[Grainne Doyle]

I think this a great idea. I think it is geat to use a female engineer as a positive role model of women in STEM.

[Grainne Doyle]

I intend to engage my students in a dynamic, interdisciplinary project that explores the rich natural and scientific heritage of our local area, Strandhill. The focus will be on its unique atlantic environment, the presence of ancient fossils, the presence of megalithic tombs on the peninsula and the wealth of folklore tied to the landscape. We would begin with a field trip to Strandhill beach and the nearby sand dunes, where pupils can investigate the diverse ecosystems, observe native plant and animal life, and examine geological features that reveal the area’s ancient past, including fossilised marine life.
This exploration would serve as the foundation for a creative cross-curricular learning experience. In Visual Art, students could design sculptures inspired by coastal textures and forms using found natural materials, or create paintings capturing the movement of the sea and the structure of local rock formations. In Drama, we could bring local myths to life through short performances—perhaps retelling the legendary tale of Queen Maeve and the cairn on Knocknarea, and the travels of Diarmuid and Gráinne. Creative writing sessions would invite pupils to compose poetry or narrative pieces that reflect the themes of sea, environment, nature, and tradition.
By connecting science, art, history, and storytelling, this project would provide students with a meaningful opportunity to investigate and celebrate the unique character of Strandhill. It would not only deepen their knowledge of the local environment but also encourage personal expression and a sense of place through creative, hands-on learning.

[Grainne Doyle]

I never knew that the oldest bridge was in Trim!

[Grainne Doyle]

Sligo town in built on the Garavogue river. It has 3 vehicular bridges and 2 footbridges. For many years, there have been discussions about building a ring road around the town with a new bridge over the river. I would use this as my project inspiration.
We would look at maps of the town and river and discuss possible bridge locations – what makes a good location. Why were the other bridges located where they are? We would look at pictures of the various bridges and discuss their various purposes and materials used. We would discuss when the bridges where built and if this influenced materials/build methods/size.
Back in the classroom, students would work in small groups to plan and build their own model bridges using simple materials like lollipop sticks, string, and cardboard.
To test their designs, they could gradually add weights, promoting problem-solving and teamwork as they refine their structures. This hands-on project would help develop STEM skills such as measuring, planning, and testing, while also encouraging creativity. Most importantly, it would help students appreciate real-world engineering and see how science, maths, and design work together to solve everyday problems.

[Grainne Doyle]

I think this is a great idea. I intend to register with the All-Ireland Pollinator Plan as well.

[Grainne Doyle]

I found this module both engaging and inspiring, as it highlighted the importance of connecting classroom learning with the natural world around us. Looking ahead, I am excited to apply what I’ve learned by exploring my local environment in Sligo and identifying various native species. Some examples include the common dandelion (Taraxacum officinale), the European robin (Erithacus rubecula), and the small tortoiseshell butterfly (Aglais urticae). I plan to record these sightings using the resources provided by the National Biodiversity Data Centre. By doing so, I would not only deepen my own understanding of local biodiversity, but also contribute meaningful data to national efforts in tracking and protecting Ireland’s ecosystems.
To bring this into my 3rd class, I would begin with guided nature walks around the school grounds to observe and identify local wildlife. Using simple ID guides and apps like the Biodiversity Data Capture app, students would learn how to record and submit their findings as part of a class citizen science project.
This hands-on approach would make science more meaningful and engaging. It would help students develop observation and data skills while also showing them that their contributions matter. By participating in real-world projects, students would begin to see themselves as active protectors of the environment, gaining both knowledge and a sense of ownership over their learning.

[Grainne Doyle]

I really like this idea for introducing maps to 2nd class. I was surprised last year in my class that children didn’t know what an atlas was. Modern teechnology has changed society.

[Grainne Doyle]

Integrating online data sets into my 3rd class maths lessons would provide a valuable opportunity to make learning more meaningful, engaging, and closely connected to the real world. Rather than relying solely on textbook examples or abstract figures, using real-life data would allow students to see the practical applications of maths in their everyday lives, helping them understand that maths is not just something we do in school but something that helps us make sense of the world around us.

To begin, I would introduce simple, age-appropriate data sets that are both relatable and interesting to my students. These could include local weather data, such as daily or weekly temperature readings, rainfall amounts, or hours of sunshine. By using this information, students could create bar charts or line graphs to identify trends over time, such as how the temperature changes from week to week or how rainfall differs between seasons. This would not only strengthen their ability to collect and represent data visually but also develop their skills in analysing patterns and drawing conclusions.

In addition to environmental data, I would incorporate data sets that connect directly to students’ personal interests. For example, we could look at statistics related to popular sports, such as football match results, top scorers, or league tables. Alternatively, we could explore class surveys on favourite books, hobbies, or types of pets. These kinds of familiar and engaging topics would capture students’ attention and make the learning feel more relevant to their lives. The students could then present their findings through various formats, including pictograms, bar graphs, and pie charts, depending on the level of complexity appropriate for the class.

Working with real-world data also encourages the development of essential mathematical and cognitive skills. As students interact with these data sets, they would learn how to formulate questions, make reasonable predictions, and interpret results. For instance, they might wonder which season has the highest rainfall, predict future temperatures based on past trends, or compare their own preferences with those of their classmates. These activities would foster inquiry, curiosity, and problem-solving abilities, all of which are key aspects of effective STEM education.

[Grainne Doyle]

Hi Olga,

I agree. We need to view STEM as a more integrated subject. Integrating across many subjects is the only way to fit everything in. Unfortunately this makes the overall planning process of the teacher much longer!

[Grainne Doyle]

After reading Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston, 2018), I’ve come to recognise the value of implementing STEM in a meaningful, student-centred way. In my 3rd class, STEM learning has been somewhat limited, with both students and myself occasionally hesitant to engage in hands-on activities. So far, our focus has leaned more towards theory and structured tasks, which may have contributed to a lack of confidence in exploring STEM topics and I feel I lack a depth of understanding. Moving forward, I aim to cultivate a more inquiry-driven, exploratory environment where students feel comfortable taking risks and learning from mistakes. I plan to incorporate more collaborative, real-world problem-solving opportunities and creative tasks across STEM areas. By nurturing curiosity and framing experiments as opportunities for growth rather than assessments of success, I hope to boost both my students’ confidence and my own, while inspiring their natural interest in understanding the world around them.

[Grainne Doyle]

I think that Diffit has a lot of potential and I really look forward to trying it. I also really like the idea of using Gamma to create a brochure – that could be done in so many differnet ways.

[Grainne Doyle]

I teach 3rd class so we would use the simpler AI apps/websites. I would incorporate AI into English – using websites such as Diffit, immersive reader and Speaker coach. For creative writing, we could brainstorm story ideas using an AI writing assistant before drafting the pupils write their own versions.
IN maths, I would use simple AI-based games and apps, such as IXL, to personalise practice in topics like number patterns or shapes – reenforcing concepts that we have learnt and adapting to the pupils pace. This would be especially useful during stations/team teaching.
In SPHE, we talk about online safety and whether we can trust what AI tells us. – introducing Search Coach to the children. Visual Arts projects can include using AI-generated images as inspiration. We could also use Co-pilot image generator to create images using written prompts.

Lesson Plan: Exploring Landforms in Ireland
Class: 3rd Class
Subject: Geography
Strand: Natural Environments
Strand Unit: The local natural environment / Landforms in Ireland
Theme: Mountains, rivers, lakes, cliffs, and valleys

Learning Objectives
By the end of the lesson, pupils will be able to:

Identify and name common Irish landforms (e.g. mountains, rivers, cliffs).

Describe the features of at least two types of landforms.

Create a visual representation of a chosen landform using an AI image generator.

Demonstrate understanding through an interactive Kahoot quiz.

Materials & Tools
Interactive whiteboard

Devices/tablets (individual or shared)

Access to Microsoft Copilot (or Bing Image Creator)

Kahoot (teacher-created quiz on Irish landforms)

Atlas or Irish geography textbooks

Worksheet or notebook

Lesson Structure (45–60 minutes)
1. Introduction (10 mins)
Begin with a short discussion: “What natural features do you see when you go on holidays or explore the countryside?”

Show real photos of Irish landforms (e.g. Cliffs of Moher, River Shannon, Wicklow Mountains).

Introduce vocabulary: mountain, river, cliff, valley, lake.

2. AI Image Creation Activity (15 mins)
Explain that pupils will use AI (Copilot) to generate a picture of a landform using a description.

In pairs or small groups, students pick a landform and write a short description, e.g.
“A wide Irish river flowing through a green valley with trees and hills.”

Use Copilot or another AI image generator to create an image based on their prompt.

Pupils save or screenshot their image and share it briefly with the class.

3. Discussion & Reflection (5–10 mins)
Ask:
“Did the image look like what you imagined?”
“How did AI help you visualise your landform?”

Compare with real images of Irish locations. Highlight the role of creativity vs. reality in AI-generated content.

4. Kahoot Quiz (10–15 mins)
Use a Kahoot quiz with 8–10 questions on landforms (identify from images, match names, true/false).

Play together as a class to reinforce learning in a fun, interactive way.

Use results for formative assessment.

5. Conclusion (5 mins)
Recap: Name three landforms and one interesting fact about each.

Optional follow-up task: Pupils draw or label their favourite landform in their copybook or create a fact file for homework.

Assessment
Observation during discussion and group work

Participation in AI image activity

Kahoot quiz results (informal assessment)

Optional written or drawn work

[Grainne Doyle]

I agree. Diffit is a great application and can be used in a variety of ways

[Grainne Doyle]

I think that Scratch would be a nice AI programme to use with 3rd class. Scratch is a very child-friendly platform that gets students thinking like programmers while letting them be creative and playful at the same time. It is adaptable to all ability levels and good scope to stretch the more able students.

I would start by showing them the tutorial video and then explaining a few basics to them, ie

Sequences – They learn that the order of instructions matters. For example, telling a sprite to move before it speaks creates a different result than the other way around.

Loops – Pupils quickly grasp how to repeat actions, such as making a character dance or move in a pattern, without having to write the same command over and over.

Events – Scratch uses triggers like mouse clicks, key presses, or even messages between sprites to start actions. This encourages pupils to think about how interactions work in a program.

Conditionals – “If this happens, then do that.” These logical decisions allow characters to react to user input or each other, adding depth and interactivity.

I would let the children explore the programme themselves. Later it could be integrated with other subject areas such as
– maths, they might build games that involve scoring or timing.
– science, they could simulate a life cycle or demonstrate how a machine works.
– art, the drawing tools and animations allow for vibrant, imaginative projects.

[Grainne Doyle]

I agree with James and Geraldine. I am really interested in trying Reading Coach. It would be especially good for the shier children and the feedback but would be personalised and how hopefully the experience would be unpressured.

[Author]

Posts