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Hi Lorna – that’s so handy that the heritage centre is right beside your school. I love Irish mythology and your idea of linking the legendary local story to drama, art and music lessons is really interesting. I especially like the idea of reenacting the old legendary tale in the garden of the heritage centre in front of the statue. Well done!
Option 3
Taking inspiration from this course, I would plan a month-long project for my 4th class exploring the scientific and natural heritage of Dublin 8. As our school is located in Dublin 8, we are fortunate to have a range of local resources within walking distance. I would use places such as the War Memorial Gardens, the Grand Canal and Phoenix Park to encourage pupils to investigate local biodiversity, habitats and engineering features. Using familiar locations would help pupils realise that science is all around them and also it is an opportunity to delve into our locality and learn more about the history of our area.
At the Grand Canal, pupils could identify birds such as swans, ducks and moorhens, observe canal-side plants and discuss the importance of protecting freshwater habitats. We could also examine the canal bridges and locks, encouraging pupils to think about how engineering has shaped the area.
In Phoenix Park, pupils could identify native trees, carry out minibeast hunts, observe the deer from a safe distance and record seasonal changes in plants and wildlife. Using simple identification guides and recording sheets, pupils could compare their findings over the course of the project and upload suitable observations to the National Biodiversity Data Centre, allowing them to contribute to a real citizen science initiative.
At the Irish National War Memorial Gardens, pupils could learn about the history of the site and why it was created before exploring the gardens to identify trees, flowers and birds. They could compare the different habitats, complete a biodiversity scavenger hunt and discuss how historic sites can also support local wildlife. Back in the classroom, pupils could create a simple map of the gardens and reflect on how the area has changed over time. The children could also compare and contrast the urban parks of their area.
I think a project like this would suit a 4th class really well, as it combines hands-on learning, teamwork and regular outdoor exploration while helping pupils develop a stronger appreciation for the rich scientific and natural heritage of Dublin 8.
Hi Pat – I really like the local history aspect to your idea. It’s really fascinating for the pupils to learn about their local community whilst engaging in STEM activities. The opportunities to visit the bridge, speak to the family and visit the local library really adds a unique aspect to the project.
Option 1
I would use the suspension bridge in Birr Castle Demesne as the starting point for a class design and make challenge. Before building, we would examine different types of bridges and discuss why engineers choose certain designs for different purposes. I would encourage pupils to think about what makes a bridge strong by investigating shapes such as triangles and testing simple paper bridge designs before creating their own models.
Working in groups, pupils would design a bridge using recycled materials, ensuring it could span a set distance and support a chosen weight. Throughout the activity, maths talk is encouraged. Pupils would measure the required span, draw their bridge to scale, estimate and compare lengths, and use 2D and 3D shapes when planning their designs. Once completed, each bridge would be tested using weights, with pupils recording and comparing the results in tables and graphs.
I also like the idea of extending this into a whole-school STEM challenge, where each class designs a different type of bridge before showcasing their work. This would encourage collaboration, creativity and problem-solving, while helping pupils appreciate the important role engineering and mathematics play in everyday life.
I really like the addition of involving the Green Schools Committee in planning/monitoring this project. Sometimes the GSC is underused and forgotten about! This would give them a great sense of ownership and really drive the project on. Thanks Katie!
Option 3
I would use a seasonal biodiversity project to help my class observe how nature changes throughout the school year. We would go outdoors every two weeks to the same area of the school grounds to record what we notice. The children could use simple recording sheets to identify trees, wildflowers, birds and minibeasts, as well as a seasonal diary to record changes such as leaves appearing, flowers blooming or birds returning. I would also use identification guides and apps like Seek to help pupils identify species, while encouraging them to compare their findings with field guides before recording observations.
Throughout the year, pupils could upload suitable observations to the National Biodiversity Data Centre, helping them see that their work contributes to real citizen science. There is strong linkage to the curriculum in this project. In Maths, pupils could create graphs showing the number of species recorded each month. In English, they could write nature journals or descriptive pieces based on their observations. In Art, they could sketch plants, leaves and insects, while in Geography they could explore habitats and discuss why different species are found in different areas of the school grounds. I think bringing learning outdoors regularly would make lessons more engaging and help pupils develop a stronger appreciation for biodiversity in their own local environment.
I really like your idea for junior classes with simple things like a key and ensuring that basic features are included. It’s a big comparison with my senior lesson in adding layers of terrain, sunlight etc. Interesting to see the differences in levels!
Option 1
For this activity, I’d take my class outdoors to map our school yard using the layered mapping approach outlined in the module. Each group would be given a base map and acetate sheet, then assigned a different variable to record: sunlight/shade coverage, surface type (grass, tarmac, gravel), noise levels, or footfall/activity zones during break time.
Once each layer is mapped, we’d overlay them to look for patterns. Questions I’d ask: Does the sunniest area see the most activity at lunchtime? Do shaded areas correspond with quieter zones? Is there a link between surface type and where games like football or basketball tend to happen?
To integrate online tools, I’d follow up by comparing our hand-drawn base map with an aerial view on Google Maps or GeoHive, discussing why the digital and physical versions might differ slightly, and how scale and orientation work.
Hi Sharon. I really like how you grounded the whole lesson in a real question – ‘How do scientists study space without leaving Earth?’ rather than jumping straight into a complicated science lesson. The string telephones and tuning forks are a nice practical touch for the sound strand, and pairing that with the transparent/translucent/opaque investigation for light gives a good balance across both topics.
One thing I’d be wondering about is how you’d extend this for a senior class. Perhaps by getting them to link the I-LOFAR antennas back to what they discovered about sound and light waves could be a good idea. Could be a nice way to tie your KWL back in at the reflection stage. Thanks and well done!
Option 3
For this module I’d focus on a hands-on lesson using the Curious Minds framework. I’d start by engaging the class with a prism or a crystal catching the light, asking them to wonder why rainbows appear and whether light always travels in straight lines.
For the investigation, I’d give pairs a concave and convex lens each and let them explore what happens when they look through them, move them closer to their eye, or closer to the object. Then we’d use plane mirrors to see how light changes direction, linking this to periscopes and how the Great Telescope at Birr used mirrors rather than lenses.
As a next step, I’d have the class design and build a simple telescope from cardboard tubes, applying what they’d learned about lens placement. We’d finish by a class discussion on what they noticed. The students should understand that the convex lens bends the light rays so they cross before reaching the eye, flipping the image.
Hi Katie, I really like the hands-on design here. By using real leaves the class already knows alongside a deliberately flawed AI paragraph lets pupils verify claims themselves rather than just taking your word for it. It gives the children independence in fact-checking.
It suits multi-class age-appropriate AI literacy well, since it doesn’t ask pupils to struggle with using AI abstractly but just to apply skills they already have (cross-referencing sources) to a new context.
How will you make sure the planted mistakes reflect the kind of errors AI actually makes (like confusing similar species), rather than being too obviously wrong? Sometimes I find that AI is only slightly off sometimes which makes it a bit difficult to plan for in a lesson like this. Takes a bit more thinking time on behalf of the teacher!
One suggestion: for older pupils, have them rewrite the AI paragraph correctly and reflect on why the AI might have made that mistake. This might build insight into how AI generates answers, not just where it went wrong. Thanks and well done!
Class stage: Fifth Class
Curriculum area and learning intention: SPHE / Digital Learning Framework. Learning intention: Pupils will understand that AI-generated information is not always accurate or neutral, and will practise questioning digital content critically before accepting it as true.
AI concept being explored: Bias and accuracy in AI-generated text and images with a focus on how AI tools learn from existing data, which can include human bias and errors.
Activity/discussion outline: In small groups, pupils are given the same simple prompt (e.g. “describe a scientist” or “describe a family”) to try with an AI image or text generator. Teacher modelling is important here so that the pupils are using the tool safely and appropriately. Groups compare results, noting patterns in who or what the AI consistently shows, then discuss as a class why these patterns might occur.
Critical question: Why might an AI tool repeatedly show the same type of person or leave certain things/groups out — and where might that pattern have come from?
Responsible-use consideration: Pupils should understand that AI tools should never be given personal information (names, addresses, photos) and that adult supervision is required for any AI interaction.Supporting critical thinking: Using simple talk frames such as “I noticed… I wonder why… This might affect…”, to scaffold pupils’ reasoning during discussion, and explicitly modelling how to question rather than accept AI output.
Gathering evidence: A simple task where pupils write one thing they noticed about bias in the AI output and one question they’d ask before trusting AI content in future. Gather the evidence and display it on an interactive whiteboard for concluding discussion. Put some posters up on the classroom walls with the pupils suggestions and advice.
Hi Catherine, I really like the blocky beekeeping station in Fantastic Fairgrounds— using AI to track bees is such a clever way to make AI feel real and hands-on for younger pupils, rather than just an abstract idea.
It ties in really well with your Living Things curriculum link too, giving pupils a concrete, relatable way into data analysis before they tackle trickier concepts like AI ethics. It also gives pupils a hands-on entry point into AI rather than starting with theory.
As a suggestion, since you’re planning it as a whole-class lesson at first, maybe get pupils to predict the bees’ patterns before the AI reveals its data? Could make for a great “guess vs reality” moment and spark some good discussion and stir up a bit of craic in the classroom. Well done!
World chosen: CyberSafe: Home Sweet Hmm
Overview: This is a demo lesson designed to teach younger pupils online safety. Players begin in a virtual home, where they meet a Trusted Adult NPC who guides them through the game. From there, pupils progress through four “pillars” of cyber safety, covering identity verification, password protection, phishing awareness and avoiding online scams, all built around the guiding idea of stopping and thinking before clicking.
Lesson plan, objectives and resources: The lesson is structured as four short in-game challenges, each tackling one online safety skill through a real-world-style scenario. It comes with a facilitator guide and supporting classroom resources, and is part of Minecraft Education’s wider CyberSafe collection aimed at younger learners and aligned to recognise cyber safety and digital citizenship.
Curriculum link: This links strongly to SPHE, particularly the Myself and the Wider World strand, where pupils explore safety, decision-making and online relationships — as well as supporting the Digital Learning Framework’s focus on responsible, safe use of technology.
I’d use the core lesson largely as is, since the scenarios are age-appropriate and well scaffolded, but I’d add a follow-up circle-time discussion afterward, asking pupils to share real examples of “stop and think” moments they’ve had online, to help transfer the in-game learning into genuine reflection.
I love the pond and duck theme, Marie — the hearts shooting out and happy sound when the duck eats bread adds lovely instant positive feedback, which really supports engagement, especially for younger learners.
The one point per bread scoring works well with your fifteen-second limit — simple and easy for pupils to grasp, while still creating a nice sense of urgency in a short session.
One suggestion: could you add an “avoidable” element, like a piece of mouldy bread or a rock falling alongside the good bread, that costs a point or ends the round early if caught? It would add a layer of decision-making for the player and build nicely on the sprite work you’ve already done. Thanks!