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I really like the idea of this project because it gives the children a chance to learn about nature in a practical and enjoyable way. Focusing on the area around the school makes it more interesting because they can actually see and investigate the plants, insects and birds they are learning about.
I also think it is great that the project links different subjects together. The children can use Maths to create graphs, Art to draw what they find, and English to write about their discoveries. Using the National Biodiversity Data Centre would also help them learn how scientists record and study wildlife.
The pollinator area is a particularly good idea because the children are not just learning about protecting nature, but actually doing something to help. Overall, it sounds like a fun project that would encourage teamwork, curiosity and a greater appreciation of the local environment.
I would plan a class project to explore the scientific and natural heritage of Tullamore, Co. Offaly. The aim would be to help pupils understand the local environment and see how science connects to the place where they live.
One of the main areas I would include is the natural environment around Tullamore. We could study the Grand Canal, local rivers, wetlands, plants, trees, birds and insects. We could also look at the importance of the boglands around Offaly and learn about how bogs store carbon and support wildlife. The pupils could investigate how the local landscape has changed over time and how people have used natural resources.
The project could take place over about six weeks. We could begin with classroom research and maps, followed by outdoor visits to the Grand Canal and other suitable local areas. Pupils could collect information through photographs, drawings, nature surveys and simple measurements, without disturbing wildlife. We could also invite a local environmental expert, historian or member of a community group to speak to the class.
To make sure everyone is involved, I would divide the class into small groups with different roles, such as researchers, photographers, map-makers and wildlife observers. At the end, each group could contribute to a class presentation, poster exhibition or digital map showing Tullamore’s natural and scientific heritage. This would make the project practical, enjoyable and relevant to all pupils.
Eanna, this is a very engaging and practical approach to teaching children about bridges. I particularly like how you begin by activating their prior knowledge through discussion and questioning, as this gives students an opportunity to share their existing ideas before beginning the project. Including famous examples such as the Golden Gate Bridge and Birr Bridge also helps connect the lesson to real-world structures. The opportunity to research shapes, materials and weight distribution encourages students to develop their understanding of STEM concepts through investigation. I also think allowing students to work collaboratively is beneficial, as they can share ideas, solve problems and learn from one another. Testing the bridges with different weights adds an exciting experimental element and allows students to see how their designs perform in practice. Finally, the presentations and peer feedback provide a valuable opportunity for reflection, encouraging students to consider what worked well and how they could improve their designs.
Using the suspension bridge in Birr Castle Demesne as inspiration, I’d set up a fun class challenge where pupils work in small groups to design and build their own bridge. First, we could look at different types of bridges and talk about what makes them strong. Each group could then draw a quick design and choose materials like straws, lolly sticks, string or cardboard.
Maths could be included throughout the whole activity. Pupils could measure the length and width of their bridge, work out how much material they need and compare the different sizes. They could also look at shapes, angles, symmetry and patterns. Depending on the class level, younger pupils could focus on measuring, counting and comparing, while older pupils could work with scale, ratios, averages and costs.
Once the bridges are built, we could test them by adding weights to see which one holds the most. Pupils could record their results in tables or graphs, compare the different designs and chat about what worked and what they would change. This would make maths much more hands-on and enjoyable.
I really like your idea of getting the whole school involved in supporting pollinators. I think registering the school with the All-Ireland Pollinator Plan would be a great starting point, as it would give the children a real sense of purpose and show them that even small changes can make a difference. I especially like the idea of leaving some areas of grass uncut and creating wildflower spaces, as these would be easy changes to make around the school grounds. Building bug hotels could also be a fun hands-on activity that the children could get involved in. Keeping a record of the different bees, butterflies and insects they spot would be a great way to link this with Science and Maths. I also think the information signs are a lovely idea, as they could help spread awareness beyond the classroom. It would be great to see the children taking ownership of the project and helping to make the school grounds more pollinator-friendly.
I would make the biodiversity project something the children can build on throughout the year, rather than doing it as a once-off activity. We could pick a small area in the school grounds and visit it regularly to see what changes. The children could use the course resources, such as wildlife identification guides, biodiversity checklists and seasonal recording sheets, to keep track of what they find. They could record the type and number of species, weather conditions and any noticeable changes.
I would try to get outside at least once or twice a month, with more frequent visits when the seasons are changing. The children could take photos or make sketches to add to a class biodiversity journal. There would also be lots of opportunities to link the project with other subjects. Maths could be used for counting and creating graphs, while Art could involve drawing plants and animals. In English, children could write observations, stories or poems based on what they see. This would make the project practical, enjoyable and meaningful.
I completely agree with you, Dervla. I think the idea of taking younger children on a walk and then creating a map using natural and recycled materials would be a really engaging activity. It would give the children a chance to learn about maps in a practical way rather than just looking at them on a page. I also like the idea of using different materials to represent features such as trees, rivers, roads and houses. It would be interesting to see how each child interprets the walk differently and chooses different materials to represent the same features. Using GeoHive alongside the activity would also be a great way to show children how their own maps compare to real maps. I think the final discussion would be really useful too, as children could explain their choices and learn from each other’s ideas. Overall, it sounds like a fun and creative way to teach mapping skills.
For a younger class, I would keep a map-making lesson simple, practical and fun. I would start by talking about maps and asking the children what they think maps are used for. We could look at a simple map of the school or local area and identify things they recognise, such as roads, houses, parks and rivers. I would then introduce basic map skills, like using symbols, a key and simple directions such as north, south, east and west.
The children could work in pairs to create their own map of the school or an imaginary town. They could draw different features and make a key to show what each symbol means. To bring technology into the lesson, I would use Google Maps to show the children an aerial view of our school and compare it with their own maps. Geohive could also be used to explore maps of Ireland and find different towns, counties and geographical features. This would make the lesson more interactive and help children see how maps are used in real life.
Katie, I agree that this module has provided some really useful ideas and resources that can be brought into the classroom. I also like the idea of using a thematic approach, as STEM can easily be linked with subjects such as English, Maths, Geography and Art. The Curious Minds and ESERO websites seem like great resources for finding activities that are engaging and suitable for primary school children. I particularly agree with the importance of inquiry-based learning. Giving children the chance to ask questions, make predictions and investigate things for themselves can make learning much more meaningful. I think hands-on activities are especially important in STEM, as children can learn by trying things out and seeing what happens. This can also encourage them to work together, think creatively and learn from mistakes. Overall, I think these approaches can make STEM more enjoyable and help children develop skills they can use in everyday life.
After reading Liston’s (2018) paper, I can see that STEM in my classroom is about more than just teaching science, technology, engineering and maths as separate subjects. I think STEM works best when the different areas are linked together and pupils get a chance to use what they have learned in real-life situations. In my classroom, I try to encourage pupils to ask questions, solve problems, be creative and learn through doing. Technology is also a big part of this, as pupils use different digital tools to research topics, share ideas and find solutions. The reading made me think more about how I bring the different parts of STEM together in my teaching. I feel that pupils learn more when they can work together, try things out, make mistakes and learn from them. Overall, I think STEM should be practical, enjoyable and connected to everyday life, while helping pupils develop skills they can use both inside and outside the classroom.