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I really like the idea of using Mark Langtry as a source of inspiration, particularly because he connects science with everyday experiences that children can relate to. The sports investigations would be a great way to engage pupils who enjoy PE while developing their scientific thinking. I especially like the focus on making predictions, carrying out repeated tests and discussing the evidence, as these are important parts of the inquiry process. The investigation into different surfaces would also be a simple but effective way of introducing concepts such as friction and forces. It shows how science can be practical, fun and accessible for children.
I would involve my pupils in a creative project based on the natural and scientific heritage of our local area. As a starting point, I would take the children outdoors to explore the school grounds or a nearby natural area, encouraging them to observe plants, trees, insects and wildlife. The children could take photographs, make sketches and record interesting things they discover.
Using their observations, I would develop an art project where pupils create paintings, collages or observational drawings inspired by the local environment. We could also incorporate music by creating sounds and rhythms based on nature, such as birdsong, rainfall or wind. For drama, pupils could act out the life cycle of a plant or insect and create short scenes based on what they observed outdoors. Younger pupils could also create a simple class story about a local animal or habitat. This project would allow children to develop creativity while building their knowledge and appreciation of their local natural heritage.I really like the idea of using a local landmark such as The Wonderful Barn to inspire an engineering project. It would make the learning meaningful for the children while also helping them appreciate their local history and heritage. The opportunity to design, build, test and improve their structures would develop great problem-solving and teamwork skills. I also like how you have integrated technology through Scratch or Sketch Lab, as this adds another creative dimension to the project. The cross-curricular links with Science, Maths, History, Art and English are particularly strong
I would begin by bringing the class to look at the suspension bridge in Birr Castle Demesne, discussing its purpose, structure and the materials used to construct it. I would encourage pupils to identify what makes a bridge strong and consider how the design could be improved. Back in the classroom, I would set a challenge for pupils to work in small groups to design and build their own bridge using materials such as lollipop sticks, paper, cardboard, string and tape. Each group would first draw a labelled plan before constructing and testing their bridge.
Mathematical thinking could be integrated throughout the activity. Pupils could measure the length, width and height of their bridges and compare different designs. They could count and calculate the materials used, estimate how much weight each bridge could hold and record their results. Graphs could be used to compare the strength of each design. This would develop problem-solving, reasoning, measuring and data-handling skills in an engaging, practical context.
I really like your point that we don’t need to know the answer to everything before taking children outdoors. I agree that the resources from this module can give teachers much more confidence when identifying local species. The citizen science project sounds like a great way to encourage children to investigate their local environment while also developing their ICT and observation skills. I also like the idea of involving others to verify their findings, as this encourages collaboration and curiosity.
I would use the course resources to establish a seasonal biodiversity project that runs throughout the school year. At the beginning of each season, I would bring the children outdoors to explore the school grounds and observe changes in plants, insects, birds and weather. I would use resources such as identification guides, magnifying glasses, bug viewers, tablets or cameras, and simple biodiversity recording sheets to record what we find. Children could draw or photograph species and record the date, location and season.
I would aim to bring learning outdoors at least once every two weeks, with additional opportunities during significant seasonal changes. The project could be developed through different subject areas. In Science, children could investigate habitats and seasonal change; in Maths, they could count and graph the species observed; in English and Gaeilge, they could develop vocabulary and write or discuss observations. Art could be incorporated through nature drawings, seasonal artwork and observational sketches, making the project engaging and cross-curricular.I really like how you have connected the GeoHive Story Map to something familiar in the children’s local environment. Using the local bog as a starting point would make the lesson much more meaningful and engaging for Senior Infants. I also like the idea of the children creating their own map of the school grounds and thinking about where to accurately place the plants and animals they discover. The use of a key is a great way to introduce an important map-making skill in an age-appropriate way. I agree that this activity provides so many opportunities for cross-curricular learning, particularly through maths, literacy and art. It would be a lovely hands-on activity that encourages children to explore and investigate their own surroundings while developing their understanding of maps.
For younger classes, I would begin a map-making lesson by discussing maps and asking pupils what they think maps are used for. I would show a simple map of the school or local area and identify familiar features such as the school, roads, houses and playground. I would then introduce basic map skills, including using symbols, a key and simple directions. Pupils could work together to create a map of the classroom or school, using drawings and symbols to represent important features.</p>
To incorporate digital tools, I would use Google Maps to explore the school and surrounding area from an aerial view. Pupils could identify familiar landmarks and compare the digital map with their own maps. GeoHive could also be used to explore maps of Ireland and introduce pupils to different types of maps. This combination of practical and digital activities would develop pupils’ spatial awareness and make map-making meaningful and engaging.I really like how you have connected the Rainbow Spinner activity to your previous learning about space, light and colour. I agree that the engineering aspect provides a great opportunity for children to bring their learning together through designing, testing and modifying their spinners. I also think this would work really well with Senior Infants as it allows them to explore and make predictions in a very hands-on way. The Curious Minds/ESERO Inquiry Framework has also given me more confidence in seeing how these types of open-ended activities can be incorporated into everyday classroom learning.
Having reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018) reflect on what STEM education looks like in your classroom.
STEM education in my classroom involves creating opportunities for pupils to explore, question, problem-solve and apply their learning to real-life situations. Rather than teaching Science, Technology, Engineering and Maths as separate subjects, I try to make connections between them through practical and collaborative activities. For example, pupils may investigate materials, design and build structures, collect and represent data, or use technology to research and communicate their findings. I find that hands-on learning encourages curiosity and allows pupils to learn through trial and error, while also developing skills such as critical thinking, creativity, communication and teamwork. Following Liston (2018), I recognise that STEM is broader than simply combining four subject areas. It involves developing an understanding of how these disciplines work together to solve problems and make sense of the world. I would like to further develop STEM in my classroom by providing more opportunities for open-ended investigation, design challenges and links to the local environment and scientific heritage.