[Shannon Wilson]

Hi Louise,

Welcome to the course.

Thanks for sharing such a well-considered plan for constructing a sundial with your pupils. I really like that you would begin by asking the children to suggest possible locations and then test several areas around the school grounds. This would make the investigation much more meaningful, as pupils could see how buildings, trees and fencing affect light and shadow.

Asking pupils to predict which location will work best, then revisiting their predictions after observation, is a great way to encourage scientific thinking. I also like how you would explore different materials for the sundial and different ways of marking the hour points, such as stones, chalk or paper strips.

The discussion around the development of timepieces would add a lovely history link too. This activity clearly supports STEM learning.

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

[Shannon Wilson]

Hi Ronan,

Welcome to the course. Thanks for sharing such a thoughtful reflection. I really like that this module has encouraged you to think about how much more children could learn about the Sun and its movement throughout the day and year.

Constructing individual sundials first is a great way to give pupils hands-on experience before moving towards a whole-school permanent sundial. This would allow them to test, observe, refine and understand how a sundial works before contributing to a larger shared project.

I also think your idea of placing a sundial near the solar panels is very interesting. It would create lovely cross-curricular links between science, maths, geography, sustainability and energy. Even the challenge of finding the right location could become part of the investigation, as pupils could survey the school grounds for sunlight and shadow.

Hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Christina,

Welcome to the course.

As you’ve identified, light pollution is a topic that can create strong home-school links and encourage pupils to become active citizens in their own community.

The box planetarium sounds like a lovely visual way to demonstrate the impact of light pollution, while the home observation task would help children connect the learning to their own environment. To take this further, pupils could create a simple map comparing darker and brighter areas in their locality, then suggest practical solutions for reducing unnecessary lighting.

Thanks for sharing.

[Shannon Wilson]

Hi Sheena,

Thank you for sharing your thoughtful response to Activity 3.

I really like how you have identified the value of the Paxi video as a child-friendly introduction to the greenhouse effect, and how the temperature prediction tool can help pupils explore future climate scenarios in a more visual and evidence-based way.

Your idea of using this with 5th and 6th Class as a cross-curricular STEM project is very strong. Recording findings, creating graphs and presenting conclusions would support science, maths, digital literacy and critical thinking. Linking it to designing solutions to decrease your school’s carbon footprint is an excellent way to make the learning local and meaningful.

For an Irish-based extension, pupils could explore Met Éireann school resources or compare local weather data with wider climate trends in Ireland. This could then lead into practical school actions around energy, waste or active travel.

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

[Shannon Wilson]

Hi Lorraine,

Welcome to the course.

I really like how you have connected the greenhouse gases and future temperatures activity with the environmental work already happening in your school.

Using the temperature prediction tool alongside your school’s own data on temperature, rainfall and wind would create strong links between Science, Maths and Geography. I also like how you would connect this to the school garden, pond, plants and biodiversity, as it helps pupils see how climate change can affect living things in their immediate environment.

Your idea of focusing on a climate-related issue in Dublin 8 is excellent. Asking pupils to identify a problem and design a practical solution would really strengthen the Engineering Design Process, while your emphasis on empathy would help keep the learning grounded, purposeful and pupil-led.

Hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Emma,

Thank you for sharing your ideas on the Weather vs Climate resources. You have made some very good points about the importance of beginning by clearly distinguishing between weather and climate. The statement-sorting activity is a useful way to assess understanding and address any misconceptions, while measuring temperature and observing weather patterns gives pupils a more active, hands-on experience.

I also like your idea of setting up a STEM leadership group with representatives from each class. This could be a lovely way to build pupil voice, responsibility and whole-school engagement around weather monitoring.

It would be great to hear a little more about your reflection on Liston’s paper, particularly how integrated STEM learning already happens in your classroom or how these activities might support science, technology, engineering and maths working together.

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

I hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Katie,

Welcome to the course. Your idea of selecting short, age-appropriate clips is a very sensible approach, as it would allow pupils to engage with the key messages without becoming overwhelmed.

I really like your focus on balancing awareness with hope. The film clearly shows the impact of human activity on the planet, but asking pupils to also research positive environmental actions is a great way to encourage responsibility rather than anxiety. Bringing the discussion back to the local area and school community is especially strong. This would help pupils move from global issues to practical action, identifying realistic ways they can make a positive difference in their own environment.

Thank you and hope you enjoy the course.

[Shannon Wilson]

Hi Colm,

Welcome to the course.

Thanks for sharing your ideas for using Stellarium. It is great that you found the app accessible, as it can be a very engaging way for pupils to explore the night sky and develop their digital learning skills.

I really like your idea of asking children to investigate the sky both at school and at home, and then compare their findings. This would help them understand that what we see in the sky can vary depending on location, time and viewing conditions. Looking for stars, satellites and other objects would also encourage curiosity and careful observation.

Comparing results at different times of the year is a lovely extension, as it would help pupils notice seasonal changes in the night sky. To support the activity, you could provide a simple checklist or observation sheet to guide their exploration.

Hope you enjoy the rest of the modules.

[Shannon Wilson]

Hi Siobhan,

Welcome to the course. Thanks for sharing your plan for observing the Moon. I really like that you would begin by asking children when they usually see the Moon, as this could lead to interesting discussion around the fact that it is sometimes visible during the day.

Using the Paxi and ESERO Moon videos is a great way to introduce phases and eclipses in an engaging and age-appropriate way. The Moon Observation Log would then give pupils a clear structure for recording what they see over time. I also like how you would compare pupils’ own drawings with Stellarium and the information from timeanddate, as this brings together observation, digital learning and discussion.

To strengthen the lesson further, you could identify the best Moon phase for school observation, such as the Last Quarter Moon, and include specific dates and morning times. Pupils could also record weather conditions and the Moon’s position in the sky.

[Shannon Wilson]

Hi Elaine,

Welcome to the course.

I really like that you would begin with KWL charts and mind maps, as these would help elicit prior knowledge and support pupils in developing their ideas and predictions. Using the Moon video as a stimulus is a great way to spark curiosity and encourage pupils to generate their own questions about gravity. I also like how you would build understanding through a series of investigations before moving on to the Earth and planet tubes.

The practical element of sourcing materials, weighing rice or sand, labelling the tubes and decorating them based on planet research gives pupils ownership of the investigation. Creating a learning path on Scoilnet or Padlet would also support independent research and digital learning. To strengthen the inquiry-based learning element of this lesson further, you could let the students decide what elements they were most interested in investigating, and discuss how they might go about that, before introducing the list of materials.

Hope you enjoy the rest of the course.

[Shannon Wilson]

Hi  John,

Welcome to the course. Thanks for sharing your observation plan for autumn. I really like how you have structured this over three months, as it would allow pupils to see that the night sky changes gradually over time rather than being fixed.

Beginning with skills such as finding north, using a star chart or sky app, and observing safely after sunset is a very practical starting point. The use of observation journals would also encourage pupils to record carefully and compare their findings from month to month.

I also like the opportunities for discussion, sketching and sharing learning through posters or presentations. To strengthen the plan further, you could include the specific planets visible during autumn, along with suggested dates and times for observation. This would give pupils a clearer focus when looking at the evening sky. Thanks for sharing.

[Shannon Wilson]

Hi Rebecca,

This sounds like a beautiful place-based project, and I really like how you have connected the natural heritage of the Slieve Bloom mountains with the local history of Brittas Castle. For a 3rd/4th class, this would be a very engaging way to help pupils explore their own locality through both imagination and investigation.

The cross-curricular links are very strong here. Visual art, creative writing, drama and music would all give pupils different ways to respond to the castle, landscape, rivers and wildlife. I particularly like the idea of writing diary entries or stories from the viewpoint of someone living in Brittas Castle, as this would help pupils develop empathy and historical imagination.

You could also strengthen the STEM element by including a local nature walk, mapping the area, identifying plants or animals from the Slieve Blooms, or creating soundscapes based on real observations of rivers, birds and habitats.

Thanks and hope you enjoyed the course.

[Shannon Wilson]

Hi Hazel,

Welcome to the course and thank you for sharing your lesson plan. I really like how it focuses on building mapping skills gradually, in a way that would support pupils’ confidence and understanding. Beginning with familiar spaces such as the classroom and school grounds is a great approach, as it helps children understand maps through places they already know and recognise.

The collaborative element is also very strong, with pupils working together to identify landmarks, create symbols and explain their maps to one another. This would really support teamwork, communication and language development.

I also like how you would use Google Maps to compare pupils’ own maps with an aerial view of the school. This could lead to great discussion about what looks different from above and what details pupils chose to include. Introducing GeoHive at county and Ireland level is a lovely way to gently develop children’s understanding of scale and sense of place.

Hope you enjoy the rest of the course!

[Shannon Wilson]

Hi Caitriona,

Welcome to the course and thank you for sharing your reflections on Module 1.

It is great to hear that you found the ESERO planning tool and Curious Minds resources useful. I agree that the frameworks are very helpful for structuring STEM lessons across different class levels, especially with the emphasis on engaging pupils, exploring ideas and building on prior knowledge. They also tie in really well to the new curriculum.

I really like how you highlighted different ways to understand pupils’ thinking. These approaches are so important in inquiry-based learning, as they allow pupils to explain their ideas, listen to others and refine their understanding through practical exploration – all important skills.

You could also think about how you might apply one of the ESERO or Curious Minds lessons to a specific topic or class you teach, as this would help bring your reflection even more clearly into your own classroom practice.

Hope you enjoy the rest of the modules!

[Shannon Wilson]

Hi Luke,

This sounds like a really lovely seasonal biodiversity project and a great way to help pupils become citizen scientists.

The use of recording sheets, seasonal diaries, field guides and apps like Seek are really interesting multi-disciplinary ways to help students develop their observation and identification skills. Linking suitable records to the National Biodiversity Data Centre is also a great way to show pupils that their work has value beyond the classroom, and that their actions can have real-world impact.

You have included lovely cross-curricular links too, especially with Maths graphs, English nature journals, Art sketches and Geography habitat work. You could also record weather conditions each time to explore how temperature or rainfall might affect what pupils observe.

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

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