[Shannon Wilson]

Hi Michelle,

Welcome to the course.

It is great that the module has prompted you to think more deeply about the impact of light pollution, especially in a rural school context where it may not be as immediately obvious as in urban areas.

I really like that you would begin by gathering pupils’ prior knowledge through questions/ This would be a useful way to uncover misconceptions and spark curiosity. Using the IDA’s Five Principles for Responsible Outdoor Lighting as a simple framework is a great idea, as pupils could apply these ideas when investigating lighting in school, at home and in the local community. The poster campaign and school website would also give pupils a real audience for their work. To extend this further, pupils could carry out a lighting audit and create practical recommendations for the school.

Thanks for sharing, and hope you enjoy the course.

[Shannon Wilson]

Hi Eanna,

This sounds like a really practical and well-considered approach to creating a school pollinator plan. I really like how you would begin by registering with the All-Ireland Pollinator Plan and involving the Green Schools team, coordinator, parents, staff and wider school community. Having all stakeholders involved from the beginning would really help to make the initiative sustainable.

Mapping the existing habitats and biodiverse areas around the school grounds is a great starting point, as it allows pupils to see what is already supporting pollinators and where improvements could be made. Involving the students in this process would have a lot of great learning for them and increase their curiosity and interest. From there, getting them to come up with the actions such as new planting, wild areas and No Mow May would give pupils meaningful ways to take part.

The monthly newsletter is a lovely idea too, especially if pupils are leading it and sharing updates on native flowers, trees and insects observed throughout the year. Labelling plants, flowers and trees around the grounds would also turn the school into a living classroom for biodiversity learning. There is lots of opportunity for historical and cross-curricular activities here, such as creating botanical illustrations and looking up the history of native versus non-native species.

Thanks and hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Adrian,

This sounds like a lovely mapping lesson. I like how you would begin with a walk around the school grounds, as this would help pupils connect the map-making activity with real observation and familiar places.

The idea of creating different map layers is very strong. Mapping trees, grass, buildings, paths, play areas and different surfaces would encourage pupils to look more closely at how their school environment is organised. It could also lead to great inquiry questions around green space, biodiversity and how different areas of the school are used.

I also like how you would compare the pupils’ own maps with Google Maps or GeoHive back in the classroom. This would help them understand how maps represent places in different ways. The Maths links are very natural too.

Hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Amy,

Welcome to the course and thank you for sharing such a thoughtful reflection. I really like how you have highlighted the role of the teacher as facilitator in STEM learning. Your point about valuing the process, rather than focusing only on pupils recalling scientific facts, is so important. Creating space for children to ask questions, predict, explore, discuss and reflect is central to meaningful inquiry-based learning. Sitting with this uncertainty and allowing the children to lead the enquiry can sometimes be the daunting part of this approach, but with practice this gets more comfortable. The ESERO and Curious Minds frameworks should provide lots of practical support for developing these ideas further.

I also really like your focus on oral language and vocabulary. Explicitly teaching key STEM language can make a big difference to pupils’ confidence, especially when they are explaining their ideas, comparing results or justifying their thinking.

Hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Sharon,

Thanks for sharing your approach for this activity. I really like how you would build pupils’ understanding gradually, beginning with solar energy and eco houses before introducing greenhouse gases. The eco house project sounds like an excellent example of integrated STEM, as pupils are designing, making decisions, problem-solving and considering real-world sustainability features such as solar panels, water reuse and insulation.

Introducing the Paxi video after this would give pupils a useful scientific explanation for the ideas they have already explored practically, consolidating their learning. Your suggestion of a graph-reading template is very worthwhile, as it would make the tool more accessible. Passing pupils’ ideas on to the Green Schools Committee is also a lovely way to give their learning a real purpose and wider school impact.

Thakns for sharing and hope you enjoy the rest of the modules.

[Shannon Wilson]

Hi Orla,

Thank you for sharing your response to Module 1.

You have drawn out a key point from Liston’s paper: that authentic STEM learning needs to include real-world problem-solving and not simply combining subjects. I like how you have connected this to the Weather and Climate activities, as both lend themselves well to discussion, investigation and practical learning.

Your idea of linking Activity 1 to local weather reports is great. Using familiar examples would help pupils understand the difference between everyday weather and longer-term climate patterns in a more meaningful way.

I also like your plan to extend Weather Detectives into a group project. Recording temperature, rainfall, wind and cloud cover would give pupils real data to work with. To strengthen the engineering element further, pupils could design or improve simple weather instruments before comparing their results.

Thanks and hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Fionnuala,

Welcome to the course.

Its great to hear your response to Liston’s paper and how you have connected STEM teaching with hands-on, collaborative and age-appropriate learning in your classroom. Your point about the New Primary Curriculum Framework is very relevant, as it encourages us to see STEM not as isolated subjects, but as learning that can naturally happen through meaningful projects and investigations.

Using weather tools across the school would be a very practical way to build pupils’ understanding of weather and climate over time. It could also create a strong whole-school link, with different classes recording, comparing or presenting weather data in ways suited to their level. Your suggestion of linking with real-life scientists is excellent. A Meet the Scientist webinar could help pupils see STEM as something active, current and connected to real people and real-world issues, while encouraging them to become citizen scientists themselves.

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

[Shannon Wilson]

Hi Sarah,

Thank you for sharing your response to Module 1.

You make a very important point about language, especially in an infant classroom. Weather and climate vocabulary can be confusing at first, so the animations, songs and simple explanations in the resources would be very helpful for introducing the ideas in an accessible way.

I also really like how you have considered children with additional and sensory needs. Hands-on activities such as making a rain gauge or anemometer would allow pupils to explore weather in a concrete, practical way rather than relying only on verbal explanation. Your differentiation ideas are very strong too. Allowing pupils to write words, draw pictures or use weather stickers means that all children can participate meaningfully.

It would also be lovely to hear how these activities connect with Liston’s ideas around integrated STEM, particularly through making, observing, recording and problem-solving.

Hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Louise,

Welcome to the course. Thanks for sharing such a thoughtful response. I really like how you have reflected on the misconception that pupils may know the Earth rotates, but not fully connect this to day and night. Your trigger questions, such as “Where does the Sun go when it gets dark?” would be a great way to uncover children’s existing ideas.

The practical activity sounds very engaging. Having one pupil represent the Sun while the others rotate as Earth would help make an abstract concept much more concrete and memorable. I also like the extension where pupils call out sunrise, midday, sunset and night as they turn, as this would reinforce key vocabulary through movement.

Linking this with the Children in the World and Day and Night in the World activities would further deepen understanding.

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

[Shannon Wilson]

Hi Ailbhe,

Welcome to the course. I really like your use of Moonbear’s Shadow as a stimulus, especially as the children would already be familiar with the story and the ideas of Sun, light and shadow.

The inquiry question, “Where does the Sun go during the day?” is a lovely way to spark curiosity and encourage the children to share their own ideas. I also like the playful detective approach, as you have suggested this makes the observation task more interesting and accessible for younger learners.

Returning to the same place in the yard at different times of the day is a great way to support fair observation. If your plan is to observe the sun and take photos of it directly rather than the shadows, ensure to use solar glasses or lenses to protect the students eyes and the camera lenses. The follow-up drawings and shadow observations you have suggested would consolidate the learning nicely!

Thanks for sharing, and hope you enjoy the course.

[Shannon Wilson]

Hi Fiona,

Welcome to the course. I really like your hook of being out in the yard without a watch and asking pupils how they could tell the time without using modern technology. This would immediately connect the activity to their own everyday experience.

Beginning by eliciting prior knowledge around time, the movement of the Sun and shadows is a great way to support exploration and discussion before introducing sundials more formally. I also like that pupils would consider suitable placement around the school grounds, as this would encourage them to think carefully about sunlight, shade and direction.

Using the Curious Minds Framework for Inquiry would give the lesson a clear structure and allow pupils to engage in prediction, investigation, observation and next steps. Thanks for sharing.

[Shannon Wilson]

Hi Michelle,

Welcome to the course. Thanks for sharing such a lovely approach for Senior Infants. Beginning with a simple space book such as Look Inside Space is a great way to spark curiosity and introduce the children to ideas about the Moon, stars and planets in an accessible way.

I really like that you would use Stellarium to show what the autumn evening sky might look like, while keeping the focus on what the children can actually observe. This would make the activity meaningful without overwhelming them with too much information. The home observation task with an adult is also a lovely way to involve families and connect classroom learning with the real sky. Drawing what they see on a simple recording sheet and comparing drawings the next day would encourage observation, discussion and communication.

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

[Shannon Wilson]

Hi Aislinn,

Welcome to the course.

I really like that you would begin by asking children what they can see in the night sky from their own homes. This would make the topic meaningful and connect the learning to their everyday experiences. Investigating the school grounds during the day is also a very sensible and safe way to identify sources of artificial light, and give students the knowledge needed to continue their investigations at home.

The map-based light pollution survey sounds like a great activity for developing observation, geography and data-handling skills. I also like the home observation element with an adult, especially recording the date, time, weather and what can be seen. This supports inquiry-based learning through questioning, prediction, observation and discussion. You could take this a step further by getting the students to design practical solutions such as dark corridors.

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

[Shannon Wilson]

Hi Michelle,

Welcome to the course. I really like how you have connected light pollution in Swords to your own experience of growing up in the countryside. Comparing what the night sky looks like in an urban area and a rural area with photographs would be a  great visual way to introduce the topic to pupils. I also like how you have highlighted the impact of artificial light on nocturnal animals and their natural routines, which would be very interesting to explore with the pupils.

Your idea of carrying out a local light pollution investigation around the school is great. Counting visible stars, identifying light sources and comparing brighter and darker locations would support observation, discussion and environmental awareness. You could also take this a step further by getting your students to design potential solutions such as a dark corridor. Thanks for sharing.

[Shannon Wilson]

Hi Claire,

This sounds like a lovely, creative mapping lesson for 1st and 2nd Class. I really like the idea of using natural materials to create a 3D map, as it gives pupils the freedom to represent their local area in different ways while developing observation, communication and spatial awareness skills. It also has lots of lovely cross-curricular links with art.

Beginning with wondering questions is a great way to activate prior knowledge and encourage pupils to think carefully about what they might notice on their walk. The mixed-ability group work and gallery walk afterwards are very strong elements, as pupils can learn from one another’s choices and perspectives. Comparing their 3D maps with Google Maps at the end would support reflection and help them connect their creative work with digital mapping tools.

Hope you enjoy the rest of the course.

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