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I really like your idea of exploring Birr’s scientific and natural heritage. The combination of nature walks, experiments, map work and heritage visits would provide pupils with varied learning experiences. I particularly like the whole-school exhibition, as it would allow pupils to share their work, celebrate their achievements and demonstrate how science connects with their local community.
I really like how this project combines science, art and sustainability in a practical way. Using recycled bottle caps for the mural is particularly creative, while the living wall would provide an ongoing opportunity for pupils to observe nature, develop responsibility and appreciate biodiversity.
John Killaly (1766–1832) was a surveyor and civil engineer who became an important figure in Tullamore and the development of Ireland’s waterways. He joined the Grand Canal Company and became its chief engineer in 1798. One of his most significant achievements was completing the Grand Canal from Tullamore to Shannon Harbour, which opened in 1803. He also worked on roads, bridges and other canal projects throughout Ireland. Killaly lived in Tullamore and died there in 1832.
I would use Killaly as inspiration for a classroom science and STEM investigation based on canals and water. Pupils could visit the Grand Canal in Tullamore, observe its structure and investigate how water flows and how locks work. Back in the classroom, pupils could design and build their own model canal using containers, water and recyclable materials. They could investigate how changing the height or slope affects water flow.
This activity would encourage pupils to make predictions, carry out experiments, measure results and evaluate their designs. It would also provide opportunities to integrate science, engineering, mathematics and local history, showing pupils how someone from their own community used STEM skills to solve real-world problems.
I really like how your lesson combines STEM, mathematics and real-world learning. Comparing the Birr Castle bridge with a local bridge would make the learning meaningful and memorable for pupils.
I really like the cross-curricular approach, particularly linking engineering with art and the local environment. The practical, differentiated activities would engage all learners.
I would use the suspension bridge in Birr Castle Demesne as inspiration for a practical STEM challenge where pupils design and build their own bridge. I would begin by showing photographs of the bridge and discussing its purpose, structure and the materials used. We would talk about what makes a bridge strong and why different designs are used in different locations.
I would divide the class into small groups and give each group a selection of simple materials such as lolly sticks, paper, string, cardboard and tape. Their challenge would be to design and construct a bridge that can span a set distance and support a specific weight. Before building, pupils would draw a labelled design and predict how much weight their bridge might hold.
Mathematical thinking would be incorporated throughout the activity. Pupils could measure the length and height of their bridge, calculate distances, compare measurements and count the materials used. Depending on class level, younger pupils could explore basic length, shape, counting and simple addition. Older pupils could calculate perimeter, area, ratios and averages, as well as record results in tables and graphs.
Finally, each group would test its bridge and record the results. We would compare the different designs and discuss what worked, what did not and how the bridges could be improved. This would develop problem-solving, teamwork, creativity and mathematical reasoning.
I really like your idea of using the planters throughout the year to grow fruit, vegetables and pollinator-friendly plants. Reusing old items such as boots as plant pots is also a creative way to promote sustainability while making the school grounds more colourful and welcoming for wildlife.
I really like how practical and achievable your ideas are. Involving pupils in mapping, observing and protecting pollinator-friendly areas would create meaningful learning.
Using the identification tools from this module, I would explore the biodiversity around my local area and record some of the species I find using the National Biodiversity Data Centre. I could begin by investigating familiar habitats such as the school grounds, local park or hedgerows. Using the Biodiversity Data Centre’s online resources and identification guides, I could identify plants such as dandelions, daisies and clover, as well as insects such as bees, butterflies and ladybirds. I would record observations, take photographs and note where and when each species was found.
I would then introduce citizen science to my class by explaining that ordinary people can help scientists by collecting and sharing information about the natural world. The children could work in small groups to explore the school grounds and identify different plants, insects and birds. They could use simple identification guides or suitable digital tools to support their investigations.
Each group could record their findings, including the species, location and date, and contribute suitable observations to the National Biodiversity Data Centre. We could display our results in the classroom and create simple charts showing the different species discovered. This would develop observation, digital literacy, teamwork and scientific skills while helping pupils appreciate and protect local biodiversity.
I really enjoyed reading your reflection, particularly your point that STEM does not need to involve complicated projects. I agree that simple, hands-on activities can be very effective with younger pupils. The rainbow spinner sounds like a great example of this. I also like your focus on connecting STEM to children’s everyday experiences, as this can make learning more meaningful, encourage curiosity and help children develop confidence in exploring new ideas.
I really like how you have connected the Climate Detectives theme with real issues within the school and local community. The practical investigations would keep pupils engaged while developing important STEM skills. Giving children the opportunity to collect data and suggest solutions also helps them understand that their actions can make a positive difference.
In my classroom, STEM activities often involve pupils working together to investigate problems, ask questions and find solutions. For example, pupils might design and build a bridge using simple materials, testing which design can hold the greatest weight. This activity combines science, engineering, mathematics and technology while also developing creativity, communication and problem-solving skills.
Technology is also used to support learning through research, interactive resources and digital tools. I try to give pupils opportunities to experiment, make mistakes and improve their ideas rather than focusing only on getting the correct answer.
Liston’s paper has encouraged me to think more broadly about STEM and recognise that it is not simply about four separate subjects. It is about developing curiosity, critical thinking, collaboration and real-world problem-solving. I would like to continue providing more opportunities for pupils to explore, question and create through integrated STEM activities.
I really like the practical approach you have taken. Allowing children to create different map layers would make the activity engaging and meaningful. Comparing their maps with Google Maps and GeoHive would also help develop observation, mapping and digital skills while linking naturally with Maths.
I really like how you have connected map making to places that are familiar to children. Starting with the classroom and school makes the lesson meaningful and accessible. Using Google Maps and GeoHive would also provide a great visual experience, helping children understand how their simple maps relate to real maps and their local environment.
For younger pupils, I would introduce map making by starting with places they know well, such as their classroom, school or local area. I would first discuss the purpose of maps and ask pupils to identify familiar features, including roads, buildings, playgrounds and parks. A short walk around the school grounds would allow pupils to observe important landmarks and think about how these could be represented on a map.
Back in the classroom, I would demonstrate how to draw a simple map using symbols, labels, colours and a key. Pupils could then create their own map of the school or a familiar route, either independently or in pairs. They could also explain the route from one point to another using directional language.
Online resources could make the lesson more interesting. Google Maps could be used to view the school from above and compare the real image with the pupils’ maps. Geohive could introduce pupils to maps of Ireland and help them locate counties, towns and other geographical features. This would make map skills practical, visual and engaging.