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Completing entries in nature journals really help with pushing to go outside in the winter months when the weather isn’t that great but it’s important the children experience their environment in all kinds of weather not just when the sun is shining.
I completely agree that exploring school history, especially for an anniversary (my school just celebrated 25 years), provides such a unique and powerful learning experience. My own experience from working on different projects with my class echoes the sentiment that involving Dúchas.ie and archival materials is invaluable for historical research.
However, the absolute highlight, and something I think is often forgotten, is the emphasis on oral history. Interviewing grandparents and past pupils brings history to life in a way no textbook can. That interview with the 99-year-old past pupil must have been incredibly impactful. Those vivid personal accounts are what truly resonate with children and build a tangible connection to their past and community. Compiling it into a book is the perfect culminating activity.
Drawing on Module 5’s emphasis on integrating scientific heritage with art, music, drama, and creative writing, I would design a project for my pupils based on Dublin’s Phoenix Park.
First, we would research the natural heritage of Phoenix Park. This would involve exploring its diverse flora and fauna, including the wild deer, various bird species, and ancient trees. We’d use resources like the National Biodiversity Data Centre (from Module 3) to identify species found there. We’d also delve into the scientific heritage, investigating its role in scientific research (e.g. the Zoo, the Papal Cross’ construction, historical meteorological observations).
For the creative writing aspect, pupils could write poems, short stories, or descriptive essays inspired by their observations in the park. They might imagine the life of a deer through the seasons, or a historical scientist conducting observations in the park. We could also focus on drama, creating short plays or monologues from the perspective of an animal or a historical figure associated with the park, exploring their scientific discoveries or interactions with nature.
In art, students could create visual representations of the park’s biodiversity through drawing, painting, or even collages using natural materials collected (ethically) from the park. They could also design scientific illustrations of specific plants or animals, combining artistic skill with scientific accuracy. For music, we could explore creating soundscapes inspired by the park’s natural sounds (birds, rustling leaves) or compose short pieces reflecting the movements of the deer or the flow of the River Liffey.
I absolutely love your idea of using a local historic mill as a STEM springboard! From my own experience, linking learning to tangible local landmarks really captivates students. Encouraging them to gather oral histories from parents is a fantastic way to spark initial engagement and connect generations.
What truly stands out, and something I’d definitely adopt, is framing the STEM project around the County Council needing a new modern mill. That contextualizes the entire learning experience so brilliantly! It provides a real-world problem for them to solve, fostering genuine critical thinking and design skills. This multi-disciplinary approach, blending history, science, and engineering, is exactly what makes STEM projects so powerful and memorable.
Hi Shaun, I absolutely love your idea of using a local historic mill as a STEM springboard! From my own experience, linking learning to tangible local landmarks really captivates students. Encouraging them to gather oral histories from parents is a fantastic way to spark initial engagement and connect generations.
What truly stands out, and something I’d definitely adopt, is framing the STEM project around the County Council needing a new modern mill. That contextualises the entire learning experience so brilliantly! It provides a real-world problem for them to solve, fostering genuine critical thinking and design skills. This multi-disciplinary approach, blending history, science, and engineering, is exactly what makes STEM projects so powerful and memorable for the children.
Drawing inspiration from the historic suspension bridge at Birr Castle Demesne, I would plan a “Bridge Building Challenge” for a 4th class.
The challenge would begin with an “Engage” phase, where we’d discuss the Birr Castle suspension bridge, its features, and the purpose of bridges, using images and possibly videos. We’d then move to “Explore,” where students, in small groups, would experiment with different paper bridge designs to span a gap (e.g. between two books). They’d test which shapes and structures, like folds or triangles, offer the most strength, mimicking the “Exploring: Investigating the design of bridges” activity from the module.
For the “Plan” phase, each group would design their own bridge, considering its purpose (e.g. to hold toy cars, cross a small “river”). This is where mathematical thinking would be deeply integrated. Pupils would:
Measure: Accurately measure the “span” of their river, the height needed for clearance, and the dimensions of their materials (length and width in cm).
Shapes & Properties: Identify and draw 2D shapes (rectangles, triangles) in their designs, understanding how triangles create strong structures (trusses), similar to those seen in suspension bridges. They would also consider 3D shapes for supports.
Problem-Solving: Calculate how much material they might need or how to divide a piece of card equally for multiple components.
Scale: Discuss the concept of scale, even if not creating precise scale models, by comparing their small-scale designs to the massive Birr bridge.
The “Make” phase would involve constructing their bridges using recycled materials like cardboard, straws, and string. Finally, in the “Evaluate” phase, groups would test their bridges for strength (e.g. by adding weights like coins or small blocks) and reflect on their designs, discussing what worked well and what could be improved, linking back to their mathematical decisions. This hands-on, inquiry-based approach, supported by Curious Minds and ESERO resources, emphasizes practical application of mathematical skills in a real-world engineering context. I have done this activity with several classes at various class levels over the years. It is always an extremely engaging project that really sparks curiosity in the children.I completely agree that student ownership is key, especially with senior classes. I’ve seen myself how much more engaged children become when they’re actively researching and presenting their findings, just as you’ve described. Dividing into groups and focusing on different animal types is a fantastic idea; it encourages collaborative learning and deepens their understanding of local biodiversity. Creating the recording sheet as a class is another excellent way to foster that sense of ownership and ensure everyone is invested.
Next year I hope to conduct a seasonal biodiversity project throughout the school year using several resources from Module 3. The National Biodiversity Data Centre would be central for recording observations and engaging in citizen science. I would also utilise the All Ireland Pollinator Plan for pollinator-focused activities. For identification, I would rely on the “Wildflower Walk” and “Minibeast Safari” guides, along with online resources like http://www.wildflowersofireland.net, irishbutterflies.ie, and apps such as “Seek” or “Picture This” for plant identification. Recording sheets would be simple, child-friendly templates for drawing and noting observations (e.g. date, location, species, weather, number seen).
Learning would be brought outdoors at least once a fortnight, ideally more frequently if weather permits, to observe changes in flora and fauna. For example, in spring, we’d focus on emerging wildflowers and insects; in summer, on pollinators and full plant growth; in autumn, on seed dispersal and animal preparations for winter; and in winter, on evergreen plants and overwintering animals.
This project would integrate various subject areas:
Science (SESE): Observing, identifying, classifying, and understanding local habitats and ecosystems. Pupils would learn about life cycles, adaptations, and interdependence.
Mathematics: Data collection (counting species, measuring plant growth), graphing observations over time, and analysing patterns.
English/Gaeilge (Primary Language Curriculum): Keeping biodiversity journals, writing descriptive passages about observations, creating presentations, and discussing findings.
Art: Sketching plants and animals, creating seasonal collages from natural materials, or designing posters to promote biodiversity.
SPHE: Fostering a sense of responsibility for the environment and promoting teamwork during outdoor explorations.
My main concern would be ensuring the safety and engagement of all pupils during outdoor sessions, especially in an urban environment, and managing the logistics of outdoor learning in varying weather conditions. It’s not always possible to have the assistance of an SNA.I wholeheartedly agree with your approach! I’ve seen first hand how powerful these tools are in engaging students with their local environment. Using Geohive to analyse land use and soil types, comparing it to what’s grown locally, truly brings geography and science to life. Met Éireann and Google Earth provide invaluable real-world data for discussions on weather patterns and local ecosystems. The cross-curricular potential you highlight is spot on; from data analysis in Maths to descriptive writing in English, these resources foster a deeper, more meaningful connection to the local area.
I will begin by introducing the concept of maps through an engaging discussion using a large classroom map of Ireland. I will explain key features such as symbols, scale, compass directions, and the purpose of maps in everyday life. To make it meaningful, we will focus on mapping the local area around the school, here in Dublin city centre.
I will incorporate Google Maps by projecting our school’s location onto the board, zooming in and out to explore landmarks, streets, parks, and public buildings. Pupils will identify familiar places they know (GPO, Phoenix Park etc.) and trace routes from home to school. Using the Street View function, we will virtually “walk” through the local area to develop spatial awareness and context. I will then introduce Geohive, to show historical and contemporary views of the area, helping pupils understand how places change over time.
Following this exploration, pupils will draw their own simple maps of the local area, including key features, a compass rose, and a legend. They will be encouraged to use colour and symbols creatively. Tablets will allow small groups to access Google Maps independently to cross-check street names and landmarks. To conclude, we will display the maps and discuss what we learned about our local environment.
I love the way this lesson integrates geography, digital literacy, and art, while promoting curiosity about the local area. It encourages pupils to connect digital tools with real-world learning in a meaningful way.
I completely agree with the value you place on using real-world problems to make STEM learning meaningful. Your example of addressing local issues like waste reduction and recycling is a fantastic way to connect classroom learning with students’ everyday lives. Like you, I found Liston’s emphasis on socially conscious STEM education inspiring. It reframes STEM not just as content, but as a vehicle for change. When students see that their ideas can have a real impact on their school or community, they become more motivated, confident, and invested in their learning. Integrating STEM with social justice and environmental themes also nurtures critical thinking and empathy, skills that go far beyond the curriculum. This approach supports deep, integrated learning and helps students see themselves as capable problem-solvers.
I will conduct an Inquiry-Based Lesson inspired by I-LOFAR to make the abstract concepts of waves, sound, and light accessible for my 5th class pupils. I will structure an inquiry-based lesson using the Curious Minds / ESERO Framework: Engage – Investigate – Reflect – Take Next Steps.
Engage: I would begin with a short video or image of the I-LOFAR Radio Telescope at Birr Castle, introducing the idea that some telescopes don’t “see” with eyes, but instead “listen” to space using radio waves. We’d pose the question: “Can we hear space?” and “What do waves look and sound like?”
Investigate:
Sound Waves: Pupils explore how sound travels through solids, liquids, and gases using simple investigations (e.g. string telephones, tuning forks in water).
Light Waves: Using prisms and torches, pupils observe light splitting into colours and experiment with reflection and refraction using mirrors and water.
Radio Waves: To simulate invisible waves, pupils use a simple AM radio and a phone to demonstrate interference, helping them conceptualise how I-LOFAR ‘listens’ to space.
Reflect: Pupils journal or present what they learned about each wave type, drawing wave patterns and linking each to how I-LOFAR gathers space data.Next Steps: Pupils can create models of their own radio telescopes using art materials and write about “What I would explore if I had a telescope like I-LOFAR.”
This cross-curricular lesson supports STEM integration, literacy (oral presentations and reports), and art. It engages curiosity, promotes scientific vocabulary (e.g. frequency, wavelength, reflection, refraction), and develops critical thinking.
Your plan for using the Fizzing and Foaming activity is well suited to younger classes. I like how you’ve framed it as investigating a mysterious alien substance, it really adds a creative element while still keeping the focus on scientific observation and questioning. I know my pupils would really engage with this kind of task. The hands-on nature, the messiness, clear visual reaction, and opportunity to draw and describe what they’ve seen make it very accessible and intriguing to younger children. It’s a really useful way to start introducing early ideas about solids, liquids, and gases in a way that feels manageable and meaningful.
Space Week October 2025 Class Plan (1st Class)
Theme: Rockets, Space Travel & Alien Chemistry
Day 1: Launch into Space!
KWL Chart: “What do we know about rockets and space?”
Video: Watch the ESA “Vega Rocket Launch” clip
Activity: Design and build balloon or effervescent tablet rockets
Skill Focus: Predicting and observing movement
Day 2: Rocket Engineering
Read-aloud: “Zoom, Rocket, Zoom!”
Activity: Design and launch foam or straw rockets outdoors
Maths Link: Estimate and measure distance
Literacy Link: Procedural writing – “How to make a rocket”
Day 3: Alien Chemistry Day
Experiment 1: Fizzing and foaming (bicarbonate and vinegar)
Experiment 2: Dancing raisins (gas bubbles & buoyancy)
Skill Focus: Recording observations, identifying solids/liquids/gases
Literacy Link: Creative writing – “Alien Science Lab”
Day 4: Create an Alien
Discussion: Life on Mars (Terrain, temperature, comparison with Earth) – what might aliens need to survive?
Art Activity: Design and model aliens using playdough or clay Mars Rovers using LegoSpike
Digital Link: Record voiceovers with character descriptions
Drama Link: Hot seating – “Interview the Alien”
Day 5: Showcase & Home Connection
ICT: Use Stellarium to explore night sky (class and at home)
Performance: Present rockets and aliens to another class
Reflection: Class feedback session using sentence stems (“I loved when…”)
Planning for Space Week has allowed me to consolidate everything I’ve learned through out the course in a creative and meaningful, plus I have so many other ideas for the coming years too. This course has really inspired me and also provided me with a wealth of high quality hands-on inquiry activities for my pupils, but they are also easily adaptable should I change class level in the future. Space Week is a perfect opportunity to foster curiosity, imagination, and scientific thinking so I’ve structured our week to explore the big ideas of space travel, movement, forces, materials, and alien life through hands-on inquiry.
The use of rockets to explore movement and design is particularly engaging. Children love the excitement of launching balloon, foam or effervescent tablet rockets and these activities naturally build science skills like predicting, testing, and measuring. The cross-curricular links to maths (measurement), literacy (procedural writing), and drama (role-play and character development) make the learning rich and memorable.
I’m also excited to include “Alien Chemistry” experiments. These fizzing, foaming investigations will help children understand solids, liquids, and gases in an age-appropriate way. The messiness and wonder of these activities is a great hook for children while reinforcing science vocabulary and observation skills.
Using Stellarium is another key element of the week. While we’re not in school at night, Stellarium allows us to explore constellations and planets virtually and gives children something to explore further at home.
Space Week will hopefully build not just content knowledge but the skills and confidence children need to think and work scientifically. I always take part in Space Week with my class and it always creates an environment where learning is playful, collaborative, and full of wonder.
I completely agree with you, this course has really highlighted just how many high-quality, engaging online resources are available to support science teaching. Like you, I was particularly excited to discover so many Irish-based materials that are accessible, curriculum-aligned, and easy to use with younger children. I used the ‘Do Try This at Home’ series with my class last year and the children and parents loved it. It’s such a clever way to bring physics to life, especially for teachers who might feel less confident with those topics and it also encourages that home school link. The step-by-step approach and fun, hands-on experiments are perfect for grabbing children’s attention and encouraging them to think like scientists. The Astronomy Picture of the Day stood out to me as well. It offers such a powerful visual hook to spark wonder and conversation. I love your idea of using it as a morning starter (I’ll be adopting that idea for my classroom from September). It’s such a gentle, thought-provoking way to build vocabulary and encourage observation.
