real-world science exploration.
I would start by showing pictures of the suspension bridge in Birr Castle and our local Maudlin Bridge in Kells. We would talk about what makes each bridge strong and how they are different. Inspired also by the video of the farmer making his own bridge I would first show this and also discuss farmers having to make their own bridges or underground passes for animals to use in our local area. Then, I would give the class a challenge – to work in small groups to design and build their own bridge using things like straws, string, cardboard, and tape. Before building, we would do some maths thinking. We could measure how long and wide their bridge needs to be. We’d count how many materials they use, talk about shapes that make bridges strong (like triangles), and guess how much weight their bridge can hold. Older children could draw a simple plan of their bridge with measurements.At the end, we would test each bridge to see which one holds the most weight. We could record the results using numbers and graphs. This way, the children learn about bridges, teamwork, and maths all at the same time, in a fun and active way.
Hi Shaun, This really reminded me of a local mill near our school Marty mill that we could visit.! I think we could definitely do something similar—maybe use it as a starting point for a STEM project just like you described. Exploring the mechanics of the mill wheel and pulley systems, combined with historical context, would make a fantastic cross-curricular learning experience. Bringing in a local historian is a brilliant idea too!
Using tools from Module 3, like the Seek app and ID guides from the National Biodiversity Data Centre, I went for a walk in my local park with my children and used the Seek app and nature guides to help us find and name some plants and insects. I saw buttercups, primroses, bumblebees and ladybirds. With a class I would I add what I found to the National Biodiversity Data Centre website. I would love to do this with my 3rd/4th class. We could go on a “Wildflower Walk” or a “Minibeast Safari” around our school or a nearby park. Each pair of children could choose a flower or bug, look at its colour, shape and size, and then find out what it’s called using a chart or an app. We could mark the spot with a small flag and tell the class about it.Then, as a group, we could add our sightings to the National Biodiversity Data Centre website. It would be fun to learn outdoors, work together, and help nature. It also links to our science lessons and helps us understand how to care for the world around us.
Denis, your school sounds like a great place for nature, and it’s wonderful to hear how much you’re doing to support wildlife. Joining the pollinator plan and planning a biodiversity week are brilliant ideas to help students and teachers learn more about pollinators. Another idea could be to start a “Pollinator Watch” activity. Students could look for bees, butterflies, and other pollinators around the school and keep a record of what they see. This would be a fun way to learn and explore nature together!
Lorna, your lesson idea is lovely, I love how you’ve made the concept of maps both accessible and engaging for younger students, especially by using tools like Google Maps and peer collaboration with older students. It’s a great way to foster teamwork and curiosity. Another idea to build on this could be to take a short walk around the school grounds beforehand and let students take notes or photos. They can then use these to help design more accurate and personal maps.
To learn about land, soil, plants, animals, and weather in our local area near Kells, Co. Meath, I would use online tools such as Geohive, Met Éireann, and Google Earth in the classroom. Using Geohive, the children can find maps that show how the land is used – for farming, housing, or forests. It also shows soil types, which helps us know what crops grow best and compare with what local farmers are growing. Met Éireann and Yr weather shows the local weather in detail like rainfall, temperature, and sunshine. Google Earth lets us look closely at Kells from above and spot green areas, rivers, and farms.
It is possible to use this information in so many subjects. In Geography, we learn about land and weather. In Science, we study local plants and animals and what grows in different soils. In Maths, we can measure rainfall or make charts. In English, we can write about our findings. In Art, we can draw local animals or maps. This makes learning fun and helps children understand more about the place where they live.
I agree with you, Danielle. I think it’s great how you’re connecting STEM to real-world ideas like renewable energy. Letting students explore things like cost, location, and materials makes learning more meaningful. Also working in groups on these projects can help students share ideas and learn from each other while solving real problems.
I really agree with what you said, Lorna. Making STEM about real-world problems is such a great idea. When students work on things like reducing waste or helping with recycling, they learn useful skills and also see how they can help their school and community. I also think it’s great to let students help choose the problems they want to solve. This can make them feel more excited and involved. It’s a great way to show them that their ideas matter and can make a real difference.
For the senior end of the school, I aimed to pitch this inquiry base lesson for 5th and 6th class students. Using the I-LOFAR radio telescope as inspiration I would start with a simple prompt – A picture of a LOFAR Telescope and a simple telescope- and think pair share with a KWL chart to spark discussion, next I would would the question, Is it possible to use waves that we can’t see to learn about space?
First, we would watch a video showing how I-LOFAR works and listens to space using radio waves.Then, we would explore sound by making string telephones and seeing how vibrations travel. After that, we’d use torches and prisms to show how light moves in waves and how it can bend or break into colours. To explain radio waves, we’d listen to different radio stations or make a simple circuit to show how invisible waves carry information. Children would work in groups to ask questions, try out ideas, and talk about what they find. At the end, they would create their own “space listener” using drawings or craft materials. This hands-on lesson should help children learn through play, teamwork, and discovery.
In my local rural area climate change is impacting our local farmers food produce , A lot of the children in my school would have a farming background, I think the children would enjoy interviewing and gathering data from the local farmers who would also be related to them to find out “How climate change has impacted local farmers crops ? The children could begin by researching the crops that the farmers grow, finding out how, much is produced every year and has it been affected by the weather? They could analyse the data from different farmers and compare their land if they use fertilizers or not etc . I’m sure that the children would come up with much more exciting research questions but to start it off and to keep it simple maybe we could collect data such as the amount of rainfall in each farmers field and comparison with the yield of crop they have that year.This would be a wide and varied research piece allowing all classes to become involved and would lead to some critical thinking into how we do things currently. This inquiry-based learning and investigation would be hugely beneficial to all.
Three actions that we can do to make the world a better place and slow down climate change are 1. Adopt Sustainable Living: Reduce waste, recycle, and choose eco-friendly products to minimize your carbon footprint.2. Use Renewable Energy: Switch to renewable energy sources like solar or wind, and reduce reliance on fossil fuels 3. Support Reforestation: Plant trees or support organizations focused on reforestation to absorb carbon dioxide and restore ecosystems.hi Claire I really enjoyed reading your post about the impact of Climate change on the migration of the Brent Geese, I had to google them to see what they looked like. This sounds like a fun engaging project for your students . I agree that by showcasing their work to the community they will feel a sense of purpose and ownership in the project, motivating them to actively participate.
In county Meath Cultúr was extablished in 2000, it is community organisation that supports ethnic minorities, including immigrants, migrant workers, asylum seekers, and refugees. The strive to address the challenges faced by new communities, particularly those in the Mosney Direct Provision Centre. The organisation initially provided support through volunteer-led initiatives like conversational English classes, mother and toddler groups, and information services in multiple languages before it became a registered charity, Its mission is to empower these communities, promote their rights, and combat poverty, social exclusion, and racism.
To support refugees and welcome them to the community our school could host fundraisers to support Cultúr. We could also establish a buddy system, pairing students with refugee peers to help them adapt and feel welcomed. Hosting community events that celebrate diverse cultures can further create a supportive environment. We could ensure that they are include in the school council and their parents invited to be part of the ATP (action team partnership). For our SSE , it would be important that Additional EAL and learning support classes prioritised as they are crucial in overcoming language barriers, ensuring that all students can participate fully in school life and benefit from the educational opportunities