[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.

[Shannon Wilson]

Hi Ciara,

Welcome to the course.

Thanks for sharing such a clear, well-structured lesson idea. I really like that you would begin by exploring pupils’ existing ideas about why we have seasons, especially common misconceptions such as the Earth being closer to the Sun in summer. This aids with the prediction part of the investigation, and will also make the learning much more meaningful.

Using the ESA interactive resource alongside prediction, observation and discussion would help pupils engage more actively with the concept of axial tilt and orbit. The practical role-play with a lamp or torch and globe is a great idea – such a hands-on way to make this abstract idea more visual and accessible!

I particularly like the extension comparing Ireland’s seasons with countries in the Southern Hemisphere, as this would deepen understanding and link nicely with geography. Creating posters or short videos would also support creativity, digital learning and communication skills.

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

[Shannon Wilson]

Hi Jessica,

Welcome to the course. Thanks for sharing such a clear and practical plan for observing the Sun with your students. I really like that you would begin with a KWL grid, as this gives pupils the chance to share their prior knowledge, ask any questions and make predictions before beginning the investigation.

Choosing one consistent location in the school yard or garden is a great idea, as it will help pupils make fairer observations across the day. The use of compasses would also support geography skills and help children connect the Sun’s apparent movement with direction.

I also like that you are giving pupils agency in the investigation by offering different recording options, including drawing, worksheets and iPad photographs. Recording at 9am, 12pm and 2pm is realistic within the school day, and encouraging home observations would extend the learning nicely. Thanks for sharing.

[Shannon Wilson]

Hi Rachel,

Thank you for sharing your research question. It is a very relevant and meaningful topic, especially as pupils can connect it to wildlife, plants and habitats they may notice in their own local area.

I really like your idea of beginning with a discussion about local wildlife and plant life. This would help activate pupils’ prior knowledge and make predictions before moving into research. Using reliable sources such as Met Éireann, the EPA and the National Biodiversity Data Centre is also a strong approach, as it encourages pupils to work with real data and evidence.

The nature walks would be a lovely way to make the learning more hands-on. To strengthen the STEM element further, pupils could carry out a simple biodiversity survey in the school grounds, record species observed, compare areas, graph their findings and design an action to support biodiversity, such as planting native wildflowers or creating habitats.

I hope that you enjoyed the course.

[Shannon Wilson]

Hi Janet,

I really like how you have considered the needs of your First Class pupils and adapted the activity accordingly. Using the climate prediction tool as a teacher demonstration is a very sensible approach, as it would still allow pupils to engage with the idea of future climate change without being overwhelmed by the data or graphs.

Your suggestion of focusing on seasons, rainfall, heat, plants and animals is very age-appropriate. Planting sunflower or wildflower seeds and observing their growth over time would make the learning hands-on and meaningful, while also helping children see how weather conditions can affect living things.

I also agree with your point about simpler supports for younger classes. Picture prompts, visual recording sheets and more concrete examples would make the activity much easier to adapt for younger pupils.

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

[Shannon Wilson]

Hi Ronan,

Thank you for sharing your ideas. I really like the point you made in your response to another participant that integrated STEM learning often happens more naturally and more often than we realise. Sometimes we can all feel a fear in regards to juggling so many aspects, but as you pointed out, it is actually about recognising those moments and leaning into them more intentionally.

Your idea of connecting with another class in a different part of Ireland is also excellent. Comparing weather data between two schools would create a real sense of shared investigation and would give pupils a meaningful reason to practise measuring, averaging, graphing and communicating their findings.

I also like how you have thought through the practicalities of setting up a weather station, including location, access, safety and what could be made or purchased. Using the existing school screen to display weather data is a great way to make the learning visible across the school.

I hope you enjoy the rest of the course.

[Shannon Wilson]

Hi Steven,

Welcome to the course.

I really like your idea of beginning with a short vocabulary lesson. Words such as climate, greenhouse gases, emissions and carbon footprint can be challenging, so pre-teaching them would help pupils engage more confidently with the Paxi video and the wider activity. You could have a ‘New Words’ chart specifically for this, and return to it throughout the week to check in with the students.

I also like your suggestion of group work, comparing scenarios and discussing practical actions at home, and in school, to take the learning beyond the classroom. This would help empower your students with positivity about their potential impact. Your idea of simpler graphs and an Ireland-based follow-on activity would make the resource even more accessible and locally relevant for pupils.

Hope you enjoy the rest of the modules.

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