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I really like the idea of using the children’s environment and surrounding areas to identify the changes which have occurred. It is a very engaging and practical approach.
To begin the lesson, I would facilitate a class discussion on climate change to ascertain the children’s prior knowledge of the topic. As this is such a well discussed topic in the media, I feel they will have some knowledge. However, to explain the impact of carbon emissions and greenhouse gas I will show the Paxi video. I feel that this is a great, age-appropriate video to explain the greenhouse effect. It also explains how global warming is occurring and the link with human activity. I feel the prediction tool TEAL will be more user-friendly for the senior classes. I think I would use it more as a comparison tool with the younger classes to show how climate change is occurring. I really like that children can investigate different climate variables such as rainfall and temperature. I would ask the children to brainstorm how climate change is affecting the planet, rising temperatures, melting ice caps, sea-level rise, more extreme weather (like storms and droughts), and its impact on animals and plants. I think using TEAL to show areas affected by rising sea levels and extreme weather events would be very beneficial. As a visual activity the children would be asked to draw two pictures: one of the Earth as it is now, and one of what they think it will look like, if climate change continues at the same rate, in 2050. Finally, in small groups the children will be asked to come up with a climate action plan for the school.
I love the idea of integrating your lessons into Aistear for the younger classes. Also, having the Student Council/Green Schools reps to mind and maintain the equipment is a great idea.
‘STEM education is an interdisciplinary approach to learning that removes the traditional barriers separating the four disciplines of science, technology, engineering and mathematics and integrates them into real-world, rigorous and relevant learning experiences for students’ (Vasquez, Comer, & Sneider 2013). This quote has really resonated with me throughout the module. Instead of teaching each subject in isolation, STEM encourages a blend of concepts and skills from each area to solve practical and sometimes complex issues. There were such excellent resources available throughout the module which really focused on the real-world experiences of the child.
I loved the idea of setting up a weather station in the school grounds. It would be an engaging, hands-on educational experience that would foster a wide range of STEM skills. It would encourage students to observe, analyse and communicate weather and climate knowledge. It would also enable students to understand their environment better and engage in meaningful scientific inquiry.
The course really solidified the importance of being able to differentiate between weather and climate. The idea of recording the weather on the children’s birthdays and asking to interview family members to see if patterns emerged, brings the idea of engaging the children in real-world exploration. Also, the video clips throughout were very engaging and informative. I especially enjoyed the clip explaining how to decode the weather forecast. I will use this with my class in the coming year.
These are such gorgeous ideas for lessons. I especially love the drama lesson which I know would be a great hit with my new class. The postcard from space is also a lovely way of integrating literacy.
Make a spacecraft: Learn about rockets, how they work, and their role in space exploration through interactive activities and hands-on experiments.
Trigger questions: What do you know about rockets?, Have you ever seen a rocket launch? Show pictures and videos of rockets taking off, in space, and landing. Explain the basic parts of a rocket: nose cone, body, fins, and engine. Use a simple diagram to illustrate these parts. Discuss how rockets work, focusing on the concept of thrust and how fuel helps propel rockets into space. Continue to engage in discussions asking: Why do rockets have pointed noses? and What do you think happens inside a rocket during launch? The children will then be asked to design a rocket initially on their whiteboards. They will discuss their designs within their groups and use these simple designs to create rockets using vitamin tablet tubes and card. They will be encouraged to add a nose cone and fins. Then the children will be ready for the rocket launch using the Space Week – Make a Spacecraft experiment. Explain the science behind the experiment, focusing on the chemical reaction that produces gas and builds up pressure to launch the rocket. The groups will be asked to reflect on their launch, did it work? What could have been done differently? etc. When the rockets have been tidied up and to calm the class after the excitement, I would read “Roaring Rockets” by Tony Mitton.I love the idea of the station teaching approach to the weather. Such lovely and engaging ways for the children to learn. Will definitely be stealing this idea!
The children will learn about various Arctic animals, their adaptations to the cold environment, and their roles in the ecosystem. The book: “Polar Animals” by Wade Cooper will be used as a resource for learning. Can you name an animal that lives in the Arctic? Why do you think they live there and not in Australia? Discuss the responses. Then show pictures and brief video clips of various Arctic animals (polar bears, Arctic foxes, seals, walruses, and snowy owls). Discuss key characteristics and adaptations: Polar Bears: Thick fur, fat layer, large paws. Arctic Foxes: White fur for camouflage, small ears. Seals: Blubber for warmth, streamlined bodies. Walruses: Tusks for breaking ice, blubber. Snowy Owls: White feathers, sharp talons. Use the map to show where the Arctic is located. Discuss how the extreme cold affects the animals and how they adapt to survive. Report Writing: The children will be asked to do further research on an Arctic animal of choice. They will be asked to include habitat, diet, adaptations and a fun fact. The children will present their reports to the class to share their interesting information and participate in question time to reflect on what they have learned.
These are such great resources. I have never heard of Internet Archive before and will definitely be using it in the future.
For this lesson I would like to use the activity set: Space and Aliens – Special life, Life in Space. This lesson would begin with the story Aliens in Underpants. The end of the story will act as the trigger – “So when you put your pants on. Freshly washed and nice and clean. Just check in case an alien still lurks inside, unseen!” What would you do if you found an alien who was left behind? The children will be asked to introduce the alien to the special things in their life. What would you want them to experience here on Earth? Who would you like them to meet? There are excellent opportunities to integrate lessons on this theme. SPHE lessons on how others may feel in new surroundings, literacy lessons on writing a narrative piece where they meet their alien and introduce them to their world on Earth and art lessons where the children create their alien in clay form and decorate using paint and colour.
This sounds like a lovely lesson, I always enjoy having the older children to help with these hands-on activities.
I really like the idea of the activity: What does the moon look like? Journey to the moon, which investigates the shape of the moon. I remember doing a similar activity when I was a child and enjoyed the home element of recording the shape each night. I also like the little tip that the shape of the moon at the start of the new phase looks like a b for begin and a d for the end.
I like the idea of beginning the lesson with a mind map of the word moon, to identify the words which the children associate with it. This is a very visual representation which is a working document which can be added to when new ideas spring to mind. I also like the additional element of asking the children to bring in images and items which they may have at home which represent the moon, lights, cushions etc.
The dance to the moon phases is a lovely idea to get the children moving around the classroom to show the various phases of the moon.
It is always lovely to have the opportunity to integrate lessons and the moon offers so many possibilities.I love the idea of this experiment and it is very relatable for the children with the number of water bottles that leak in the classroom!
Hi, my name is Ailbhe and I will be teaching 2nd Class this year. My favourite fact about space is that the sunset on Mars appears blue.
An inquiry-based lesson which I would use in my classroom is to design a bridge out of paper.
The trigger questions that I would use are: Where do you find a bridge? Do you know the name of any famous bridges?
The groups will be given two sheets of A4 paper, 5c coins, and a collection of books to create a road/riverbank. The groups will be asked to try to make the strongest bridge possible. They will be required to predict and reflect on their predictions throughout the experiment using WWW/EBI? The data will be collected as to what worked well within the groups. They should record how many coins their bridge could hold and analyse the results. This experiment can lead to a design and make experiment where the groups collect materials to design a bridge.
