Forum Replies Created
-
Posts
-
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
We have the benefit in Scoil Bhríde, Kilcullen of having access to an outdoor classroom. It is an absolutely fantastic resource that teachers make so much use of as the year progresses. Lessons are brought to life and the opportunity to then explore the outdoors is right in front of you. One topic that would work very well in our school is our regular Litter Pick which is on a rota basis for every class in collaboration with our Green Schools Committee and Tidy Towns Initiative in the village. I really like the idea of accessing the trailcam as we have had foxes make dens on our school grounds. To view the development of the dens, the movements of the animals would be fascinating for the children to see.
The following answer will explain how I would involve my pupils in an art, music drama and creative writing project based around my local natural heritage.
The topic I would choose would be revisiting the 1798 Rebellion which took place in Old Kilcullen. Our school has a long standing tradition of inviting our local Historian in to school to visit our 5th classes as they perform a reenactment of some of the scenes of the 1798 Rebellion. Children dress in old clothes of soldiers from both sides of the Battle and March with Pikes/Muskets in hand from the school to Old Kilcullen Round Tower. This is preceded by project work leading into the visit of our historian, who gives a much more detailed account of some of the events of the Rebellion. Students design artwork for the hall and complete a scavenger hunt and have a picnic at the Round Tower. It is a wonderful celebration of the Heritage, History and Art associated with Kilcullen.
In this post I will outline how I would integrate mathematical thinking and incorporate the maths skills appropriate to my class level. The bridge that I have selected to use is Kilcullen bridge. I am a teacher in Kilcullen, Co. Kildare.
One of the most rewarding activities we do in our school is a river study of he River Liffey which flows under Kilcullen bridge. By studying the engineering element of Kilcullen bridge, this river study could offer an excellent opportunity for cross-curricular integration. Children could conduct a project whereby they are given three famous bridges of the world to compare with Kilcullen bridge. This could focus on timelines being compared, materials used, purpose of the bridges etc.
There are a number of Mathematical activities that could be incorporated:
Measures:
1) Money: Find the cost of one block. Estimate the total cost of 2500 blocks.
2) Weight: What is the total weight capacity of the bridge. What skills do engineers need to work out this formula/figure?
3) Time: How long did it take to build the bridge? How many people were required to plan its building/ensure its safety?Making a model of the bridge: Using paper and sellotape how could you design a bridge in a group to support the weight of toy cars? This could be a hands-on challenge that a5th/6th class group could relish.
The lesson that I would like to make a plan for younger classes will be one on map making. In this post I will explain how I will incorporate some online tools such as Google maps and Geohive.
The class group I would target would be Junior Infants. After mid-term break, I would continue to call upon the Buddy system our school uses between 6th class and Junior Infants students. We have encouraged our 6th class students to work with a junior class to help build relationships, community spirit and foster the spirit of Meitheal in our school. The lesson would begin with infants only, discussing how we get from home to school, home to holidays, to the Church, to a different county etc. Children would then talk about what maps are and why we use them. At this point, 6th class students would have Ipads set up on Google maps. 6th class would scaffold children in Junior Infants as to why we use google maps. They would then ask the Junior Infants where they would like to go from school and then research how long it takes. By exposing Junior Infants to this type of technology, they will become more confident and competent learners in using useful technology and tools online.
STEM education in my classroom is one in which I have tried to incorporate a range of teaching strategies while using technology in as many ways as possible to support the nuts and bolts of topics that are being taught. An example of this is a Science lesson I taught about animals. Students selected an animal from Ireland and one from abroad to study. Using chromebooks, students conducted research into the habitat of the animal, the characteristics and traits of this animal, eating habits, position in the food chain as well as their ability to adapt to changing environment.
The lesson was supported by references to Planet Earth videos. I believe these are an invaluable educational resource that children are afforded the opportunity to learn so much from. This is an example of how the use of technology to support teaching and learning can be hugely beneficial. It also enables children to conduct research on super educational sites such as Brittanica online, Ducksters as well as National Geograhic.
Hi Shaun,
This is a fantastic idea and one I can identify clearly with as I am also teaching in an area that is not my own local area in Kildare. I like the idea of inviting a local scientist and historian in to the school to talk with the students. I feel an outside voice contributes to a new topic or activity really coming to life. It also ensures a new topic becomes realistic and has a human element to it. Children can ask direct questions in which an expert will have a deeper knowledge of than a teacher.
Hi Mary,
This is a fantastic idea. I really like your provocation at the beginning and the activity of looking at bridges from the past. Children love looking at older photographs and being able to compare then and now. Also, ensuring the children understand what the bridge actually needs is a great way to inspire critical thinking, teamwork and problem solving skills.
Hi Mary,
The aspect of your post that is most impressive is that you carry out this activity one/twice per month with your students. We have all had that Eureka moment to try an activity we have learned from a summer course but the difficulty is following it up by implementing it consistently. The idea of using a copy specifically for this outdoor activity is I feel a really great idea.
Hi Danielle,
I like the introduction to your topic. Straight away, you have related back to the personal and life experiences of the children. This captures and maintains the attention of the students straight away. The use of a key is a central part of developing their understanding. It also caters for visual learners in a much more time efficient and suitable way of showcasing their understanding. Asking the children questions such as ‘What was the hardest part?’ enabled them to self and peer assess also.
Hi Joan,
I like your cross-curricular focus in your teaching. I think it is easy to become overwhelmed by the sheer volume of the content that teachers have available to them. When we apply skills and concepts across our instruction in a range of teaching ideas we can improve our time management skills. The focus on developing critical thinking and problem solving skills is another focus of mine which I target each year.
My own research question in relation to a climate issue:
1. Research Question:
What is the impact of rising sea levels of the lives of humans and animals and how does it affect their living conditions?
The rise in sea levels can have profound effects on the lives of so many people locally, regionally, nationally and on a wider scale worldwide.2. What is the climate issue?
The issue is a rise in temperatures across the planet resulting in polar ice caps melting at an increasingly rapid rate and therein a knock-on effect having an impact on sea levels rising.
3. Why is it important?
It is incredibly important. Economically the Maldives is a tourist destination that relies on income from visiting tourists. These islands are in danger of disappearing due to rising sea levels.
4. Who is affected and how?
Human beings are affected as the rise in sea levels can impact on land e.g. Polders in Netherlands, low lying counties/regions such as Cork city, Clonmel, Blackwater village in Co. Wexford.
5. What data could you use or collect to investigate it?
Students could investigate mm of rainfall that are reported by Met Éireann each week. Further to this, analysis can be conducted using Google Earth of before and after aerial and satellite photographs.I was encouraged and enthused by the video Home from Module 3. I really felt it was a video that provided such a variety of interesting facts, information and views into the world we live in. There are so many aspects to this video that would be appealing to me as a teacher but also to the students I teach. I have always felt that the origins of life on earth provide older primary students with early entries into Biology, Chemistry and Geography of second level education. The impact on animals is usually a topic that has huge interest among students. The role of all species on Earth is clearly defined and the interlocking web which exists between humans and animals are intrinsically linked together. Children can clearly identify with this inn their research skills of animals that are endangered and unfortunately those that have become extinct. I believe children would also find low lying areas very interesting such as the Maldives. This would work very well in making comparisons to Cork city, Clonmel and other areas that have suffered from flooding. Videos in this section clearly highlight the role of human activity as well as the impact the earth has back on humans. We are all linked together!
I really enjoyed the Paxi video on Greenhouse gases. It was quite thought-provoking and I can see a number of ways in which I would incorporate this video into my teaching with my classes in the future. The video was very child-friendly but extremely informative in giving children an understanding of what causes the greenhouse gas effect. The impact of humans in factories, cars and using harmful gases is explained on a level that will suit children of a range of abilities.
I can envisage myself using Activity 3 as part of a larger scale Countries of the World Project. Aside from the traditional medium of students researching facts about a country, the class would focus in on the specifications of climate and weather using the tool for predicting future temperatures. In establishing roles as climate reporters, students are presented with the autonomy to choose a country or region of their own interest and really delve into how the climate has maintained consistency over a period of time and compare to the research of their peers of a country whose climate has been altered. This opens up an avenue for cause and effect – the role of human activity, greenhouse gases and global warming.
I thoroughly enjoyed engaging with Activity 3 from Module 2. There is such a vast array of skills which children are exposed to in this activity. Becoming paleoclimatologists sounds like such an abstract concept, however, when children work through the tasks associated with Activity 3 they are given a unique opportunity into how the history of climate and climate change has been adapting over decades. I would be hugely enthused about using this activity with my class. There is an excellent resource which was shared by RTE called ‘Will Ireland Survive 2050?’ This would provide an excellent method of comparing predictions made by Gerald Fleming, the infamous Weather Reporter and former meteorologist from Wexford. I feel this visual element would strengthen the children’s understanding of what the impacts of climate change were foreseen to be years ago and how our climate detective work can compare and contrast findings. A superb resource which the children will take a lot from.
Review the paper Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and Mathematics (Liston 2018) and reflect on what STEM education looks like in your classroom.
Activity 1: Is it weather or climate:
This is fantastic activity as it clearly engages the children into discussing facts related to weather and climate as well as offering a forum to discuss the differences/similarities between both terms. I would tie this activity in with a Geography lesson focusing on a sense of place. Children could identify some of the locations mentioned on a map. They could also incorporate Google Maps – calculating the distance between Dublin and Bergen or Wexford and Oslo, for example.
I like the weather detective activity also. This would work well as part of teaching Data in senior classes where children explore coordinates, as well plotting information related to weather on a chart.I would make the following improvements/alterations to the activities to improve them further:
Green Schools team/Student Council or 6th class to trial the resources and then present their findings to the school at an assembly. This would act as peer tutoring and modelling for younger learners.
