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In Athlone’s wider Midlands region, one inspiring figure is Mary Ward, a 19th-century Irish scientist, author, and pioneering microscopist. She combined curiosity with meticulous observation, publishing accessible books on science at a time when female scientists were rare. In the classroom, I would use Mary Ward’s life to inspire inquiry-based learning. Pupils could create their own “Victorian Science Notebooks,” observing and sketching everyday objects through magnifying glasses, just as Ward did with her microscope. We could link history and science by exploring the challenges faced by women in STEM during her time, encouraging discussion about diversity in science today. A field trip to a local nature area could provide materials for observation, fostering the same spirit of curiosity Ward embodied. Finally, pupils could present their findings in illustrated reports, blending science, art, and literacy—showing that discovery is as much about careful recording and creativity as it is about experiments.
I agree with Roisin, in relation to a hands-on STEM approach. Linking learning to real-world problems makes it engaging and purposeful. I especially like the focus on collaboration, creativity, and critical thinking. Viewing STEM as a cohesive skill set rather than four separate subjects is a powerful, transformative shift for pupils.
Teaching in Athlone, I would use the White Bridge over the River Shannon as the inspiration for a whole school bridge-building challenge. We’d start with a walk to see the bridge up close, observing its supports, shapes, and materials, and discussing why it’s built the way it is. Back in class, each group would design a model bridge to span a set distance and hold a small load. Maths would be at the heart of the project—measuring the real bridge and scaling it down, calculating widths for two toy cars to pass, and exploring how triangles and arches add strength. Older classes could work on ratios, scale drawings, and load calculations, while younger pupils focus on measuring and identifying 2D and 3D shapes. On testing day, we’d see which designs held the most weight, sharing ideas and improvements. It’s a hands-on way to connect local engineering with real-life maths learning.
I would run a year-long Seasonal Biodiversity Project using the Wildflower Walk Challenge, Leaf Identification Challenge, and Minibeast Safari resources. Pupils would record observations on the National Biodiversity Data Centre seasonal recording sheets, noting species, weather, and phenology changes. Outdoor learning would take place twice monthly, capturing early spring buds, summer pollinators, autumn seed dispersal, and winter bird activity. Digital tools such as the Seek app would support accurate identification. Data would be compiled into a class biodiversity log, encouraging citizen science participation. Cross-curricular links would include Science (life cycles, adaptation), Maths (data handling, graphs), Geography (habitats, mapping), Art (botanical drawings), and English (nature journaling). We would also integrate climate awareness by discussing how seasonal changes are affected by weather patterns. This project would promote hands-on engagement, foster environmental stewardship, and help pupils see their local area as part of Ireland’s wider biodiversity network.
For younger classes, I would begin the lesson with a short discussion on “What is a map?” and show examples of physical maps and online maps using Google Maps and Geohive. Pupils would explore their school location online, switching between aerial and map views, and identifying familiar features such as playgrounds, roads, or parks.
Next, we would take a short walk around the school grounds, noting buildings, trees, paths, and other landmarks. Back in class, pupils would work in small groups to create simple paper maps, using symbols and colours to represent what they saw. I would project Google Maps onto the board so they could compare their maps with the online version, discussing similarities and differences.
Finally, pupils would present their maps to the class, explaining their chosen symbols. This approach links observation skills with digital literacy, while introducing basic cartography in a hands-on, age-appropriate way.
I will apply the concepts from this module by integrating the Curious Minds/ESERO Framework for Inquiry into my STEM lessons, ensuring activities follow the engage–investigate–next steps–reflect model. For example, a lesson on light and lenses could begin with questioning (“How do telescopes help us see far-away objects?”), followed by hands-on exploration using mirrors, magnifiers, and simple telescopes. This aligns with the STEM Education Policy Statement’s emphasis on nurturing engagement (Pillar 1) and supporting practice (Pillar 3). I will highlight cross-curricular links—using maths for measuring focal lengths, history for the story of Birr Castle’s Great Telescope, and language skills for report writing. By differentiating tasks, I can make STEM accessible to all learners, including those with SEN. This approach promotes problem-solving, creativity, and scientific thinking while fostering curiosity about our local scientific heritage, fulfilling the policy’s aim of enhancing both learner participation and teacher capacity.
Shane I think that is a fantastic idea especially with the iniatives with recycling bottles and supermarkets now. I think the children would really get behind it.
How have rising temperatures in Northern Europe over the past two decades affected the timing and routes of European pied flycatcher migration?
This question will allow my students to explore the relationship between climate change and bird migration patterns, making it a compelling and relevant topic for study. It also provides a clear direction for data collection and analysis, focusing on both temporal (timing) and spatial (routes) aspects of migration in response to rising temperatures. The students could work on this project from a multi-faceted angle. They could do a report on a specific bird for oral language and use ICT/ Laptops for their research on both the birds and the global warming. I know children love doing research and this would a very intriguing and motivating task. Children would also get a wonderful opportunity to learn about natural habitats and migration.Aine I couldn’t agree more, I found the application to be extremely engaging and easy to use. It has many cross curricular benefits aswell
That point on eco anxiety is a wonderful point, I think that we need to be careful when delivering these lessons, so we can get the point across but we don’t frighten children.
“Home” is not just a film; it is a call to action. Yann Arthus-Bertrand aims to inspire viewers to reconsider their relationship with the planet and to take steps toward preserving the Earth for future generations. The documentary underscores the idea that while humans have caused significant harm to the environment, there is still hope if we act collectively and responsibly.
In summary, “Home” is a powerful and visually captivating documentary that brings attention to the critical state of our planet. Through stunning aerial footage and a heartfelt message, it urges viewers to recognize the beauty of Earth and the importance of protecting it. I honestly believe by showing this amazing documentary to our children it could make a lasting impression for future generations. The documentary really emphasises that we have to act now and act in unison. The youth of today are already becoming more environmentally conscious thanks in no small part to initiatives such as the Green Flag initiative. I do believe that watching this video will inspire our youth to canvass their parents to act more environmentally friendly.I love how interactive both resources are: Nose up in the sky and Weather versus Climate. The activities associated with Nose up in the sky can are so adaptable and can used for a wide range of class groups. The activities are engaging and thought provoking and, in my opinion, will lead to deep and meaningful conversations with the children. I thoroughly liked the activity with the proverbs as it is cross curricular and will benefit children who might struggle with writing. I cannot wait to try these activities with my class in the coming year.
One of the key aspects of Weather versus climate that really stood out to me, is how clearly and simply it explains the difference between both as a lot of people (adults) still struggle with the misconception. I like how the children can use ICT to capture the results that they have gathered and analyse them.Module 2 Activity 3:
I would brainstorm with the children to get a greater understanding of the children’s prior knowledge before we start the topic of climate change. I would then show the children the Paxi video (which is very well put together using child friendly vocabulary and is also extremely informative.) Just like Padraic said I would then use Kahoot quiz to assess if there have been any misconceptions after the video. I believe the activity of weather detectives is a fantastic idea, it gives the children a real focus on their learning and investigating. It will also help them with their organisational and predicting skills. I can envisage the gather of data will lead to thought provoking and engaging discussions within the classroom environment. As this topic is regularly spoken about in the media it may lead to conversation at home as well which should be strongly encouraged. This in turn (we would hope) could encourage families to become more environmentally aware and environmentally conscious.
I love how interactive both resources are: Nose up in the sky and Weather versus Climate. The activities associated with Nose up in the sky can are so adaptable and can used for a wide range of class groups. The activities are engaging and thought provoking and, in my opinion, will lead to deep and meaningful conversations with the children. I thoroughly liked the activity with the proverbs as it is cross curricular and will benefit children who might struggle with writing. I cannot wait to try these activities with my class in the coming year.
One of the key aspects of Weather versus climate that really stood out to me, is how clearly and simply it explains the difference between both as a lot of people (adults) still struggle with the misconception. I like how the children can use ICT to capture the results that they have gathered and analyse them.