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I think most people are familiar with the Beaufort Scale, but don’t realise that Francis Beaufort was Irish. It’s a lovely way to introduce children to an important part of our scientific heritage and show them that scientists can come from their own communities, inspiring them to believe they can make a difference too.
I really like the art element and the creative opportunities it gives the children. I also love the music idea—using nature soundscapes would work really well, even with a Junior and Senior Infant class. It could also be used as a calming and relaxing activity during the day while still linking back to the theme.
As part of learning about a local scientist, students would first be introduced to Kathleen Lonsdale, who was born in Newbridge, Co. Kildare. They would learn about her life and how she became one of the world’s leading crystallographers. Students would discover that she studied crystals using X-rays and that her curiosity, determination and hard work helped her make important scientific discoveries. Learning about someone from their own county who made such a significant contribution to science can help children see that scientists can come from their own community.
After learning about Kathleen Lonsdale, students would carry out a scientific investigation inspired by her work. They could grow salt or sugar crystals and observe how they change over several days. Before beginning, students would make predictions about what they think will happen. They would then observe the crystals carefully, measure their growth and record their findings using drawings, photographs or simple tables. This investigation would develop important scientific skills such as observing, predicting, measuring and recording results. Students could also create artwork based on the shapes and patterns of the crystals, helping them to see the links between science, mathematics and art. By exploring Kathleen Lonsdale’s work in this way, students would gain an appreciation of Ireland’s scientific heritage while developing curiosity and confidence in scientific inquiry.I love the way Reddy O’Regan describes the Art Centre in Uillinn A Personal View
You grow before my eyes
Metamorphosis
From fragile embryo
To awkward adolescent pointless shape,
Now to elegant tower
Clad in nature’s best
I enjoyed reading about your interest in canals and locks, as it is something I can easily relate to. Living in Kilcock, the Royal Canal, heritage bridge and lock chamber are an important part of our local community and provide an excellent example of engineering that can inspire meaningful, place-based STEM learning.
Planning a Bridge Design Challenge – 6th Class
As our school is located in Celbridge, I would use the historic six-arch bridge over the River Liffey as the starting point for this STEM challenge. Many pupils cross this bridge every day on their way to and from school, making it a meaningful context for learning. We would begin with a class discussion by asking pupils what they notice about the bridge. Is it busy at certain times of the day? Why do traffic jams happen? Why do they think there have been plans for many years to build another bridge? This discussion would help pupils understand that engineers design structures to solve real-life problems.
Next, we would investigate different types of bridges, including arch, beam, truss and suspension bridges. Pupils would compare the advantages and disadvantages of each type. We would discuss why the existing bridge has six arches and how arches make bridges strong. Pupils would then think about whether another arch bridge or a more modern design might be a better option for Celbridge, explaining the reasons for their choice.
Working in small groups, pupils would design and build a model of a second bridge for Celbridge using materials such as lollipop sticks, card, string and masking tape. Before building, each group would draw a labelled plan of their bridge and explain why they chose that particular design.
Mathematics would be integrated throughout the challenge. Pupils would measure the width of a model river, estimate and measure the materials they needed, and build their bridge to given dimensions. They would explore how shapes, particularly triangles and arches, can make a structure stronger. Once the bridges were completed, each group would test their design by gradually adding weights to see how much it could hold.
The results would be recorded in a table and displayed using a bar chart. Pupils would compare the performance of the different bridges and discuss why some designs were stronger than others. They could also consider which bridge would be the best choice for Celbridge, taking into account strength, safety, traffic flow and appearance.
To conclude the activity, each group would present its bridge to the class, explaining the mathematical thinking behind the design and suggesting one improvement they would make after testing. This real-life challenge would encourage collaboration, problem-solving and critical thinking while helping pupils see how mathematics can be used to solve problems in their own community.We were delighted to receive our Green Schools flag last year. We’re lucky to have extensive school grounds, including a discovery wild area, fruit trees, mature trees and plenty of hedging, so we already have a good foundation for supporting biodiversity. We haven’t signed up to the SuperValu Pollinator Programme or the Applegreen Biodiversity Initiative yet, but after reading your post they’re definitely something I’ll suggest to our Green Schools committee for the new school year. They seem like practical ways to build on what we’re already doing and to involve the whole school community even more.
I think it’s fantastic that you’re starting with a blank canvas. It gives you such a great opportunity to design the school grounds with biodiversity in mind from the very beginning, rather than trying to adapt an existing space. I especially like the idea of involving the children in FIT counts and creating habitats they can monitor over time. It will be great for the children to see how the spaces develop and change as the years go by.
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
A seasonal biodiversity project I would love to develop is a child-friendly school pond, inspired by my own experience of creating a small garden pond. I was fascinated by how wildlife such as pond skaters, water boatmen, dragonflies, frogs and tadpoles naturally appeared over time. I purchased the Collins Nature Guide: Pond Life to identify species, and it sparked a real interest in observing biodiversity throughout the seasons. I would love to bring this same sense of wonder to the children in my school.
Using the course biodiversity resources, pupils would carry out seasonal observations throughout the school year using differentiated recording sheets suitable for all classes, from Junior Infants to Sixth Class. Resources such as species identification guides, biodiversity recording sheets and seasonal observation templates would help children monitor changes in pond life, plants and weather. Outdoor learning would take place at least once a month, with additional visits during spring when biodiversity is at its peak.
Each month would have a different focus. In autumn, children could identify pond plants, observe leaf fall and record weather changes. During winter, they could monitor water levels, compare seasonal conditions and look for signs of hibernation. Spring would focus on frogspawn, tadpoles, emerging insects and life cycles, while summer would involve identifying dragonflies, pond skaters and other invertebrates, carrying out pond dipping and comparing biodiversity data collected across the year.
The pond would also support cross-curricular learning. In Mathematics, pupils could collect, analyse and graph biodiversity data. English and Gaeilge lessons could include nature journals, procedural writing and new environmental vocabulary. In Visual Arts, children could create observational drawings and life-cycle studies, while Geography lessons could investigate habitats, mapping and the effects of seasonal weather on the pond ecosystem.That’s a great way to combine digital mapping with real-life learning, and I like how the map becomes something the children can use throughout the year rather than just for one lesson. It gives the pupils real ownership of their Green Team projects.
That’s a lovely way to get the children out into the community and make the learning more meaningful. I like that there are lots of different materials to choose from, so every child can take part in a way that works for them. Sharing their finished work with the class or parents is a nice way to finish the activity.
For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive
For a 2nd class lesson on map making, I would begin by assessing pupils’ prior knowledge through questioning, asking what they know about maps, where they have seen them, and what maps are used for. This helps identify existing understanding and misconceptions. I would then introduce the key features of a map, including a title, symbols, a key, and directions, using a simple classroom map as an example. Pupils could work in groups to create a map of the school grounds. As an extension, they could work outdoors to create a 3D map using natural materials, such as stones for paths or buildings, twigs for trees, and grass or leaves to represent fields and green spaces. To integrate digital technology, I would use Google Maps to view the school from above and compare it with the pupils’ maps. GeoHive could also be used to explore maps of Ireland and identify local landmarks. The lesson would conclude with pupils presenting and reflecting on their work.I also tused to think that STEM was much more complicated than it actually is. It’s nice to see how simple, everyday activities can create really meaningful learning experiences and get children naturally curious and involved.
Hi Emer, It must have been upsetting for the children when the chickens were taken, but turning it into an investigation was such a positive way to help them process what happened. It gave them a real purpose for their learning and showed how STEM can help solve real-life problems.
For a <span style=”font-weight: normal;”>2nd Class</span> lesson on mirrors, lenses and telescopes, I would begin by asking pupils how we see distant objects such as stars or the Moon. Working in small groups, pupils would investigate plane mirrors and lenses, observing how light travels in straight lines and how mirrors reflect light, changing its direction. They would explore concave and convex lenses by moving them closer to and further from their eyes and different objects, recording how the image changes. Next, pupils would examine a simple telescope, discussing how lenses magnify distant objects by collecting more light. I would show images of the Great Telescope at Birr Castle to connect the lesson to Irish scientific heritage. To consolidate learning, pupils would complete a simple night-sky observation, identifying the Moon or visible stars and recording their observations in a science journal. Throughout the lesson, I would encourage prediction, investigation, discussion and reflection to promote scientific inquiry skills.
