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For younger classes I would start off using the 3D mapping model with a walk around the school. I know my First and Second Class will really respond well to this-whether its using natural found materials first, and then using Lego or other art/recyclable materials in the classroom to create a 3D model.
Then we would discuss who would use the map, what they would see etc. Then we would look at Google Earth/Maps to see how our school looks. Then I would bring them out again as “investigators” to identify the types of land uses around the school. They might look for a trundle wheel or metre sticks at this point, to get a more accurate measurement. As a class , we could decide then what symbols to use and create a 2D map in groups using the Biodiversity/Heritage in Ireland video as a guideline.
We could compare our results to Geohive or Biodiversity in Ireland results. These can be presented to the school at assembly and shown on the Green Schools Noticeboard.
Hi Katie
I agree. The challenge is to do real authentic integration over tokanism. I think its less is more and get in depth.
Hi Hilda
Thanks for the name – we can always use more female scientists names. I’m hoping that there will be a special study on our Irish female astronaut will provide an opportunity to study more women in science.
Having reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018) reflect on what STEM education looks like in your classroom.
I think, as others have said, STEM is not quite visible in my classroom, as up to now, there has been much more emphasis on the Science, as a stand-alone subject, without reference to the other aspects of investigation. I think this is as much of a reflection on me, being unsure of myself and reliant on experiments in the textbooks and not knowing where to find information. One of my biggest worries is teaching a misconception instead of the correct facts.
There have been some successes in the past- project work on Living Things, specifically animals in the Arctic and Antarctic regions. I have taught infants to second class predominately and can see how the lesson plans in the Curious Minds websites, ESERO and ESA Kids will be very useful in the coming year. I had used the Discover Primary Science website previously and have often used National Geographic Kids videos as a ‘wonder/curiosity’ point.
Linking STEM to themes will be a very useful way to explore future topics. For the junior classes, you could easily use ‘Take a Look’ Lesson 15 ESERO and link the topic to colour/rainbows/ refraction in the junior classes.
