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Hi Fiona, I really enjoyed reading this, connecting Tyndall’s legacy to real classroom investigations I’m sure would capture the children’s attention. It reminded me of a local project I did a few years back, where my class discovered that Peter O’Connor, the Olympian, had once lived just five minutes from our school after a trip to a local lake (and former reservoir). The children’s curiosity was sparked as they were able to empathise and interpret what it must have been like growing up at the time (late 19th century). That sense of “someone from here did something amazing” really brings history and science to life. I think your plan to explore the Tyndall effect and tie it into climate and weather would totally capture their interest in the same way.
Class project to study the scientific and natural heritage of the local
area.
For our class project, I’d plan a “Footsteps in Time” trail exploring the scientific and natural heritage of Bray, Co. Wicklow. The focus would be on how the town has changed over time, especially in terms of building use and local industry. For example, we’d look at how the current AIB building once operated as a boot and shoe merchant, or how The International Hotel, with over 200 rooms built to accommodate Victorian tourists in 1862, burned down in 1974 and was replaced with a bowling alley in 1990.The children would map out a walking trail through Bray, stopping at key locations to sketch, take notes, and discuss changes over time. They’d work in groups to research local history, chat to older residents (possible homework task), and use old photos or maps for comparison. We’d link to Science by exploring how natural features like the Dargle River or Bray Head have shaped the town, and how materials used in older buildings differ from today. The project would run over a few weeks, with everyone contributing and culminating in presentations.
Hi Robert. It’s great that you’ve tied in a real local feature like Kilcullen Bridge as a stimulus for an engaging project. I find children can really connect with things that are local, and it helps them develop understanding of wider concepts by starting in the local area. I decided on a similar inquiry, a bridge challenge in Bray, where we followed the River Dargle down to the only road bridge in town and used that as a starting point. Your idea of comparing famous bridges is brilliant, it adds a historical and global context that would really deepen the learning. I also like how you’ve woven in maths through measures like cost, weight, and time. The model-building challenge sounds really fun and would be great for sharing ideas and teamwork.
Using the fact that there’s only one road bridge in Bray to cross the River Dargle, I’d start the lesson by taking the class on a walk to track the river from Killarney Road down to the bridge. We’d talk about how important bridges are for travel and access, and the challenges that could happen if the bridge wasn’t there. We’d also discuss how the dearth of bridges in Bray can have a knock-on effect in other areas e.g. access, traffic etc. Back in class, I’d set a bridge-building challenge: in pairs or small groups, children would design and construct a model bridge using classroom materials like lollipop sticks, string, and cardboard.
Throughout the project, we’d integrate maths skills such as measuring lengths, estimating weight-bearing capacity, and using scale when drawing designs. Children would use rulers, measuring tapes, and basic multiplication or division for scaling. We’d also record results in tables and compare them. This challenge would naturally link maths with STEM, problem-solving, and teamwork, while being rooted in a real local context.
Hi Dolores,
Like you, we’re lucky that we can make full use of our school’s outdoor space and local green areas for this project, we are very lucky to have a large, biodiverse grounds. I would also be incorporating nature journals to encourage personal reflection and observation, they are great tool for children to make sense of their learning. The use of magnifying glasses and tablets is brilliant, as it gives children a chance to really observe the small details. I also think it’s great that you’re integrating tech, which makes the learning more dynamic, and there are so many valuable apps for the likes of species identification or creating digital presentations.
Module 3, Option3:
For the seasonal biodiversity project in my school, I’d aim to make it hands-on and fun for all classes throughout the year. I would dedicate a time to work outdoors at least once a week, using resources like the Biodiversity Ireland FIT Count and the All Ireland Pollinator Plan to track wildlife and learn about the importance of pollinators. The children would also use the Irish Garden Bird Survey Recording Sheet to spot and record birds on school grounds, noting which species appear through the seasons. Alongside that, we could explore wildflowers using guides, identifying different plants and drawing them in our sketchbooks.Integrating subjects, Science naturally links to the biodiversity studies, exploring hte flora and fauna around the school grounds. I would have the children map their findings in Geography, integrate Maths by counting and graphing species. Art would be incorporated with nature sketches, and English through nature journaling and group presentations. The project could wrap up with a biodiversity celebration day where the children can share their work with the class or parents/ guardians.
Hi Danielle,
I really like your plan. I had similar activities in my own plan. I really like the approach of having children draw their own maps before exploring existing ones is so important because it helps them build the foundational skills of map-making. By creating their own maps, they start to make sense of space and place, understanding key concepts like scale, symbols, and how they all connect to represent the world.
I think it’s brilliant how you’ve included a simple key/legend for them to use, letting them think about symbols and what they represent. The activity with Google Maps and Geohive is a nice way to bring in the digital element, and comparing old and modern maps gives the children a real sense of how maps have evolved over time. Having the children discuss their maps is a great way to reinforce their learning and reflect on the process.
Below are some mapping activities I would facilitate with younger classes (over a number of weeks):
I’d plan a lesson on map-making that’s hands-on and interactive. We’d kick things off with a sound mapping activity, where children would sit quietly and listen to all the different sounds around them, starting off in the class as an example and then moving it outdoors. The children would draw or write the sounds they hear on a blank map e.g. “tick-tock” from the clock or a “whoosh” of wind. This helps them understand how we can represent our surroundings in different ways, and also introduce them to the use of symbols.
Next, I’d introduce emotion mapping. Children would think about different places they’ve been in the school, like the yard, sensory room or classroom, and mark on a map where they feel happy, excited, calm etc. This gives them a chance to connect emotions with physical locations, which makes geography a lot more personal.
I would then bring in journey sticks, where children collect bits and pieces from a walk or their own imagination and tie them to a stick using pipe cleaners. It’s a nice way to get them thinking about journeys and facilitates oral discussion. They could then represent their journeys on their own maps, 2D line drawings or aerial maps, however they choose.
I’d use Google Maps and we’d zoom in on where we live, looking at streets, parks, and landmarks. I’d also use Geohive to show them some simple Irish maps, like where people live or where it rains most in Ireland. This way, they’d see how maps can tell different stories, and how tech can help us explore our world, too.
Hi Rebecca, I’ve also done the Mirror Writing activity during Science Week, and it’s always such an interesting investigation. The students really enjoy the challenge of tracing words or shapes through the reflection, and it always sparks some natural discussion about how mirrors work. I like how you’ve linked the activity to real-world examples like spoons, making it even more relatable. The exploration of different types of mirrors…flat, concave, convex, would help deepen their understanding of reflection and symmetry in a fun, hands-on way.
Here is a 3 week integrated inquiry I would facilitate with a class (3rd/ 4th Class).
In Science, we’d focus on Light, experimenting with mirrors and lenses to understand how light works. The children will design and build simple telescopes to explore how lenses help us see far away.
In Geography, under the Environmental Awareness and Care strand, we would track the night sky, studying the Moon’s phases and constellations visible from Ireland, exploring Earth’s movement and its connection to the sky.
In History, we’d link to the Story (Continuity and Change Over Time) strand, researching famous astronomers like Galileo, exploring how ideas about the universe have changed over time.
I would aim to facilitate lessons through inquiry-based methods. Children’s own wonderings would be captured using a “Wonder Wall” either physically with post-its or through Menti or Padlet. These could also be linked to a thematic approach, incorporating other subject areas e.g. English – diary entries as Gallileo, Art – Starry Night (and Music) etc.
