[Shannon Wilson]

Hi Triona,

Thank you for sharing.

I really like how this topic brings climate change back to children’s own habits and routines. Carbon footprint can feel like quite an abstract idea, so linking it to everyday choices such as travel, energy use, reusable bottles and turning off lights would make it much more tangible.

Your connection to Green Schools is very strong too, as pupils will already have a foundation to build on. The idea of choosing one or two actions, implementing them over time and then measuring again gives the project a clear before-and-after structure.

To strengthen the investigation further, pupils could focus on one measurable area, such as energy use, transport or waste, and compare the results using graphs. This would help sharpen the question and strengthen the STEM element through data collection, analysis and evaluation.

Hope you enjoyed the course!

[Shannon Wilson]

Hi Caitriona,

Thanks for sharing this lovely approach to the map making activity. Using the story Handa’s Surprise as a prompt is a great idea, as it sparks curiosity and play from the outset. The progression from mapping the story, to exploring the local town on Google Maps, to drawing their own journey to school is lovely. It helps pupils move from an imaginative context into their own lived experience, which makes the learning much more meaningful.

I also like how you introduced vocabulary such as aerial view and bird’s-eye view in a practical way by looking at familiar places in the town. There is great differentiation here, with some pupils sequencing images, others labelling maps, adding keys or beginning to understand aerial views. A really rich lesson overall.

I hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Kelly,

This sounds like a lovely, practical mapping lesson for younger pupils. I really like how you would begin with a discussion about what maps are and what they are used for, as this would help activate pupils’ prior knowledge before they begin creating their own.

Using the school playground as the focus is a great idea, as it is a familiar and manageable space for younger children to observe closely. The walk around the area would encourage pupils to notice key features, and collecting natural materials such as twigs, leaves and stones would make the map-making activity very hands-on and creative.

The group work and presentation element is also great, as pupils would have opportunities to discuss, collaborate and explain their thinking. You could also extend this by introducing a simple map key or by comparing the pupils’ maps with an aerial image of the school on Google Maps or GeoHive.

Hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Ellie,

Welcome to the course. Thanks for sharing your Moon observation project. I really like the idea of following the Moon through a full 28-day cycle, as this would give pupils time to notice real patterns in its changing appearance and visibility.

Having a different child photograph the Moon each day is a lovely way to give everyone ownership of the project. I also think it is excellent that cloudy days would be recorded too.

The focus on vocabulary such as waxing, waning, crescent and gibbous would help children describe their observations more accurately. I particularly like the link with historical Moon drawings from Birr Castle Observatory, as it connects science, art and history beautifully. The final class Moon journal would be a wonderful record of shared learning.

Thanks for sharing, and hope you enjoy the course.

[Shannon Wilson]

Hi Suzanne,

Welcome to the course. I really like how you would begin with simple questions about what children have noticed in the night sky, as this would encourage them to connect the learning with their own experiences.

Introducing the word ‘constellation’ through discussion, images and short videos such as SciShow Kids and Paxi would give pupils a clear visual understanding before moving into the hands-on task. The 3D construction activity using black card, pompoms and straws sounds very creative and accessible for younger learners.

I also like that the children would choose their own constellation to make, as this gives them ownership of the activity. By the end, as you have suggested, they would be developing observation, creativity, fine motor skills and communication, while also learning key space vocabulary.

Thanks for sharing.

[Shannon Wilson]

Hi Claire,

Thanks for sharing your activity approach to designing a Dark Sky Place. I really like that you have centred the activity around your own school, as this helps pupils apply their learning to a real-life situation.

The walk around the school grounds to identify existing lighting is a great investigative starting point. Asking pupils to consider motion sensors, timers, lower-level lighting and downward-facing lights would encourage them to think carefully about balancing safety with protecting the night environment.

I also really like the idea of involving the Green Schools committee and coordinator. This gives pupils an authentic audience for their ideas and shows them that their learning can lead to positive change within the school community. Presenting and discussing their designs would further develop teamwork, communication and problem-solving skills.

Thanks for sharing, and hope you enjoyed the course.

[Shannon Wilson]

Hi Denis,

I really like that you would use this as a small group project towards the end of a unit, as it would allow pupils to apply and consolidate what they have already learned about space, light pollution and biodiversity.

The challenge-based nature of the task is very strong, especially because, as you mentioned, there is not just one correct solution. Asking pupils to consider the needs of local residents, stargazers and conservation groups would encourage them to think from different perspectives.

Creating a map, model, brochure or digital presentation would also allow for creativity and differentiation. I particularly like the presentation element, where pupils justify their decisions. This would support collaboration, problem-solving and communication skills.

Thanks for sharing, and hope you enjoyed the course.

[Shannon Wilson]

Hi Becky,

Welcome to the course.

I love the idea of developing a weather trail rather than having just one weather station. Placing stations in different parts of the school grounds would give pupils a much richer investigation, as you have suggested, they could compare sunny, shaded, sheltered and open areas, then graph and analyse the differences.

Your point about safety and supervision is important too, especially if the stations are located away from the yard. I also like how you have thought about whole-school involvement, with senior pupils creating questionnaires or trail activities for younger classes. This would build leadership, communication and peer learning.

The links you make across SESE, Maths, PE, Art and Science are very strong. It would also be great to hear how this connects with Liston’s ideas around integrated STEM and real-world problem-solving.

Just a small note: using right click and “paste as plain text” can help remove formatting code.

Thanks for sharing, and hope you enjoy the rest of the modules.

[Shannon Wilson]

Hi Leann,

Thank you for sharing your reflection on Module 1.

I really like the question you have raised around what we genuinely call STEM. Your point that using technology during a lesson does not automatically make it a STEM lesson is very important. Liston’s paper encourages us to think more intentionally about how pupils are using science, technology, engineering and maths together to investigate, design, problem-solve or make decisions.

Your response to the Weather and Climate activities connects well with this. Weather Detectives has strong potential for integrated STEM, as pupils can collect real data, create graphs, notice patterns and draw conclusions from evidence. To strengthen the engineering element further, pupils could design or improve simple weather instruments and test how reliable they are.

Just a small technical note: some formatting code seems to have pasted into your post. Using right click and “paste as plain text” can help avoid this.

I hope you enjoy the rest of the modules.

[Shannon Wilson]

Hi Ciara,

This sounds like a really thoughtful and inclusive seasonal biodiversity project. I really like how you would use the school grounds as an outdoor classroom while keeping the activities practical, sensory and adaptable for the needs of your Autism Class.

The use of Wildflower Walk, Tree Identification and Minibeast Safari recording sheets would give pupils a clear structure, while iPads, photographs, visuals and symbols would support different ways of observing and recording. Revisiting the same areas once or twice a month is a great idea, as it would help pupils notice seasonal changes in a familiar and predictable setting.

Your cross-curricular links are very strong too. Developing the project through STEM Club would be a lovely extension, giving pupils more time to collect, compare and share biodiversity data across the year, as well as a lovely opportunity for peer-to-peer learning.

Thanks for sharing, and hope you enjoy the course!

[Shannon Wilson]

Hi Louise,

This sounds like a really engaging seasonal biodiversity project, and I like how you would focus on recording plant and animal life across the different seasons. The methods you have listed would give pupils a good range of tools to support their outdoor observations.

The seasonal nature walks would help children notice how biodiversity changes throughout the year, and the Maths link is very strong. Collecting data and representing it through bar charts, pie charts or pictograms would show pupils how Maths can be used to make sense of real observations.

I also really like the creative possibilities you have included, especially using natural materials for 3D constructions and exploring the lifecycle of the butterfly in spring and summer. Monitoring caterpillars and chrysalises would be a lovely way to build curiosity and encourage careful observation over time. Hope you enjoy the rest of the course.

Just a small note: it looks like some formatting code copied into your post. It can help to paste as plain text by right clicking in the text box.

[Shannon Wilson]

Hi Rheanne,

Welcome to the course and thank you for sharing such a thoughtful and inclusive lesson idea. I really like your opening question, “How can we detect things we cannot see?”, as it is a great way to spark curiosity and introduce pupils to the idea of waves in a meaningful way.

The link with I-LOFAR is very strong, as it helps pupils connect hands-on classroom investigations with real scientific research. I also really appreciate how carefully you have considered accessibility. Ending by linking their discoveries back to radio waves and space exploration would bring the lesson together beautifully.

Hope you enjoy the rest of the modules.

[Shannon Wilson]

Hi Orla,

Welcome to the course and thanks for sharing your response. This sounds like a really engaging way to use real-world data in Maths. I really like how you would use the dataset to create simple bar charts or pictograms and ask pupils to compare the most and least popular car makes. Collecting your own class data on favourite vehicles is also a great idea, as pupils could then compare their small classroom sample with the national data.

This would help children develop skills in collecting, organising, representing and interpreting data in a meaningful way. It is also a lovely example of using pupils’ interests as a gateway into Maths and real-world data.

Hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Sabrina,

Welcome to the course. Thanks for sharing such a detailed and engaging inquiry-based STEM lesson.

I really like that you would begin with photographs of the Moon and ask pupils to notice and wonder about the surface before introducing the investigation. We also had the recent satellite crashing into the moon in the news, which would be a great prompt for curiosity and engagement for this investigation. Using flour, cocoa powder and different sized balls is a very visual and accessible way to model crater formation.

The group roles you have described are fantastic, would support teamwork and allow children with different strengths to participate meaningfully. Measuring crater size and recording results through drawings, tables and iPad photographs also creates strong links with maths and digital learning.

The follow-up work on lunar craters and labelled Moon models would consolidate the learning nicely. Thanks for sharing, and hope you enjoy the course.

[Shannon Wilson]

Hi Natasha,

Welcome to the course. Thanks for sharing such a lovely and age-appropriate plan for observing the Sun with Senior Infants. I really like how you would begin by asking the children what they notice about the Sun and where they think it goes during the day, as this encourages curiosity and prediction.

You could get solar lenses so that the children can observe the sun safely. Introducing simple vocabulary such as morning, midday, afternoon, east and west would also support early language development and geographical awareness.

The idea of using a large playground map with stickers or drawings is especially nice, as it gives children a visual way to record their observations. Linking this with shadow changes would help pupils notice patterns in a hands-on way. Thanks for sharing.

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