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Hi Roisin,
I really like how your project beautifully connects science, history, geography, and the arts around local natural heritage. Using the park and the River Fane as outdoor classrooms is such a rich way to engage pupils with real-life biodiversity and environmental issues. I especially love the mix of hands-on activities like pond dipping and water quality tests alongside creative outlets like poetry and drawing—this holistic approach will appeal to different learning styles and keep the children motivated. The idea of a community showcase is wonderful too, giving students a real sense of achievement and pride while raising local awareness. It’s inspiring to see how you’ve woven cross-curricular links so naturally into the project, making learning meaningful and memorable. Thanks for sharing such a thoughtful and well-rounded plan!Using Robert Boyle as Inspiration for Classroom Science Investigations
1. Introduce Boyle and His Discoveries:
Start by telling pupils a simple story about Robert Boyle as a curious scientist who loved experimenting with air and gases. Use pictures and simple explanations to make Boyle’s Law accessible (e.g., how a balloon changes size when squeezed).2. Hands-On Investigation:
Carry out simple experiments inspired by Boyle’s Law:Squeeze a balloon or plastic bottle to see how air compresses.
Use a syringe (without the needle) to demonstrate how pushing the plunger changes air pressure and volume.
Fill balloons with air and measure how their size changes under different pressures.
3. Record and Reflect:
Have pupils measure, draw, and record their observations in science journals. Encourage them to predict what will happen before squeezing and explain why after the test.4. Link to Real Life:
Explain how Boyle’s work helps us understand everyday things like breathing, weather balloons, or even why your ears pop on an airplane.Cross-Curricular Connections:
Maths: Measuring volumes and comparing changes.Literacy: Writing simple reports or stories about Boyle’s experiments.
History: Learning about scientific discoveries from the past.
Hi Niamh,
I love how you’ve used the bridge at Birr Castle as a springboard for such a rich, hands-on STEM activity. The way you guide pupils through the design process—from observation and sketching to construction and testing—really mirrors the work of real engineers. Using everyday materials like string and lolly sticks keeps it accessible while still allowing for creativity and problem-solving. I also really like how you’ve naturally embedded maths throughout the project—applying skills like measuring, scaling, and graphing in a meaningful context makes the learning so much more engaging and memorable. Testing the bridges and analysing the results is a brilliant way to build teamwork and reflection too. A fantastic cross-curricular ideaProject Title: Build Our Own STEM Building
Inspiration:
Use the new STEM building at MTU Tralee as a local example of engineering and design. Show photos of the building (from online or a local leaflet) and explain that it was specially designed to help students learn science, technology, and engineering. Emphasise that it’s modern, strong, and eco-friendly.Lesson Plan (simplified for primary pupils):
1. Discuss & Explore (Classroom):Ask: “What do you notice about the building?”, “Why do buildings need to be strong and safe?”
Talk about what engineers do: they help build bridges, houses, and schools.
Look at shapes used in buildings (squares, rectangles, triangles) and how engineers use these to make buildings strong.
2. Outdoor Walk (School Grounds or Local Area):
Go for a short walk to look at different buildings. Ask children to notice things like:
What shape are the windows?
How many floors?
What materials are used (brick, glass, metal)?
Is the building good for the environment?
3. Design Time (Back in Class):
Children plan their own mini STEM building for kids.
Ask: “What would your building have? A science room? A garden? Solar panels?”
Draw simple blueprints (floor plans) on paper using markers and rulers.
4. Make & Create:
Use cardboard, paper, toilet rolls, lollipop sticks, etc., to build a mini model of their building in groups or pairs.
Encourage adding features like:
A door and windows
A rooftop garden
Solar panels made from foil
Labels for each room
5. Share & Reflect:
Children present their models to the class or another group.
Ask them to talk about what they included and why.
Create a display table or “STEM Village” in the classroom with all their models!
Cross-Curricular Links:
Subject Activity
Maths Measuring, shapes, size comparison
Geography Local buildings and land use
Science Materials used in buildings; energy (solar, insulation)
SPHE Working in groups, sharing ideas
Art Drawing, model-making, using texture and colourResources Needed:
Photos of the MTU STEM Building (printed or on screen)Cardboard boxes, paper, glue, scissors, lollipop sticks, markers, etc.
Printable “My Building Plan” sheet (with space for drawing and labelling)
Labels or flags for naming building parts
Hi Amanda,
I really enjoyed reading your post—what a brilliant example of making biodiversity learning meaningful and accessible, even in an urban setting. Using resources like the Seek app and Wildflowers of Ireland site is a great way to blend technology with outdoor learning, and it’s fantastic that you’ve taken the step to record your findings with the National Biodiversity Data Centre. Your “Biodiversity in Our School and Beyond” project sounds really inspiring, especially making use of the Phoenix Park as an extended classroom. The use of observation journals and participation in national surveys like the Garden Bird Survey will not only deepen students’ understanding of local species but also give them a sense of ownership and purpose as young citizen scientists. It’s such a hands-on, empowering way to connect curriculum learning with real-world impact—well done!To conduct a seasonal biodiversity project across the school year, I would use course resources like the Biodiversity Spotter’s Guide, Nature Walk Templates, and Seasonal Change Recording Sheets. Each term, we would focus on observing changes in our local environment—plants, animals, weather, and habitats—through regular nature walks, ideally once every 3-4 weeks.
We would use printed spotter guides and clipboards to identify and record plants, insects, birds, and seasonal changes. Pupils would fill in simple observation sheets, draw what they see, and note changes over time. I would store these in individual biodiversity journals to track learning across the year.
Integration would be key:
Science: exploring habitats, life cycles, and environmental awareness
Geography: mapping the school grounds and identifying features
Art: drawing and painting seasonal scenes
English: writing reports, nature poems, and recounts
Maths: creating bar charts of sightings or measuring plant growth
This cross-curricular, hands-on project promotes curiosity, environmental stewardship, and literacy and numeracy development in a meaningful way.
Hi Michelle,
I really like how you’ve structured this lesson—starting with prior knowledge and gradually building up to hands-on map creation is a great way to scaffold learning. Using real-life examples like treasure maps and Google Maps makes the topic relatable and engaging for younger pupils. I think your use of Geohive is a fantastic way to integrate digital tools in a meaningful way—it not only builds geographical awareness but also introduces basic digital literacy skills. The classroom mapping activity is a lovely way to reinforce key concepts like symbols and legends while giving pupils ownership of the learning. I also really like the collaborative element at the end—sharing their maps helps develop communication skills and reinforces learning through peer discussion. A really thoughtful and well-rounded lesson!To teach data in maths and highlight its real-world applications, I would use online datasets from accessible sources like CSO Ireland, Our World in Data, or NASA. For example, when exploring climate change, pupils could analyse temperature changes over time or compare CO₂ emissions by country using bar graphs and line charts. We’d discuss trends, make predictions, and pose questions about causes and consequences.
In a local context, I might use census data from the CSO to explore population trends in our county—encouraging pupils to calculate percentages, means, and medians, or to interpret pie charts. This helps them see how maths connects to geography, history, and social issues.
For younger pupils, I’d use online surveys (e.g. favourite foods, school transport) and input data into spreadsheets to create simple graphs. These activities help pupils develop data literacy while showing that maths isn’t just about numbers—it’s a tool for understanding the world.
What a fantastic, hands-on approach to making a complex topic both accessible and exciting! I really like how you’ve built the lesson around curiosity and student inquiry, starting with that powerful question about “seeing” what’s invisible. Your use of simple materials like slinkies, prisms, and tuning forks makes abstract concepts like wave types and energy transmission much more concrete for pupils. The creative telescope challenge is particularly engaging—it not only consolidates learning but also encourages problem-solving and imagination. I also appreciate your focus on clear vocabulary and visual supports, which are so important for inclusivity. Thanks for sharing this—it’s given me some great ideas for my own classroom!
Your reflection really resonates with me. I also found Liston’s call to move beyond siloed subjects thought-provoking. STEM becomes much more powerful when it’s used to connect ideas across disciplines and tackle real-world issues. I love your renewable energy example—it’s a perfect way to integrate science, technology, engineering, and maths while also fostering awareness of sustainability. Giving students the opportunity to investigate materials, calculate costs, and consider environmental impact not only builds critical thinking but also empowers them to see themselves as problem-solvers. It’s great to hear you’re rethinking how you design learning—I’m inspired to do the same!
To conduct an inquiry-based lesson on waves, sound, and light, I would use the I-LOFAR radio telescope as an engaging hook. I’d begin with a short video or image of the telescope, prompting pupils to ask: “How can a telescope ‘listen’ to space?” This question would spark curiosity and lead into an exploration of waves. Pupils would rotate through hands-on stations—making string telephones, creating ripple tanks, and using prisms and torches to explore light. Using the 5E Model (Engage, Explore, Explain, Elaborate, Evaluate), I would guide pupils to discover that sound travels in mechanical waves, while light and radio waves are electromagnetic. We’d link this to I-LOFAR’s role in detecting signals from space. The lesson would be highly visual and tactile, using drama, art, and simple experiments to ensure accessibility. Pupils would conclude by creating a mini-presentation showing how waves help us understand the universe, promoting curiosity and collaboration.
Your research question is really engaging and accessible for younger pupils – it strikes a great balance between being local, relevant, and manageable. I love the idea of using intergenerational inquiry (asking parents and older people in the community) as a way to spark curiosity and help children see climate as something that affects everyone.
Your approach to making the investigation hands-on and creative is excellent. Including drama, art, and group work gives every pupil a way to connect and contribute, regardless of their strengths. Keeping a weather diary and checking local data introduces them to basic scientific methods in a simple and age-appropriate way.
What an interesting selection of satellites — I love how you’ve included both their technical functions and some broader context. It really shows how diverse satellite usage is, from military navigation and emergency response to global internet access. The comparison at the end is such a powerful way to spark awe and perspective. I can imagine pupils being totally captivated by that idea — it’s a brilliant way to get them thinking about our place in the universe. Using facts like these in class would definitely bring the space topic to life and encourage big-picture thinking alongside science and technology learning.
Using the Satellite Tracker app, I identified five satellites that recently passed over Ireland:
International Space Station (ISS) – Orbits the Earth roughly every 90 minutes. It’s easily visible with the naked eye and is used for international scientific research.
AQUA – A NASA Earth-observing satellite that gathers information about the water cycle, including oceans, clouds, and ice cover.
Starlink Group 9-3 – Part of SpaceX’s satellite internet network. These often appear in a straight line, like a moving train in the sky.
NOAA-20 – A weather satellite that helps monitor atmospheric conditions and supports weather forecasting.
Hubble Space Telescope – Famous for capturing deep-space images, it orbits outside Earth’s atmosphere to avoid distortion from air and light pollution.
I found this activity really engaging and think it would be a great cross-curricular link between Science, Geography, and ICT. Pupils would love tracking satellites live and learning about their different functions.
This is such a thoughtful and well-rounded approach! I love how you’re tapping into the pupils’ natural curiosity and starting with questions that are rooted in their own lived experiences. The example about debating the seasons really highlights how engaging these discussions can become when pupils feel their opinions are valued—it’s a brilliant way to build investment in the topic. Bringing in specific memories like Storm Éowyn is also a clever way to anchor learning in real events they remember.
The idea of using simple tools—like drawings, photos, and basic weather measurements—to collect evidence makes the project accessible to all learners. It’s also great that you’re using the Climate Detectives planner to structure the process; this gives pupils a clear sense of progression and helps them see how their work fits into a bigger picture. Sharing findings with the wider school community is such a valuable step—it gives their learning purpose and raises awareness beyond the classroom.
