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Wow that must allow for great learning opportunities, particularly with the 25th anniversary. Love that you got to include a field trip. Outdoor learning is also so beneficial for students to encourage engagement!
One notable scientist associated with Carlow, is John Tyndall, a physicist born nearby in Leighlinbridge. Tyndall is renowned for his work on the scattering of light and for his research into the greenhouse effect.
Using Tyndall as a role model, students could explore light and atmospheric science through hands-on experiments. For example, a simple classroom demonstration of the “Tyndall effect” can be done by shining a flashlight through a mixture of water and milk to show how light scatters. This ties into topics such as weather, climate, and pollution. Additionally, discussing his work on heat and gases could inspire experiments on thermal conductivity or insulation. By connecting local history with practical science, Tyndall’s legacy makes science both relatable and engaging for students, encouraging curiosity and critical thinking.
Thats a brilliant idea and allows each child to learn about the profession and the responsibility attatched with it. Children love having their own role in projects I find often.
Barrow Viaduct
Students will design and construct a scale model of a railway viaduct inspired by the Carlow Viaduct. This handson project combines civil engineering principles with creative design and problem-solving. Students will learn about force distribution, materials, and the importance of engineering in everyday infrastructure.
The students will research. I would show students images and videos of the Carlow Viaduct, discuss how it works, what materials are used and its purpose.
Next students are challenged to design a mini viaduct that can support a specific weight. ( x amount of cubes)
I would allow the students a range of materials including Lollipop sticks, string, cardboard and egg cartons.
Using the IWB and visualiser for all students to see, they could test it out. In small groups they could record reflections on the tablets to include digital learning.
Grouping the children into plants, insects, birds etc is very useful as I often find children get distracted when trying to find too many things at once.
Name: Taraxacum officinale (Dandelion)
Type-Plant
Location-Local park in Carlow
Tool: iNaturalistTo get students involved I’d Teach students what biodiversity is and why it matters and show them how their observations can contribute to science. I would also explore the school grounds, a local park, or woodland and encourage students to take notes or photos of plants, insects, birds.
Also love the opportunity for cross curricular learning here. Its allowing excellent opportunities for literacy and links with SESE.
Using online datasets in teaching mathematics especially around data handling offers an excellent way to show students how maths applies to real-world contexts. Heres how I’d use some of the online Data Sets:
CSO- exploring transport data.
Met Éireann- Collect information on rainfall.
Have to agree here, often find we prioritise the experiment or activity part and often skim over the enquiry or wonder phases.
After reflecting on “Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths” by Liston (2018), STEM education in my classroom takes on a more integrated, inquiry-based, and socially responsive approach. Liston’s critique of how STEM is often reduced to a mere grouping of subjects disconnected from real-world contexts or critical reflection resonates strongly with how I strive to teach.
Rather than treating Science, Technology, Engineering, and Mathematics as separate disciplines, I aim to merge them through thematic projects that solve authentic problems. For example, students might design a sustainable water filtration system, which incorporates scientific understanding of water cycles and contamination, engineering design processes, technological tools for data analysis, and mathematical modelling.