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<p dir=”ltr”>Hi Kaytlyn, this is a fantastic project! I love how seamlessly you’ve integrated <b>science, geography and STEM</b> into the art activities. Using the local citizen science portal and incorporating the windmills are brilliant ways to connect their real-world environment to hands-on learning. It sounds incredibly engaging!</p>
I teeach Senior Infants in a school in Galway. I would base a creative project on the natural heritage of our local area. We would explore Galway Bay, local beaches and native wildlife through art, music, drama and creative writing. The children could collect natural materials such as leaves, shells and stones to create nature collages and seaside artwork. We would learn songs about the sea and Irish wildlife and act out stories about animals such as seals, birds and crabs. The children could also create a simple class book with drawings and sentences about their favourite local plants or animals. If possible, we would take a nature walk or visit a nearby beach or park to observe nature first-hand. This cross-curricular project would encourage curiosity, creativity and teamwork while helping the children develop an appreciation of Galway’s unique natural environment and understand the importance of caring for it.
Hi Diarmaid,
I really love how you’ve utilized the real-world, ongoing construction around Adamstown Castle ETNS as a live textbook for your pupils! It’s a fantastic way to make engineering feel relevant and immediate rather than something abstract.
Inspired by the historic suspension bridge at Birr Castle, I would challenge my 5th class students to design and build a model bridge using sustainable materials like recycled cardboard and twine.
To integrate mathematical thinking, students will first investigate the geometry of triangles versus squares in structural stability. The core math skills will focus heavily on Shape and Space and Measures. Students will use protractors to measure and construct stable angles, and use rulers to calculate precise lengths and perimeters for their support beams.
During the building phase, we will incorporate estimation and weight. Students will predict and physically measure the weight capacity of their structures using standard units (grams and kilograms). Finally, we’ll dive into Data by recording each bridge’s maximum load-bearing capacity and plotting the results on a comparative bar chart, beautifully marrying engineering design with practical, real-world math applications.
This is a really comprehensive plan! Mapping out existing habitats is such a great way to start, and the idea of monthly wildlife watch assembly presentations will definitely keep everyone engaged. The biodiversity CPD training for staff is also a brilliant addition. Great work!
In my Senior Infant class in Galway, we explored our local environment using the “Biodiversity Ireland” identification posters. During a nature walk near the school, the children successfully identified the Seven-spot Ladybird and the Dandelion. I recorded these sightings directly with the National Biodiversity Data Centre’s online portal to contribute to our national wildlife mapping.
To get my 5 and 6-year-old students involved in citizen science, I would introduce the “Spring Alive” or a simple school grounds bio-blitz. We would use oversized, laminated picture checklists so the children can independently tick off common birds, like the Robin or Blackbird, and insects they spot. This hands-on approach simplifies data collection for Senior Infants, turning them into active “nature detectives.” It beautifully fosters early scientific inquiry, connects them directly to Galway’s local ecosystem, and builds a foundational respect for biodiversity.
This is a lovely lesson plan. I like how it combines practical activities with digital mapping to make learning meaningful and engaging for children.
That’s a great idea! I love how it combines digital mapping with real world observation and helps children take ownership of improving their school environment.
Planning the Lesson
When planning a lesson for my Senior Infant class, I would first identify clear learning objectives. By the end of the lesson, pupils should be able to:Recognise that maps represent real places.
Identify simple map features such as roads, buildings, parks, and rivers in Galway.
Use a simple key with symbols.
Create a basic map of a familiar place.I would gather resources including:
Large paper and pencils.
Coloured markers.
Picture symbols for map keys.
Interactive whiteboard or tablets.
Google Maps or Google Earth.
Geohive maps and population data suitable for children.
Introduction (10 minutes)
I would begin by discussing places that children know well, such as their classroom, playground, or route to school. I would ask questions such as:How do you find your way around?
What would someone need if they had never visited our school?
I would introduce the idea that maps help people find places. Using Google Maps on the interactive whiteboard, I would display the school from above and zoom in gradually. This helps children understand that maps are aerial representations of real places.Development (20–25 minutes)
We would explore the map together, identifying familiar landmarks such as:The school building.
Roads.
Green spaces.
Nearby shops or churches.
I would introduce simple map symbols and explain that maps use keys because drawing every object exactly would be difficult.Children would then work individually or in pairs to create a simple map of either:
Their classroom.
The playground.
Their route from the classroom to another location within the school.
They would include:A title.
Simple symbols.
A key.
Basic labels.
A north arrow (where appropriate).
Throughout the activity, I would circulate, question pupils, and provide support where necessary.Plenary (10 minutes)
Children would share their maps with the class and explain the symbols they used. We would compare different maps and discuss how everyone represented the same place slightly differently while still including important information.Assessment would take place through observation, questioning, and reviewing completed maps against the lesson objectives.
Using Google Maps
Google Maps can support learning by:Showing aerial photographs of the school and local area.
Zooming between local, national, and global scales.
Comparing satellite images with traditional map views.
Helping pupils identify landmarks and routes.
Encouraging discussions about human and physical features.
Google Street View can also be used to explore familiar streets safely from the classroom, helping pupils connect maps with real environments.Using Geohive
Geohive is an excellent Irish geographical resource that can be adapted for younger learners. It provides:Maps of Ireland at county and local level.
Aerial imagery.
Simple boundary maps.
Population maps and local information.
Using Geohive, pupils can:Locate their county.
Identify nearby towns, rivers, and mountains.
Compare urban and rural areas.
Explore how different maps show different types of information.
Differentiation
To support diverse learners:Provide pre-drawn map outlines for pupils who need additional support.
Offer symbol cards and word banks.
Pair less confident pupils with supportive peers.
Challenge more able pupils to include additional features, such as compass directions, distances, or more detailed keys.
Cross-Curricular Links
Mathematics: Position, direction, spatial awareness, and shape.
Visual Arts: Drawing and designing maps.
English: Oral language through discussion and presentation.
History: Mapping the local area and identifying historical buildings.
Digital Learning: Developing ICT skills through the use of online mapping tools.
Conclusion
A map-making lesson for younger children should be active, meaningful, and rooted in familiar environments. By combining hands-on map creation with digital tools such as Google Maps and Geohive, pupils develop geographical knowledge, spatial awareness, and digital literacy. Using real-world maps alongside their own creations helps children understand how maps represent places and prepares them for more advanced geographical learning in later classes.This is a great reflection! I love how you’re putting engineering and real-world problem solving at the centre of your STEM lessons!
I really like how you’ve built on the students initial interest with a follow up inquiry lesson Rachel. Linking prisms and mirrors to different types of telescopes is a great way to make the science meaningful.
After reading Unravelling STEM, I seee STEM as education as more than just teaching Science, Technology, Engineering and Maths seperately. In my classroom STEM involves giving the children the opportunities to explore, investigate and solve real life problems through play and hands on learning. As a senior infant teacher, I encourage the children to to ask open-ended questions. This allows them to test their own ideas. For example, during free play in the mornings, children might build bridges with blocks, investigate materials that float or sink or explore shadows using torche. These activities encourage, teamwork, creativity and critical thinking alongside subject knowledge. I also try to integrate STEM with other curriculum areas such as literacy and art making learning meaningful and engaging. STEM in my classroom is child centred and inquiry based, where mistakes as seen as part of the learning process. Children are encouraged to think, question and discover themselves. This approach helps the children to become confident learners who enjoy answering questions, exploring new ideas and making connections across different areas of learning.