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Module 5
I think the idea of creating rockets with the children would be very fun and engaging. I would begin by showing the children a clip of a rocket launching into space so as to peak their interest. I would then allow them to create their own mini rockets. As I am teaching junior infants, I would encourage the children to create a simple rocket similar to the ‘Rocket Mouse’. Once the children have had time to play and experiment with their rockets, we would come together as a class to devise a starter question. The children would then work in groups to conduct investigations based on the starter question. I would also link this activity with maths by discussing the shapes of rockets, length of rocket and possibly weight of rocket. Children would then try to make connections with rockets and other items such as an airplane. It would also be fun for the children to incorporate some drama lessons into the theme of rockets and how they launch.
Laura, thank you for sharing the names of books that you found useful. I will make note of these books .
Laura, thank you for sharing tour well thought out plan for your STEM curriculum . It’s full of great ideas. Scheduling at least one hands-on STEM investigation each month in every class is something I am going to strive for.
Module 4
This module was very insightful and interesting and featured many really nice activities.
I really enjoyed the activities based on the weather, the seasons and what clothes to wear.
To begin the lesson I would explore the seasons by showing the class pictures of each season and identify key features of each season e.g. Winter snow, autumn leaves changing colour, spring trees budding, summer the beach. I would give the children pictures of the different seasons to colour in and ask them what they see in the pictures. The class could then discuss different types of weather and the four different seasons.
Following on from that I would have a bag of clothes, where the children select an item of clothing and match it to the season. E.g. gloves, t-shirt, swimming togs, jumper. As the children are selecting clothes I would question them and talk about hot weather and cold weather.This is a lovely activity that I think the children, whereby the children are actively engaged in learning and they would enjoy it.
·Module 3
I would begin the lesson by asking the children to imagine that they are going on a trip to space in a rocket. What would you need to pack for the journey? What planet are they going to visit? Who will you meet there?
I would introduce the book “Aliens love underpants” to the class. I would involve the class in a whole class discussion about aliens. What they think they look like. The children could create your own alien pictures. To cater for children with SEN they could Colour the alien pictures
I would then get the children to design a rocket that you could use to travel into space. We would make the rocket from recycled materials. Children love building and creating and this lesson will keep students entertained and engaged with plenty of creative play. The children can work on developing fine motor skills and following directions when creating their own unique space rockets.
· Activity Set: The Sun and Shadows
I would begin the lesson with Pictures of a cloudy and sunny day (in the sunny day try to include shadows)
I would elicit the children’s prior knowledge by asking the following questions:
Why is it darker on a cloudy day?
What does the Sun give us? Is the Sun important?
If we had no Sun in the sky would it matter?
I would involve children in a whole class discussion based on their responses.
What will be the shape, size and colour of the shadows? Children should explain their understanding of shadows, not just guess.
I would continue the lesson by exploring outside. Go outside on a sunny day. Stand in a place where you can use chalk to mark out your shadow. Have children work in pairs to draw a shadow around each other. What does your shadow look like? Is it the exact shape of the person? Why? When can you see your shadow best of all? Do you always have a shadow? How do you think shadows are formed? Where is the light coming from?
I would also allow them play in school yard making shadows with their bodies or finding shadows made by other objects.
Activity Set: The Sun and Shadows
I would begin the lesson with Pictures of a cloudy and sunny day (in the sunny day try to include shadows)
I would elicit the children’s prior knowledge by asking the following questions:
Why is it darker on a cloudy day?
What does the Sun give us? Is the Sun important?
If we had no Sun in the sky would it matter?
I would involve children in a whole class discussion based on their responses.
What will be the shape, size and colour of the shadows? Children should explain their understanding of shadows, not just guess.
I would continue the lesson by exploring outside. Go outside on a sunny day. Stand in a place where you can use chalk to mark out your shadow. Have children work in pairs to draw a shadow around each other. What does your shadow look like? Is it the exact shape of the person? Why? When can you see your shadow best of all? Do you always have a shadow? How do you think shadows are formed? Where is the light coming from?
I would also allow them play in school yard making shadows with their bodies or finding shadows made by other objects.
Lesson: The Sky at Night!
I would begin the lesson about the night sky by asking the children to think about the topic and have them share what they already know. They can share virtually, on a piece of paper or by talking in a small group. Students could draw pictures of different things they see in the night sky, moon, stars, planets, shooting stars.
The children are given the opportunity to share what they have seen or experiences they’ve had, relating to the lesson and their personal knowledge and memories.
I would then encourage students to wonder about the topic. Their ideas will lead them to ask questions and become curious about the Night sky. This approach puts students in the centre of the learning and offers opportunities for every child to feel included. Children learn better when they’re curious, using student questions to guide lessons—start where the students show interest and then lead them into new content.
Hi, my name is Bríd-Síle. I will be teaching 3rd class this year, my favourite space fact is : If you put Saturn in a giant bathtub, it would float!
Module 5
Taking inspiration from all the modules of this course, describe how you would plan a class project to study the scientific and natural heritage of your local area. Consider what aspects of your heritage you would include, which activities would be suitable for your class group or school, the scale and timeline of your project and how you would get all pupils engaged
Our school is very fortunate to be located in an area rich is natural heritage and local history. Located within short walking distance from the school we have a beautiful woodland, Barna woods. The woods has a comprehensive biodiversity comprising plants, trees shrubs, habitats and vegetation, invertebrates, bats, birds, mammals and macrofungi, within the wood.
I would bring my class for a nature walk where the children would have to complete a survey and identify the various birds and animals there before they would get the opportunity to draw them. They can also do leaf and bark rubbings.
I would also visit the site of “Barna Castle” I would get the children to take photographs of the area and of any ruins that they see.. The site of the former Barna Castle lies to the east of the southern section of Barna Woods. In the 13th or 14th Century, the O’Hallorans arrived and built Barna Castle on the west bank of the Barna Stream where it flows into Lough Rusheen. The castle was still in existence in 1574 when it was occupied by Owen O’ Halloran. The Lynches, who were originally one of the tribes of Galway, took over the castle in the 17th Century. The castle was demolished before the 1st Edition Ordnance survey map was produced in 1838 (Faherty 2000; Galway City Council 2006). I would guide the class in producing digital stories about the history of the castle and ask them produce drawings of what they think the castle looked like. We could compare their drawing to the original structure and compare and contrast.
We would also visit Tobar Eanna. Tobar Eanna is located at the entrance to the southern section of Barna Wood (Fig. 1.4). This well is reputed to have been a resting place of St Enda in the 5th Century on his way to the Aran Islands. The folklore suggests that St Enda used to spend the night here on his way to the Aran Islands and that one day a well sprang up as he prayed. Pilgrimages were made regularly to the well. There is an abundance of history and natural heritage in my schools locality and it must be celebrated.