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We would involve our pupils in a creative project based on the River Shannon and Meelick Weir. We could begin by exploring the history of the weir, how it was engineered and how the river and local wildlife have changed over time. Pupils could work in groups to create artwork of the Shannon and Meelick Weir using materials such as paint, clay, cardboard and recycled materials. They could also create a short drama showing life at the weir in the past compared with today, including the work of engineers and the changes in technology. We could invite local engineers or community members to share their knowledge and stories. Pupils could then create poems, stories or short scripts inspired by the Shannon. This would connect our local natural and scientific heritage with creativity, STEM, teamwork and a strong sense of place. This is only some of the many many ways this could be an amazing project for our class this coming year.
This sounds like such fun as well as an activity that can incorporate so much learning experiences throughout a variety of areas of the curriculum.
Meelick Weir, near Eyrecourt on the River Shannon, is an example of important local engineering. It was built in the 1840s to control water levels and improve navigation. The original structure used stone, timber and sluice gates, while modern upgrades include mechanised tilting gates.
We would use Meelick Weir as inspiration for a classroom design-and-make project. We could work in groups to build models of the weir using LEGO, cardboard, wood, plastic, art materials and other resources around the classroom. We could create movable gates and test how well they control water flow. We could also invite local engineers or Waterways Ireland staff to visit and give us an insight into how the weir works and is maintained. This would be a great STEM project, developing our creativity, teamwork, problem-solving and engineering skills while comparing old and new technology. Being able visit the site woild add to our learning and experience in general.
I would develop a year-long project around the question, “How does biodiversity in our school change throughout the year?” The children would investigate three areas: our hedgerow, polytunnel and pitch/playground. The aim would be to build an understanding of the plants, insects, birds and other wildlife that share our school environment and how these change with the seasons.
Children would make regular observations and build a record of the biodiversity they find. They could photograph species, record flowering plants, count pollinators and birds, and note temperature and weather conditions. Simple identification guides, clipboards, magnifying glasses, thermometers and tablets would support the investigation.
I would aim to take the children outdoors at least twice a month, with additional visits when needed depending on the season and what is happening in our environment. By the end of the year, they would have created their own picture of how biodiversity changes across our school and could consider what we might do to protect and improve it. Altering this each year as such to make the project more beneficial for all.
Thank you so much for sharing this! It’s not someting I have done before or would have thought much about but thanks to this it is definitely on my to-do list for this year
I could use online datasets alongside data collected from our own school environment to make maths more meaningful and connected to real life. My 2nd–4th class could investigate our polytunnel, playground and pitch by recording temperature, rainfall, shade, plant growth or how quickly the pitch dries after rain. They could represent and analyse this data using tables and graphs and compare their findings with online Earth observation data.
This links strongly to STEM as pupils use maths and science to investigate real questions, technology to access data, and engineering to think about possible solutions. Climate Detectives would provide a great context, allowing pupils to become “detectives” in their own school, identify patterns and investigate how weather and climate affect their environment. 3D mapping using raw materials from around the school is definitely a lesson I will be doing with my class
Some excellent ideas here Carrie. Thanks for sharing. I will definitely be using some of these ideas with my class this year. They will just love it!
Thanks for sharing, I will be taking over Green Schools this year so I will definitely be using this idea.
Having reviewed the article Unravelling STEM: Beyond the acronym Science, Technology, Engineering and Maths by Liston (2018), it has changed how I think about STEM and how I want it to look in my classroom. I now understand that STEM is much more than teaching science, technology, engineering and maths separately. It is about giving children real-life problems to investigate, solve and reflect on using skills from all four areas.
In my 2nd, 3rd and 4th class, I want to rely less on textbooks and ready-made programmes and instead plan lessons around themes and real-life issues that are meaningful to my pupils. For example, children could investigate ways to reduce waste in our school or design solutions to everyday problems. This will make learning more engaging and relevant while encouraging curiosity, teamwork, creativity and problem-solving. I want my classroom to be a place where children learn through inquiry, hands-on activities and meaningful experiences that help them see the value of STEM in everyday life.
Some lovely methods of taking these ideas and differentiating them to suit a special class setting. Many of these ideas I can integrate in to my mainstream classroom for children who I feel would really benefit from this. Thanks