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Local scientist/engineer question:
County Offaly’s rich bogland environment and the nearby Slieve Bloom Mountains make it an ideal location for a local science project. When thinking about who to focus on, I came across the work of Professor John Feehan, a geologist and environmentalist from Birr. He has recently made several YouTube videos for Offaly Heritage, each focusing on a different wildflower, and I thought it would be the perfect way to introduce the topic to my class. After watching a few, we would take an outing to the Slieve Bloom Mountains which are right on Kinnitty’s doorstep, to spot wildflowers in their natural habitat. Back in class, pupils could record and graph their findings (Maths), write a nature report or diary entry (English), and learn about plant adaptations and bogland biodiversity (Science). In Geography, we could study the local landscape and soil types, while in Digital Learning, pupils could create a short video or presentation on a flower of their choice. I feel confident that this project connects STEM very well with real-world local learning and will hopefully make the learning experience a lot more meaningful for my students.
Hi Alan,
I think your stimulus/wonder element at the start of your project to bring them down to the only bridge that crosses the River Dargle is a great way to spark your students’ interests.
In my local village of Kinnitty, 10 minutes from Birr, there is a striking stone pyramid built in 1834 by Richard Wellesley-Bernard as a family mausoleum. I would use this unique structure as the inspiration for a design and make STEM projects with my 4th class. We would begin by researching the history of the pyramid, its purpose, and its unusual shape and materials. During a visit or virtual tour, pupils would sketch and photograph the structure. Back in class, we would explore the strength and stability of pyramids in engineering and then work in small groups to design and construct their own model mausoleums using card, straws, clay, or recycled materials. In Maths, pupils would investigate 3D shapes and learn about the three types of triangles—equilateral, isosceles, and scalene—considering how triangles contribute to structural strength. I’ve done this project numerous times before and it lends itself excellently to integration – for example in History, Geography, English, and Maths, while encouraging creativity, collaboration, and an appreciation of local engineering heritage.
Hi Laura,
That’s lovely to be able to visit a local bog so the children can properly explore a bogland and what can be found there. It brings what they’re learning alive and makes it relevant. I like the idea of integrating report writing and drawing what they observed there. I think having children write a report about something they’ve learned about in another subject a great to consolidate their learning.
I couldn’t get over the amount of resources in this module. There are so many different charts/ways to record your sightings outside, be it plants, animals, insects etc. I was also really impressed with the number of websites that can be looked at to help with running a seasonal biodiversity project. My favourite one, and the one I spent the most time on was the biodiversityireland website. I was looking through some of the different articles and one that caught my eye for a project I’d love to do was ‘Top 10 Seasonal Events’. Events like frogspawn sightings, the arrival of swallows, and blackberry picking would guide our monthly focus. We’d head outdoors once a month to observe and record seasonal changes using ID charts, clipboards, and recording sheets. Some ways to integrate other subjects: My pupils could create a class podcast series (Drama/SPHE) where they share updates on what’s happening in nature each month. In History, we could explore traditional links to seasonal events, like St. Brigid’s Day or harvest customs. In Music, we could learn traditional Irish songs related to nature or compose our own biodiversity-inspired rhythms using natural objects. I’m quite excited to try this and feel like it wouldn’t be too difficult considering the resources available for it.
Hi Mary,
I love your idea of using the novel Kensuke’s Kingdom to link in with maps, I’ve read it before with my own class and probably will be again next year so I’d love to do similar to you. I’ve also used National Geographic Kids a lot with my classes over the years and its very child friendly, colourful and informative. When my students are using the website, I will make a QR code for them and have it up on the board for them to use freely. It’s great for projects. I have also spent countless hours with my class using Google Eart during ICT time. The opportunities on it are endless and recently I’ve discovered the ‘virtual trips’ feature where they can explore a particularly interesting location in the world virtually, whether it be an interesting geographical location or historical site. I’d recommend any teacher to spend a little time having a look through it.
For the hands-on mapping lesson with my 4th class, I would use A3 sized tourist maps of Offaly that I came upon and collected from my local café in Kinnitty outside Birr (I laminated them in order to keep them for years). Working in pairs outdoors, I would have the pupils use the maps to identify local landmarks and create their own map layers based on chosen variables such as land use (woodlands, farmlands, boglands), elevation, or human features like walking trails and historic sites. They could use chalk, cones or any PE equipment that worked to create large-scale maps in the yard, physically layering data. Back in class, pupils would transfer their findings to digital tools such as Google My Maps, Mapme, comparing physical and online maps on GeoHive or Biodiversity Maps. This integrates geography, data handling, digital literacy, teamwork and creativity. Questions might include: ‘Which areas are most suitable for tourism?’ or ‘Where would you add a new walking trail and why?’ This approach promotes spatial awareness and supports active, inquiry-based STEM learning.
Hi Mary,
I can relate to you wanting your students to be less afraid to make mistakes and take risks. Some children are very focused on the correct answer and struggle to see that when you get something wrong, you learn from it. I think that’s partly down to me not using enough Inquiry Based Learning in my teaching and fostering that curiosity and giving opportunities for creativity. I’m definitely going to create more opportunities for these types of lessons, and hopefully it will help my students build on their resilience and it will foster growth mindset.
With my 4th class next year, I will apply the concepts from this module by using the Curious Minds/ESERO Framework for Inquiry to plan more engaging, hands-on STEM lessons. I think the Planning Guide is very user friendly and makes it easier for teachers to structure themed investigations, such as exploring telescopes and astronomy, which aligns well with the children’s curiosity at this age. The framework supports differentiated learning, so I can adapt activities to suit a range of abilities within the class. This module helped me to see that integrating STEM with other subjects isn’t as difficult or daunting as it might seem. For example, I like the idea of linking oral and written language by encouraging the children to record observations, write reports about their investigations and having to present findings to their classmates. History and Drama lessons based on the Earl of Rosse in 1845, perhaps focusing on how he felt becoming Knighted, would be a fun and meaningful link too, encouraging them to empathise with people living during this time. Having a cross-curricular approach like this supports the goals of the STEM Education Policy Statement by fostering creativity, collaboration, and critical thinking. I think the more you teach inquiry based lessons will help your students develop confidence in STEM.