[Louise Gleeson]

Yes the nature journal is a lovely piece to have at the end of the year. It would track all the learning through the seasons and allow for a fun end of season or end year review. Students could swap journals and see how the others in their class or with another class. We all learn differently so this is a wonderful ‘free’ way of having children interact and record how they perceive nature around us. I love the nature journal resource.

[Louise Gleeson]

 

I work in a junior primary school (JI – 2nd) We have annual plans based on thematic approaches (monthly themes) and a seasonal biodiversity project would be the perfect plan for my school. Staff already like this type of overview approach. Please see below how I would plan this for my school. We are reviewing our themes on our croke park day and this is the ideal opportunity to present an idea for a change of theme as some of our themes have had their day and new teachers and new principal are looking to update our themes. This would be a more whole school approach and something I genuinely think would work in our urban school.

Some of the suggestions we already do but I have spent time collating what we already do, I have taken things from some of our themes already in place but have tried to present a decent overview of a seasonal biodiversity plan for my junior school. It’s all very simple ideas but very appropriate to my junior school setting.

Seasonal Biodiversity Project Overview

Goal:
To help junior students observe, record, and understand changes in local biodiversity across the four seasons, encouraging outdoor learning, environmental awareness, and cross-curricular integration.

Suitable For:
Junior Infants – 2nd Class

The seasonal plan

Autumn: Observing Changes and Habitats

·        Go on a nature walk to observe falling leaves, insects, birds, fungi.

·        Collect and sort leaves, seeds, and twigs.

·        Discuss hibernation, habitat changes, and food preparation by animals.

·        Create a “habitat watch” around the school (e.g. under hedges, in grass patches).

Winter: Tracking Animals and Weather

·        Observe signs of animal presence: tracks, droppings, or nests.

·        Set up a bird feeder and record bird visits weekly.

·        Discuss animal adaptations (fur, hibernation, migration).

·        Observe bare trees, frost, or snow.

Spring: Life Cycles and New Growth

·        Monitor tree budding, flower blooming, and insect activity.

·        Observe and record the life cycle of frogs or butterflies.

·        Plant seeds (e.g. wildflowers or vegetables) and track growth.

Summer: Insect Hunts and Pollination

·        Conduct bug hunts (ladybirds, ants, bees) using simple tools (magnifying glasses, bug jars).

·        Explore pollination and link to food we eat.

·        Celebrate learning with a biodiversity showcase: posters, maps, songs, or a garden picnic.

 

Resources needed

Recording Sheets / Booklets:

·        Seasonal observation sheets (weather, what they see, hear, smell).

·        Plant/animal ID charts (simple visuals) – which we have amassed over the years from newspapers, free from edco etc…

·        Tree/leaf matching cards.

·        Bird observation tally chart again the posters from the irish independent are great for this (and they are free!).

·        “My Nature Journal” booklet with space for drawings, labels, and notes (very basic but a lovely way to track learning through the seasons)

Materials/tools

·        Magnifying glasses

·        Clipboards and pencils

·        Bug jars or observation trays

·        Bird feeders and seed

·        Seed packets, small pots or garden bed access

Outdoor learning expectations

·        Minimum: Once every 2 weeks (ideally once a week)

·        Keep visits short (20–30 mins), focused, and seasonal.

·        Use a consistent location (e.g. school garden or local green space) so students can notice changes over time.

Cross curricular opportunities

Literacy

·        Recount writing: “Our Spring Nature Walk”

·        Poetry: “The Colours of Autumn”

·        Oral language: describing habitats or animals seen

 

Maths

·        Counting and graphing birds or insects

·        Measuring plant growth

·        Sorting natural items by size, shape, or type

 

ART

·        Leaf rubbings or nature collages

·        Seasonal displays with natural materials

·        Drawing or painting insects or flowers

Science

·        Living things: life cycles, habitats

·        Seasonal changes and weather

·        Simple classification of plants and animals

 

SPHE / Wellbeing

·        Mindfulness in nature (e.g. 5 senses walks)

·        Caring for living things

·        Teamwork during group observations or planting

End of year showcase

·        Hold a “Nature Day” celebration with songs, displays, and family involvement.

·        Present findings to another class

·      Slideshow at the end of year assembly to showcase all the learning throughout this seasonal project

 

[Louise Gleeson]

I love the hands-on approach of using loose parts like twigs and stones—what a great way to make mapping tangible and age-appropriate for Junior Infants to 2nd class. It’s such a powerful way for young learners to connect spatial concepts with their real-world environment.

Using Google Maps and the school’s Eircode is a fantastic way to bridge physical and digital learning.

I’m in the same boat with Geohive—it’s new to me too, but I’m looking forward to exploring it and seeing how it can add another layer to local geography and map skills.

[Louise Gleeson]

Assignment

For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive

 

LESSON

Learning Objectives

–        Understand what maps are and why we use them.

–        Identify basic map features (symbols, key/legend, compass directions).

–        Begin creating simple maps of familiar spaces (e.g. classroom, school yard).

–        Use digital tools (e.g. Google Maps) to explore real-world locations.

 

Introduction (10–15 mins)

Begin by asking: What is a map? Where have you seen one?

Show examples of different types of maps: treasure maps, park maps, road maps.

Discuss what maps show: places, directions, and important features.

Introduce key map elements: title, legend/key, compass, symbols.

Exploration with Google Maps (15 mins)

–        Open Google Maps on a smartboard or tablets:

Search for your school and zoom in/out to show aerial and street views.
Identify roads, parks, buildings, rivers nearby.
–        Use Street View to “walk” around the area and discuss what they see.

–        Highlight features like the compass (N, S, E, W), scale, and labels.

–        Use Geohive to look at local area maps, old/historic maps, or different land uses (urban vs rural).

Hands-on Activity: Map Your Classroom/School (20–25 mins)

Have students draw a map of their classroom, school, or playground:
Add a title and legend (e.g. blue = water fountain, brown = desks).
Include simple symbols and use cardinal directions (N, S, E, W).
Encourage creativity but reinforce spatial awareness (e.g. desk near window).

 

Use pre-drawn map templates for those who need support.
Extend for early finishers: “Can you add a path to the library or car park?”

 

Discussion and Sharing (10 mins)

Have students share their maps in pairs or with the class.
Reflect: How is your map similar or different to Google Maps?
What did you learn about your space from making a map?

[Louise Gleeson]

Hi Danielle, I appreciate how honestly you’ve shared your initial hesitation around STEM and how Liston’s perspective has shifted your thinking. I think many of us fall into the habit of isolating STEM into just science experiments or building tasks, so it’s refreshing to hear how you’re now approaching it as a more interconnected and socially relevant experience – I’ll be doing the same!

• This reply was modified 7 months ago by Louise Gleeson.

[Louise Gleeson]

Liston challenges the notion of STEM as merely the sum of four subjects. She positions a collaborative, problem-centered approach to learning where students approach situations by integrating science, technology, engineering, and math.

I work in a junior school and I like how Liston highlights how even young learners can engage with STEM via real-world exploration—posing questions, building, testing and reflecting. Upon reflection of my own teaching I need to increase the cross curricular opportunities. In my junior classroom, I would involve aim to have more construction challenges like paper bridges or simple water pumps. I can see the value of working in small teams to promote communication, negotiation, and joint problem-solving.

Junior school topics—like local ecosystems, community problems, basic mechanics—lend themselves naturally to thematic STEM units that encompass science questions, mathematical measurement, simple engineering, and even basic tech tools that can increase the level of my STEM teaching opportunity.

• This reply was modified 7 months ago by Louise Gleeson.
• This reply was modified 7 months ago by Louise Gleeson.

[Louise Gleeson]

Absolutely! Bringing in a guest speaker, like a local fisherman, truly brings learning to life. Having someone with real-world experience share their story adds depth and authenticity to the classroom experience. The learning that surrounds the visit—researching beforehand, preparing thoughtful questions, and reflecting afterwards—makes the whole process so rich and engaging for pupils. It’s not just about hearing information; it’s about connecting with it in a meaningful way.

Your point about celebrating local sustainability through aquaculture is spot on. A visit like this helps students see how sustainable practices are happening right in their own community. It shows them that sustainability isn’t just a global issue—it’s local, relevant, and something they can be part of. Creating displays with photos, student reflections, and the information gathered helps to extend the learning and gives pupils a real sense of pride in their work. It’s experiential learning at its best!

[Louise Gleeson]

Sustainability is becoming an increasingly visible part of life in south west Dublin city where our school is based. We have a community garden, allotments and a recycling centre near by where sustainability is being encouraged and practiced in small and meaningful ways. Many families are already participating in habits such as recycling, composting, walking or cycling to school, and using reusable containers, which shows a strong foundation for teaching children about sustainable living.

Our junior primary school has a valuable opportunity to build on this by actively engaging our young pupils in local sustainability practices. Lessons can be designed around real-life examples from their own community—studying how recycling works, exploring nearby green areas, or learning about local biodiversity. Pupils could take part in litter-picking projects, grow vegetables in a school garden, or create posters and campaigns to promote eco-friendly habits at home and in school.

Involving children in such hands-on, locally grounded activities fosters a deeper connection to their community while teaching them the importance of environmental responsibility. It empowers them to become active participants in creating a more sustainable future—starting right in their own locality.

[Louise Gleeson]

Understanding the nutritional benefits of seafood is not only important for personal health but also presents a valuable opportunity to teach children about healthy eating habits and the importance of making good food choices. Seafood is rich in high-quality protein, omega-3 fatty acids, essential vitamins, and minerals. In our junior school, students love learning these “big” scientific words—it gives them a real sense of pride and ownership over their learning.

Bringing this topic into the primary classroom can be both engaging and educational. Our school embraces a thematic approach to learning, and I can already see the many cross-curricular connections—from science and geography to literacy, art, and wellbeing. Hands-on activities like food tastings, simple cooking demos, or creating “brain food” posters make learning meaningful and memorable.

I also thought this would be a great opportunity to involve our HSCL, who already runs cooking courses for parents. It could be a fantastic way to bring families and students together around healthy food education.

[Louise Gleeson]

Who doesn’t love food tasting?! Depending on individual school settings /contexts this could be the child’s first introduction to where food really comes from, their first time tasting fresh fish. I know this would be the case for many of our DEIS Band 1 urban students. The resources and ideas here really provide solid  ideas and tasks for the teacher to produce meaningful lessons and quality learning experiences for our students.

[Louise Gleeson]

We’re currently reviewing our school themes for the year, and our principal is strongly encouraging thematic learning with a strong cross-curricular focus. Aquaculture is an excellent topic that I’m planning to bring to the table at our review meeting. It really offers a wide range of opportunities for rich, integrated learning across all subject areas. From science and math to literacy, technology, and even the arts, aquaculture provides a meaningful and engaging context that supports hands-on exploration and real-world connections for our youngest learners.

[Louise Gleeson]

I work in a junior school setting and think aquaculture could be a wonderful new theme to introduce. A study on aquaculture could be an engaging and educational way to introduce STEM with our junior school aged students. Young students can learn basic biology by observing how fish grow, what they eat, and how their environment affects them. Simple science experiments—like testing water quality or measuring fish growth—develop observation and inquiry skills. Teachers can introduce basic math by having students count fish, measure food portions, and track data on growth charts. Technology comes into play through simple tools like thermometers and filters, while engineering is explored through building small fish tanks or designing mini aquatic ecosystems. Aquaculture projects promote hands-on learning and help students understand sustainability, food systems, and environmental care. Through storytelling, drawing, and role play, young learners connect STEM concepts to real-life situations, making the learning process both fun and meaningful. Overall, aquaculture fosters curiosity, responsibility, and critical thinking at an early age. As part of our SSE we are reviewing our themes for the year at our first meeting on our croke park day and the lessons and resources provided here are an ideal starting point for a class level team to develop. Thanks!

[Louise Gleeson]

Nice detailed overview. I completely agree with the points outlined. The strategic location of aquaculture farms along Ireland’s coast truly harnesses the natural advantages of sheltered bays and clean waters. As you’ve highlighted, the sector provides essential employment in areas where other opportunities are limited, and the knock-on benefits for local economies and services are significant. It’s especially encouraging to see how aquaculture supports diversification and brings stability to communities traditionally reliant on seasonal work or declining fisheries.

[Louise Gleeson]

Aquaculture farms in Ireland are predominantly located along the western seaboard, where clean, nutrient-rich Atlantic waters create ideal conditions for farming species like salmon, mussels, and oysters. These farms play a vital socio-economic role in sustaining coastal communities, many of which face challenges from declining traditional industries such as fishing and agriculture. Aquaculture provides stable, year-round employment, helping to counter rural depopulation and youth migration. It also supports ancillary sectors like processing, logistics, and tourism, further stimulating local economies. Importantly, the industry encourages innovation and environmental stewardship through sustainable farming practices and coastal resource management. While concerns around environmental impacts exist, properly regulated aquaculture offers a viable path to economic resilience for marginalised regions. It allows communities to maintain a connection to the sea while diversifying income streams and promoting food security. As such, aquaculture represents a critical opportunity for balanced regional development in Ireland’s coastal zones.

[Louise Gleeson]

Exploring tools related to Aquaculture and Social License provides children with a rich and real opportunity for real-world learning. Interactive resources help our modern day students develop a deeper understanding of how aquaculture influences environmental, economic, and social systems. These tools not only make learning more engaging but also foster critical thinkers and empathy by allowing students to step into the roles of fishers, community members, scientists, and policymakers.

Incorporating videos, visuals, and possibly more ‘old fashioned’ learning styles like a Q&A with a ‘real life’ interviewee who has real experience of aqua culture can only further strengthen student engagement and comprehension. Or as a contributor above mentioned beach clean ups, writing letters to local officials to gain momentum in making a difference. Visual media can bring aquaculture practices to life, making complex topics more accessible, while hands-on experiences offer practical insights into how aquaculture operates and affects local communities and ecosystems

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