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I really enjoyed reading your ideas and can see how much the children would get from a project like this. I have done nature walks with my class before, but I had not thought of linking it so closely with map work. It is such a great way to make geography more meaningful. I also love the variety in the art activities, especially the textured bog landscapes and tree bark rubbings. I know all classes would really enjoy the hands-on side of that. The creative writing element is a lovely way to give children choice, whether they want to focus on local history or their own experience of the walk. The idea of exhibiting the projects and having the children present their work is brilliant. It adds so much value to what they have done and builds confidence too. I will definitely be borrowing a few of these ideas.
To explore the rath in the village in which our school is located with a class, I would begin with a visit to the site or use images and maps to spark curiosity. We would discuss what a rath is, its historical and archaeological significance, and how it connects to our natural and cultural heritage. For a creative writing project, I would ask pupils to imagine the rath in the past and write a story or diary entry from the perspective of someone who lived there, perhaps a child in early medieval Ireland. In visual art, pupils could create drawings or mixed media pieces showing life around the rath, using natural materials or earth tones. This project would link well with history, SESE and SPHE, while encouraging imagination and a strong sense of place. It also helps pupils connect personally with a local landmark they may pass regularly but know little about.
I really like your idea of using the Liffey Railway Bridge as a starting point. Using a familiar structure makes the learning much more meaningful for the children. I also love how you’ve tied in so many subject; STEM, maths and visual art, while keeping the focus on hands-on exploration. We did something similar with a local canal bridge near our school, and the children were so engaged when they recognised it. Testing the strength of their own bridge models was definitely a highlight. It’s a great way to encourage creativity and problem-solving.
Using the suspension bridge in Birr Castle Demesne as inspiration, I would begin by showing images of the bridge and leading a discussion about its purpose, design and structure. We would look at the key features of a suspension bridge and why it is strong and flexible. As a class challenge, I would ask pupils to work in small groups to design and make their own bridge using materials such as string, lollipop sticks, paper, and cardboard.
To integrate mathematical thinking, we would begin by measuring and sketching designs to scale, using rulers and discussing concepts like length, width and height. Pupils would estimate and record measurements and use multiplication or addition when calculating materials needed. During the construction phase, they would test weight and balance, applying concepts such as symmetry and shape. After building, we could test the bridges using weights and record results in tables or simple bar charts, encouraging problem-solving and critical thinking throughout.
That sounds like a lovely idea. Our school has something similar in place. We have raised beds in the school garden, and each class takes responsibility for planting different fruit and vegetables. Some of the things we have grown include strawberries, peas, lettuce and potatoes. It is a great way for children to learn about the growing process, seasonal changes and where food comes from. It also gives them a real sense of responsibility and pride in looking after their plants. The hands-on nature of gardening really supports learning across SESE and SPHE, and the children really enjoy seeing the results of their efforts.
Using some of the identification tools and resources outlined in this module, identify some species of plants or animals in your own local environment and record them with the National Biodiversity Data Centre and then outline how you would get your class involved in citizen science projects
I have identified the following butterfly, using the website irishbutterflies.com (from the module):
Peacock
Inachis io
Our school garden could be utilised by the class to identify different species of butterflies. Using identification guides, the children could be guided to spot and identify common species such as the Peacock, Small Tortoiseshell and Red Admiral. We could submit our records through Ireland’s Citizen Science Portal on the National Biodiversity Data Centre website. To get the class involved, I would begin with nature walks around the school grounds, using ID charts to help children recognise local species. This could be done in 15 minute timeslots once pre week. We would record our sightings on simple worksheets and then submit them together online. This gives children a real sense of purpose in their learning and helps them see how they can contribute to real scientific research. It also links well with SESE and encourages observation, recording skills and environmental awareness.I really like your approach and how you have combined different online tools to make the learning meaningful and connected to the children’s environment. I have used Google Earth with my class as well and they really enjoyed zooming in on their homes and spotting familiar places. I had not considered using the NBDC maps before but that is a great way to link with biodiversity and the SESE strands. I also like the idea of recording the weather and comparing it with Met Éireann’s data. It is a simple activity but really effective for building data handling skills. I agree that this kind of learning helps to build curiosity and observation skills while making strong cross-curricular links.
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
For an Infant class, I would begin with a discussion about familiar places like home, school and the local park. We would create a simple map of the classroom together, introducing symbols and basic directions. Then, we could take a short walk around the school grounds to spot landmarks and practise using language like left, right, beside and in front. Back in the classroom, I would use Google Maps to show the school from above and use Street View to help children recognise familiar places. Geohive could be used to show how maps can look different but still show the same area. Finally, children could draw their own simple maps of the school or their journey to school, using symbols and pictures. This keeps the learning active, visual and rooted in their own experiences.
I completely agree with you. This module has really helped me refocus on the core principles of STEM Education too. Like you, I’ve found it so valuable to take a more hands-on and integrated approach in the classroom, especially when it connects to the children’s own experiences. I’m also working on developing a stronger cross-curricular link, particularly with maths skills. It’s something I’ve become much more aware of since taking this module. I’ve used the Curious Minds website as well and find it very practical and easy to incorporate into lessons. The ESERO Framework is new to me too, but I really like how it guides the inquiry process.
Lesson on mirrors, lenses and telescopes aimed at senior classes
Introduction
Ask pupils: “What do sound and light have in common?”
Introduce the idea that both travel in waves.
Quick demonstration: Move a slinky to show how waves move.
Sound Waves
Explain that sound is a vibration that travels through air (or other materials).
Demonstration: Strike a tuning fork and place it in water to show vibrations.
Activity: Pupils make sounds using objects and describe pitch/loudness.
Discuss: How do our ears hear sound?
Light Waves
Shine a torch to show light travels in straight lines.
Use a mirror to reflect the beam; discuss reflection.
Use a prism to show how white light can be split into colours.
Group Work
Use simple stations, with pupils rotating through the stations:
o Sound vibration with rubber bands or cups and string phones.
o Bending light with a glass of water.
o Shadow tracing with torches and objects.
Conclusion
Revise: waves, how sound travels, how light helps us see.
Ask pupils to name one new thing they have learnt.