[Shannon Wilson]

Hi Fionnghuala,

Welcome to the course. Thanks for sharing such a detailed and well-structured Moon observation plan. I really like that you would begin with a visual aid to introduce the Moon’s phases and encourage discussion around why the Moon can sometimes be seen during the day. Stories or songs about the moon could also be useful cross-curricular aids to spark interest.

Your plan to observe from a fixed point in the school yard between 9.00 and 11.00 a.m. is very practical, and recording the date, time, shape, position and compass direction would help pupils build strong observation skills. The clay models of the Moon’s eight phases would also be a lovely hands-on way to consolidate the learning through combining art and science.

Using NASA’s Daily Moon Guide and the Scoilnet Moon Learning Path adds a strong digital learning element. To strengthen this further, pupils could double-check which dates offer the clearest morning visibility, particularly around the Last Quarter Moon.

Thanks for sharing and hope you enjoy the other modules.

[Shannon Wilson]

Hi Orla,

Thank you for sharing your response to HOME.

I really like how you would use selected clips as an engaging starting point for senior pupils, particularly in connection with Step 1 of the ESERO Curious Minds framework. Pausing after each clip to ask open-ended questions is a very effective way to encourage observation, curiosity, critical thinking and discussion.

Your focus on positive action is also very important. Climate change can feel overwhelming for pupils, so linking the discussion to practical steps such as reducing waste, recycling and conserving water helps promote a solution-focused mindset.

I also appreciate your point about not relying solely on video as a teaching tool. Adding hands-on or outdoor follow-up activities would support kinaesthetic learners and help pupils connect the messages from the film to their own school environment.

Hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Helena,

Thank you for sharing your response to the Nose High Up in the Sky activities. You make a very good point that even though the activities are a gnetle introduction, they could open up deeper investigations into how satellites help us understand land, seas, ice masses and environmental change.

Your comments on the three activities are very strong. Using weather proverbs is a lovely cross-curricular starting point, with clear links to Science, Maths, Geography, Irish, Art and even PE. I also like your point about getting outside and using the senses to observe the weather, as this supports wellbeing as well as scientific observation.

The weather journal and weather station ideas would give pupils practical ways to record data over time. Building simple instruments would also strengthen the engineering element through designing, making, testing and improving.

Thanks for sharing, and hope you enjoy the course.

[Shannon Wilson]

Hi Cliona,

Thank you for sharing such a thoughtful and detailed reflection on Module 1. You have clearly captured one of the key messages from Liston’s paper: that STEM should be integrated, inquiry-based and connected to real-world learning. I really like how you link this to curiosity, creativity, collaboration and problem-solving, as these are central to meaningful STEM experiences.

It is great to hear that you found Activities 1 and 2 useful and adaptable to your class group. I also like your idea of creating a class weather station and comparing pupils’ observations with online forecasts. This could be strengthened even further by having pupils design or build simple weather instruments, bringing in the Engineering Design Process more explicitly. As some others have suggested in this group, a fun cross-curricular element could be introduced where students act out their own weather reporting as if on TV.

Your suggestions around differentiation and extension activities are excellent and would make the resource much more inclusive and adaptable.

Thanks for taking the time to respond, hope you enjoy the course.

[Shannon Wilson]

Hi Brid,

This is a lovely seasonal biodiversity project, and I really like the simplicity and consistency of focusing on one sycamore tree across the school year. Returning to the same tree each season would help pupils develop strong observation skills and begin to understand phenology in a very concrete way, noticing changes in leaves, seeds, buds, bark, insects and visiting birds.

The seasonal photographs would create a powerful visual record of change over time. You could also strengthen the STEM links by asking pupils to measure the tree’s trunk circumference, record temperature and rainfall on observation days, count leaf fall or seed dispersal, and graph changes across the year. Pupils could compare these findings with their photographs and discuss how weather and seasonal conditions affect the tree and surrounding wildlife.

The Tree Council leaf identification challenge and BirdWatch Ireland Garden Bird Survey would extend this beautifully, helping pupils connect their school tree to the wider local habitat.

Thanks for sharing, and I hope you enjoyed the course.

[Shannon Wilson]

Hi Cristina,

This sounds like a lovely place-based project, and the Japanese Gardens in Kildare would provide such a rich setting for exploring natural, cultural and historical heritage. I really like how you would use the symbolism of the gardens, through trees, plants, water, rocks and pathways, as a starting point for children’s curiosity and investigation.

There are strong opportunities here for STEM learning too. Pupils could investigate different habitats within the gardens, compare imported and native Irish plants, observe how water and rocks are used in the landscape, and discuss why certain plants might grow better in particular conditions. This could lead to inquiry questions around soil, climate, biodiversity and plant adaptation.

I also like the idea of pupils showcasing their learning through art, maps, photographs and videos. This would allow them to communicate their findings creatively while developing observation, research and digital skills.

Thanks for sharing, and I hope you enjoyed the course.

[Shannon Wilson]

Hi Michelle,

Welcome To the course. I really like how you would begin by sparking curiosity through local walks, big books, videos and noticing activities, as this would help younger pupils connect with biodiversity in a very accessible way.

Introducing phenology is a lovely idea too, as seasonal change is something children can observe directly through things like leaves changing, flowers appearing, birds visiting and insects becoming more active. The range of free resources you mentioned, including wildflower guides, scavenger hunts, tree hunts etc. would make the project very manageable for schools while still giving pupils rich opportunities to record and compare what they notice.

I also like the balance between monthly outdoor learning and shorter noticing walks in between. Your cross-curricular links with Maths, Art, Music and STEM design tasks would help pupils respond in many different ways, which strongly supports inclusive learning.

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

[Shannon Wilson]

Hi Alyson,

Welcome to the course and thank you for sharing such an honest and thoughtful reflection. I think many teachers will relate to feeling less confident with STEM, and I really like your point about the pressure to have written evidence of learning, and how this can sometimes make practical investigations feel harder to capture.

Your STEM journal is a fantastic solution, as it allows pupils to record predictions, observations, drawings, findings and reflections – all important to scientific inquiry – while still keeping the focus on active learning.

The nature walk example is lovely too. Giving pupils ownership by asking them to choose items that sparked their interest rather than ticking off a list makes the learning much more meaningful. It is also very mindful and helps students be more in the present. Following this up with research back in the classroom creates a strong inquiry cycle, moving from observation and curiosity to investigation and reflection.

Hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Michelle,

This is a really thoughtful and exciting project idea. The pond would be a wonderful legacy for the school, and I love how you are thinking about it not just as a habitat, but as a long term learning project involving pupils, staff, the Green Schools Committee, Tidy Towns and the wider school community.

The before-and-after biodiversity survey is an excellent idea, as it would allow pupils to gather evidence and see whether the pond is increasing biodiversity over time. Linking this to light pollution is particularly strong. Pupils could investigate whether the proposed pond location is affected by outdoor lighting and consider how darker areas might better support frogs, insects, bats and other nocturnal species.

There are lovely engineering and design opportunities here too, from choosing the best site and marking out the pond, to considering depth, planting, access, safety, signage and observation points. The pupils could also create habitat maps, species ID charts, pond diaries or assembly updates throughout the year.

Green-Schools Biodiversity resources, the National Biodiversity Data Centre’s school grounds course and DarkSky’s Five Principles for Responsible Outdoor Lighting might all be useful supports as the project develops.

Thanks for sharing such an inspiring plan, and best of luck with it.

[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.

[Author]

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