[Carmel Wright]

HI Odhran,

Thanks for your post. You created a comprehensive plan for protecting nocturnal creatures in your school as part of your school’s biodiversity plan. I like how the scope of your plan includes education, which is the foundational piece to change. First, we must understand the issue, and unfortunately, this is one that few people are aware of.

The good news is that light pollution is relatively easy to solve as a form of pollution, as outlined in your plan, and comes with so many benefits, not only for nocturnal creatures but also for us humans!

[Carmel Wright]

Hi Breda,

Thanks for your post, and welcome to the course.

You have put together an excellent plan for making this activity fun, accessible and interactive for your learners, and I can see it is aligned with the Curious Minds Framework for Inquiry, opening with a prompt, etc.

I like how you planned to have the learners work in teams to discuss their findings and will get them to present them on a chart. It could be a great showcase opportunity to bring to other classes or even a school science fair. It’s a perfect activity for Space Week, October 4-10.

[Carmel Wright]

Hi Marie,
Thanks for your post, and welcome to the course. The sundial is a wonderful activity, and I can see you have given considerable thought to how to run this activity in your school.

You have some nice ideas about how to integrate this topic into other subjects and provide students from other classes with an opportunity to learn more about this by coming to view it.

It could also serve as an opportunity for your learners to present their newfound knowledge of this ancient technology and develop communication skills by presenting to other classes, using ICT to create a PowerPoint presentation, etc.

[Carmel Wright]

Hi Louise,
Thanks for your post! You have some wonderful ideas for making the most of your locality for this activity and are most fortunate to have such a resource on your doorstep. As mentioned in the course, Zoe Devlin’s book is a great resource and well organised by flower colour to make life easier when trying to identify a mystery wildflower.

By taking the time to appreciate nature throughout the seasons, learners will truly begin to realise how things are constantly changing in nature and how these plants have adapted to survive. It’s a great idea to incorporate some wildflowers in the sensory garden. There are some interesting articles about sourcing wildflowers-like this one:

What’s Really in Your Wildflower Seed Mix? » All-Ireland Pollinator Plan (pollinators.ie)

If there is any lawn onsite, even a strip of lawn mown less often will give rise to some beautiful wildflower surprises, too.

[Carmel Wright]

Hi David,

Thanks for your well-thought-out post on how you would involve your learners in art, music, drama and creative writing based on Roscrea Castle. You have a lot of great ideas that, together, will develop and enrich your learner’s understanding and curiosity about history in their locality.

You are so fortunate to have Roscrea Castle on your doorstep, and a visit is the ideal starting point to inspire creative young minds. I like how you plan to incorporate tech with the use of Book Creator, fostering junior classes’ appreciation for local heritage with illustrated books, and your plans to incorporate maths through a focus on the drawbridge’s technical details—inspiring ideas for the coming academic year!

[Carmel Wright]

Hello Louise,

Thanks for your comprehensive post detailing an art project based around the local natural heritage of Castleisland, County Kerry.

I really like how you designed this experience to be a learner-led project, where they are actively involved in the decisions around themes and interests, empowering learners to take ownership of their learning journey.

You are fortunate to have such a wonderful resource on your doorstep, and I think it is a great idea to document the journey, reflect on how to improve, and consider a permanent home for your learner’s work/make it an annual event to continue to celebrate your localities rich heritage.

[Carmel Wright]

Hi Daniel,

Thanks for your post. I can see that you have put thought into developing the “Design Your Own Dark Sky Place” project for your class, providing learners with teamwork opportunities to research, create maps or even 3D models.

Acting as stewards for this fictitious Dark Sky Place, your students will learn a lot about the importance of dark skies and the role we all play in being mindful of this easily solved form of pollution that has a detrimental impact on biodiversity and wastes so much energy.

If it is not possible to visit a dark sky location, even getting the learners to report on the level of brightness in their neighbourhood during the winter when the days are short could help raise further awareness of this issue.

[Carmel Wright]

Hi Caitriona,
Thanks for your post. That sounds like a great project choice for your 5th and 6th-class learners, with plenty of scope for exploration and energy usage improvements.

I like how you plan on exploring the national context of energy generation and then bringing it to your school and your supplier, looking at alternatives and finally, how we can take action on a personal level to move the dial in the right direction.

Presenting findings is a wonderful way to consolidate learning and provides learners with an opportunity to develop their communication skills. I have no doubt that both your school’s electricity bills and learners will benefit from this project!

[Carmel Wright]

Hi Aoife,
Thanks for your post, and welcome to the course.
I can see that you have put thought into how to run this activity with your learners, considering how to make it as meaningful as possible and using vocabulary development to deepen understanding.

You make a great point about the vital role teachers play in educating learners about the current challenges in an age-appropriate way, creating a climate-literate generation who understands the problems and the solutions.

It’s crucial to focus on the local aspects of climate change, as it makes the issue more relevant and relatable to learners. With increased storms and flooding becoming the new normal, it’s an issue that is and will continue to impact us all.

The solutions are starting to be seen across Ireland, and learners can reflect on what they (hopefully) see in their neighbourhoods, be it solar panels, wind farms, greater access to recycling, more public transport, and bike lanes. Etc.

[Carmel Wright]

Hi Padraic,
Thanks for your post, and welcome to the course. I can see you have taken the time to truly reflect on Dr Liston’s paper and its implications for STEM delivery in your classroom.

The weather station has a lot of potential and can be as small or big a project as time allows, whether that’s a week of observations, a month or even a term! It is also a wonderful way to give all learners a movement break outside, and it can extend to the whole school, with presentations to other classes to develop communication skills.

Wishing you the best of luck with this in the coming academic year!

[Carmel Wright]

Hi Lorna,
Thanks for your post, and welcome to the course. There is certainly a lot to unpack from Liston’s paper, and I can see you have already focused on STEM in your classroom through challenge cards, providing learners with hands-on problem-solving challenges.

You make an excellent point about learners who do not enjoy maths may not even know they are developing skills in this area when working on a STEM activity like the weather station. By making maths practical and relevant to real life activities, we can cultivate a deeper appreciation and more positivity towards this subject as part of a fun STEM lesson.

[Carmel Wright]

Hi David,

Thanks for your post, and welcome to the course.

I really like the opening prompt you suggest for this activity. Sundials, particularly the ones from medieval times, are not easy to identify and can differ significantly, from some marks on a windowsill, to upright versions of monastic dials. It will certainly get your students curious about what they are.

I can see you are following steps from the Curious Minds framework, as you mention reflecting on what can be done better. This is such an important step for any STEM activity, fostering a reflective, solution-focused mindset.

[Carmel Wright]

Hi Marie,
Thank you for your post, and welcome to the course! I can see you have put considerable thought into how you would run this activity with your learners and the considerable opportunities for cross-curricular links.
Speaking of history, here in Ireland, we still have some sundials from medieval times that have stood the test of time! Here is a link with some examples from across the country: Sundials in Ireland (sundials-ireland.com)

I think your learners will certainly enjoy the opportunity to take ancient technology and use it to tell the time at home. It is a really accessible activity with so few materials required- the most difficult part is probably getting a bit of sunshine!

[Carmel Wright]

Hi Josie,
Thanks for your post, and welcome to the course!

You have created a comprehensive short teaching resource using Stellarium. As an app that will be new to most, if not all, learners, the teacher’s guidance is invaluable in bringing their skills along with this technology that provides a new way of learning about our skies, and I can see that you have put a strong focus on demonstrating this app’s use, and its features.

There are a lot of wonderful ways to integrate other subjects into this activity, from art to storytelling; the constellations can provide plenty of inspiration. It is also a great activity for learners to learn further about at home, through installing the app on a parent/guardian’s phone where possible sharing this learning experience with their family.

[Carmel Wright]

Hi Patrick,

Thanks for your post. I am delighted to see that your school is already pollinator-friendly, with areas designated for little to no mowing and a herb garden providing pollinators with much needed food!

It is great to read how there is growing awareness in your locality. With this solid foundation, much can be built upon to get a better understanding of the pollinator types, habitats, and much more.

The Flower-Insect Timed Count is a meaningful way for learners to engage with citizen science, explore the outdoors and begin to appreciate the diversity in our ecosystem when we take the time to pause and look.

[Author]

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