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I would involve my pupils in a creative project exploring the natural and scientific heritage of Birr, Co. Offaly as I am local to the area. We would take a trip to Birr Castle and base activities fro mthe trip.
For art, pupils could create paintings, drawings or collages representing the biodiversity of Birr and the history of the telescope. In music, they could record or imitate natural sounds such as birdsong, flowing water and wind, and combine these into a class soundscape.
For drama, pupils could role-play scientists from the Parsons family and imagine their experiences using the Great Telescope. For creative writing, pupils could write poems, diary entries or stories from the perspective of a scientist, astronomer or even the telescope itself.
The project would finish with a school exhibition and performance where pupils could display their artwork, perform their music and drama, and share their writing with their class, staff, families and wider community.
I would organise a whole-class bridge design challenge. I would begin by showing pupils photographs of the bridge and discussing its structure, purpose and how it supports weight. If school allowed I would bring the kids on a day trip to see it as we are local to the area. Working in small groups, pupils would be given a selection of materials such as lolly sticks, string, cardboard and paper to design and construct their own bridge. Each group would first draw a labelled plan before building and testing their model.
Pupils could measure the length, width and height of their bridges and calculate the distance between supports. They could compare different designs and use estimation before measuring. Depending on the class level, pupils could also explore 2D and 3D shapes, symmetry, angles, perimeter and area. The bridges could then be tested to see how much weight they can hold, with pupils recording their results, comparing data and identifying ways to improve their designs. The mathematical concepts that can be explored in this activity are endless.
Registering a garden with the All-Ireland Pollinator Plan is a great way to encourage biodiversity and provide bees and other insects with food, shelter and suitable habitats. To register oyr school, I would access the All-Ireland Pollinator Plan website and fill in the registration details, outlining the school’s grounds and the steps being taken to support pollinators. I would encourage pupils to get involved so they can learn about the role pollinators play in our environment.
We can make a positive difference through a range of simple changes. For example, we could plant native flowers and herbs, create wildflower areas, leave some grass uncut and avoid unnecessary pesticides. Bug hotels and other small habitats could also provide shelter for insects. Children could help maintain planting areas and keep a record of the different bees, butterflies and other pollinators they see. Information signs could also be placed around the school to encourage staff, pupils and families to protect pollinators and biodiversity.
I think Jennifer has a great idea of making a map of an imaginary town. Children could get very creative. I also saw above someone else suggesting using lego which I think kids would find very interesting.
For a younger class, I would introduce map making by focusing on places the pupils know well, such as their classroom, school grounds or playground. I would start by asking the children what they think a map is and why we use maps. We would then look at some basic map features, including symbols, colours, labels and simple directions. Working in pairs, pupils could create their own map of the classroom, using pictures or symbols to show where different objects are located.
I would then introduce Google Maps and allow the children to explore an aerial view of their school and surrounding area. This would help them recognise how a map can show a real location from above. GeoHive could also be used to explore simple maps of Ireland, such as county maps. Using these digital resources would make the lesson more engaging and help pupils develop their understanding of maps while building their digital and geographical skills.In my classroom, STEM education is about giving pupils opportunities to explore, question, create and solve problems through practical experiences. Following Liston’s (2018) discussion of STEM as more than simply an acronym, I see the value in connecting Science, Technology, Engineering and Maths rather than teaching them as completely separate areas. I try to provide activities where pupils can apply their learning to real-life situations, such as designing and building structures, carrying out investigations, solving problems and using technology to research and communicate their ideas.
I believe STEM should be active and pupil-centred, allowing children to make predictions, test ideas, learn from mistakes and find their own solutions. Collaboration is also an important part of STEM in my classroom, as pupils learn to share ideas and work together. Overall, STEM education encourages curiosity, creativity, critical thinking and problem-solving, while helping pupils develop practical skills and confidence that they can use both inside and outside the classroom.