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For younger classes, a map-making lesson would begin with a simple discussion about what maps are and why we use them. I would start by exploring familiar spaces such as the classroom or school grounds, helping students to understand direction, landmarks, and basic symbols. We would then create a large, collaborative floor map using classroom objects, followed by individual drawings of their own simple maps of the school or route from home to school.
To incorporate online tools, I would use Google Maps to show an aerial view of the school and its surroundings. Together, we would identify familiar landmarks like parks, shops, or roads. I would zoom in and out to demonstrate how maps can show different levels of detail. GeoHive could be used to show more detailed maps of the local area, allowing children to compare them with their own drawings.
This hands-on, visual approach supports spatial awareness, ICT skills, and links well with geography and SESE curriculum objectives for early primary levels.
Great ideas Fiona. Teaching the younger classes next year and these lesson ideas will work really well to engage the children in understanding maps and their sorroundings
I was not aware of Walton and his work. Will look into his work and try to incorporate it into the classroom when teaching STEM
Brilliant ideas and integration of the curriculum here Robert, will certainly try to implement them in my lessons this coming year
Great ideas here Emma, especially the Minibeast Safari in the nearby park. Linking this with the Seek app would be an excellent lesson idea
To explore our local heritage, I would involve pupils in a creative arts project based on the Phoenix Park, one of Dublin’s most iconic landmarks. The project would be called “Voices of the Park” and would integrate art, music, drama, and creative writing.
We would begin with a class trip (real or virtual) to Phoenix Park, observing its natural beauty, monuments, wildlife (like the deer), and historic sites such as Áras an Uachtaráin. Back in the classroom, pupils would reflect on what they saw and felt.
In creative writing, they would write short poems or diary entries from the perspective of a deer, a park ranger, or even a tree! In art, pupils would create drawings or collages inspired by their writing.
In drama, groups could act out mini-scenes set in different times in the park’s history, while in music, they could compose simple rhythms or soundscapes inspired by nature in the park.
This project would celebrate the park’s heritage while encouraging imagination, creativity, and personal expression across the curriculum.
Using the Ha’penny Bridge in Dublin as inspiration, I would plan a fun and engaging class challenge called “Build a Bridge Challenge!” Students would work in small groups to design and build their own model bridge using simple materials like lollipop sticks, string, cardboard, and glue.
To begin, we’d look at photos and facts about the Ha’penny Bridge — its shape, materials, and purpose. Then, each group would sketch a bridge design, thinking about how it can support weight and span a gap. The goal: to build a bridge that can hold a toy figure or small weight.
Maths integration would include measuring lengths (cm), comparing materials, and estimating how much weight their bridge can hold. Pupils would use rulers to measure accurately, record their data in tables, and count materials used. We’d discuss shapes that make strong bridges, like triangles and arches, linking to geometry.
Finally, we’d test the bridges and reflect on what worked, encouraging mathematical thinking, problem-solving, and teamwork — all while having fun with real-world engineering!
In school gardens, pollinators such as bees, butterflies, and hoverflies play a crucial role. Bees visit flowers to collect nectar and pollen, helping with plant reproduction. Butterflies move gracefully from flower to flower, transferring pollen on their legs and wings. Hoverflies, often mistaken for bees, also pollinate as they search for nectar. These pollinators are most active during warm, sunny days and are often seen around brightly colored or sweet-smelling flowers. Their presence increases the number of fruits and seeds produced in the garden.
Actions to Help Pollinators:
To support pollinators, you can plant a variety of native flowering plants that bloom in different seasons, ensuring food is available all year. Avoid using harmful pesticides and consider using organic alternatives. Create habitats by adding bee hotels or leaving small brush piles for shelter. Provide a shallow water source with pebbles for safe drinking. Finally, educate others about the importance of pollinators and encourage them to create pollinator-friendly spaces. These simple actions can make a big difference in supporting pollinator health and biodiversity.
Maria, this is an excellent lesson idea and I will definitely explore it in my classroom this coming year
To conduct an inquiry-based lesson on waves, sound, and light inspired by the I-LOFAR radio telescope, start by sparking curiosity: show images of I-LOFAR and ask, “How can we ‘see’ things in space we can’t see with our eyes?”
Engage students with hands-on activities like using slinkies to model sound and light waves (showing longitudinal vs. transverse motion). Introduce simple experiments: use tuning forks in water to visualize sound vibrations or flashlights and prisms to explore light refraction.
Explore how I-LOFAR “listens” to space using radio waves, part of the electromagnetic spectrum. Compare this to how our ears hear sound waves and how our eyes see light.
Explain that different waves carry different types of energy and travel in different ways. Elaborate with a creative challenge: design a “mini telescope” using everyday materials to detect invisible signals (e.g., using foil to reflect signals or simple circuits).
Evaluate through group discussions and drawings of what they learned about waves and how we detect them. Keep vocabulary simple and visual supports abundant.
Here’s a list of songs, poems, and art that beautifully connect us with the night sky:
Songs:
“Vincent (Starry, Starry Night)” by Don McLean
“Moon River” by Henry Mancini
“Clair de Lune” by Claude Debussy (instrumental)
“Space Oddity” by David Bowie
“Fly Me to the Moon” by Frank Sinatra
“Talking to the Moon” by Bruno MarsPoems:
“The Star” by Jane Taylor (commonly known as “Twinkle, Twinkle, Little Star”)
“To the Moon” by Percy Bysshe Shelley
“When I Heard the Learn’d Astronomer” by Walt Whitman
“Silver” by Walter de la Mare
“The Moon” by Robert Louis Stevenson
“Bright Star” by John Keats
“A Clear Midnight” by Walt Whitman
“The Night Has a Thousand Eyes” by Francis William Bourdillon
“Nocturne” by Thomas Hood
“To Night” by Percy Bysshe Shelley
Art:
“The Starry Night” by Vincent van Gogh
“Starry Night Over the Rhône” by Vincent van Gogh
“Lovers Under the Moon” by Marc Chagall2/2
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Engaging learners to explore local biodiversity and the impacts of light pollution can be a deeply rewarding experience that combines fieldwork, research, and community awareness. I would start by introducing students to the concept of biodiversity, highlighting the variety of plants, animals, and insects that exist in our local area. This would be followed by a guided exploration, such as a nature walk in a nearby park or green space, where students can observe and catalog the different species they encounter. Providing tools like field guides, apps for species identification, and notebooks for sketching and notes would enhance their learning experience.To connect this exploration with the issue of light pollution, I would encourage students to research how artificial lighting affects local wildlife. For instance, nocturnal animals may have altered behaviors due to excessive light, and plants might experience disrupted growth cycles. We could conduct a night-time observation session to identify areas where light pollution is particularly high and discuss its potential effects on the species we observed during the day.
Students could then engage in a project to create awareness in the community about the importance of reducing light pollution to protect local biodiversity. This might involve designing posters, giving presentations, or even proposing changes to local lighting practices. By combining observation with action, students will gain a comprehensive understanding of the delicate balance in our local ecosystem and the role they can play in preserving it.
Light pollution is an increasingly significant issue in Dublin, as the city’s rapid urbanization and expansion have led to a proliferation of artificial lights. This excessive illumination disrupts the natural night environment, affecting not only the visibility of the night sky but also the health and behavior of both humans and wildlife. In Dublin, light pollution has dimmed the view of stars and celestial bodies, making it challenging to experience the beauty of the night sky. Moreover, the constant glare from streetlights, billboards, and buildings can interfere with ecosystems, disrupting the circadian rhythms of animals and even contributing to sleep disorders in people.
To engage learners in exploring this issue, I would start by discussing the concept of light pollution and its effects on the environment, health, and astronomy. A nighttime field trip could be organized to observe the difference between the sky in the city and in a less urbanized area. I would encourage students to participate in a citizen science project, such as measuring light pollution levels in different parts of Dublin using smartphone apps. Additionally, learners could engage in a project to design solutions, such as proposing the use of shielded lighting or advocating for “dark sky” policies in their communities. This hands-on approach will help students grasp the significance of light pollution and inspire them to think critically about how to mitigate its impact.
Observing the Moon in the morning is a captivating activity that can deepen students’ understanding of lunar phases and the Earth-Moon relationship. The best phases for morning observation at school between September and June are the waning gibbous, last quarter, and waning crescent phases.
Plan:
Phase Identification: Begin by teaching students about the Moon’s phases, emphasizing how the waning phases occur after the full Moon. These phases are visible in the morning as the Moon moves westward after rising late at night.
Observation Timing: Plan observations for the waning phases when the Moon is high in the western sky during early morning hours, just before sunrise. These phases are best observed between a week after the full Moon (waning gibbous) and a few days before the new Moon (waning crescent).
Monthly Observation Schedule: Set up an observation schedule aligned with the lunar calendar. For example, during the last quarter phase, which typically occurs about three weeks after the new Moon, plan for early morning observations when the Moon rises around midnight and is visible in the west at dawn.
Recording and Analysis: Provide students with observation sheets to sketch the Moon’s shape and note its position and appearance over several mornings. Encourage them to compare their observations with the lunar calendar to reinforce their understanding of the Moon’s phases and orbital patterns.
By following this plan, students will gain hands-on experience with astronomy, enhancing their comprehension of the lunar cycle.The https://www.timeanddate.com/ resource is an excellent resource to use for these activities.
Engaging children in constructing a sundial in school can be an exciting and educational experience that blends science, creativity, and hands-on learning. Start by introducing the concept of timekeeping and how ancient civilizations used the sun’s position to tell time. This will spark their curiosity and provide context for the project.
Next, break the class into small groups to foster teamwork, assigning roles such as the designer, builder, and recorder. Provide simple, child-friendly materials like cardboard, clay, or sticks to create the sundial. Allow them to experiment with different materials to see what works best. Encourage creativity in the design while ensuring the gnomon (the part of the sundial that casts the shadow) is correctly aligned with the Earth’s axis.
Take the class outside to a sunny spot, and have the children set up their sundials, marking the shadow’s position every hour. This process not only teaches them about the Earth’s rotation but also about patience and observation. To deepen understanding, encourage them to compare their sundials with clocks and discuss why shadows change length and direction throughout the day.
Finish the project with a reflection session, where the children share their findings and discuss what they learned about time, the sun, and Earth’s movement.