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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
In order to get my class involved in a creative project around our local natural or scientific heritage, I would begin by taking them for a walk in the local area. We would take time to notice the flora and fauna, taking photos, writing notes and making sketches. During the trip, the children would use the Leaf ID template from Family Explorer, as shared in module 2. They would also identify various types of trees. Back at school, we would discuss our findings and start brainstorming on the interactive whiteboard. Pupils could then choose how they want to respond, for example, some might write a story or poem, others might paint, create music inspired by nature sounds, or put together a short drama piece about a local scientist or discovery. This creative process encourages the appreciation of local nature whilst developing literacy and expressive art skills in a meaningful and integrated way.
I love the idea of the children designing their own structure. It sounds like a lovely lesson and great for the children to have a connection with such a famous building.
I would begin the lesson by showing photos of the suspension bridge at Birr Castle Demesne as a stimulus. I would then elicit prior knowledge by asking questions such as “Why do we build bridges?”, “What makes a strong bridge?”. I would then introduce the task – Design and build a bridge that can hold weight of a toy car using materials such as paper, string, cardboard, lollipop sticks. The children will then make a sketch of their bridge, estimating and recording how long the bridge will be, what materials will be used and how much weight it will hold. The children will then work in groups to build bridges using classroom or recyclable materials. Once complete will test each bridge under the same conditions, recording how much weight each held and which design worked best and why. Each child will then have to graph the results (bar chart for weights held, pie chart for bridge types used, etc.). I would incorporate it to 1st class maths by using blocks, problem solving, 3D and 2D shapes.
Lovely idea! I love the active element to this lesson. It sounds like a lot of fun and very engaging for the children.
Such a lovely idea! A design and make activity with lots of integration through art, science and maths.
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?
I would utilise online resources to encourage pupils to actively explore and identify local flora and fauna, using the recording app to record key information. I would make my own recording sheets such as different grids that are relevant to our school and environment to make learning more meaningful for children. I would bring learning outdoors twice a week, making it relevant and meaningful for the children. By integrating Art, children could come up with different ways of drawing or painting what they have seen, they could use clay to make a particular flower that they make like. By integrating Literacy- the children could write about and describe what they have seen. In English the class could discuss orally and present what they have experienced. The class could create bar charts/pie charts in maths, of various quantities of biodiversity experienced. All of this biodiversity also interlinks with STEM in the classroom.
I agree with Joan, it is so important to make lessons playful and relatable and this mapping lesson incorporating familiar buildings makes the lesson very relevant to the lives of the children.
Task for module 2: For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive
Firstly, I would introduce the class to maps, using a stimulus of a map on the IWB. I would then explore prior knowledge of maps asking questions such as:- where would you see a map, have you used a map before? I would then show examples of different kinds of maps and explain that maps help us find our way and understand the world around us. Using a large map displayed on IWB, I would teach the features on a map, symbols for roads, rivers and so on. Using Google maps on the IWB, I would show the class our school, town, and local features, allowing the class time to explore their local area using Google maps on the class iPads. I would then introduce the idea of making a map of the classroom, discussing what is included in the room and the symbols we will use to include them on the map, and including a legend to explain the symbols. The children will then walk around the room and sketch a simple map.
I agree with you Daniella, we need to move beyond viewing stem as a set of discreet subjects and to view it as an integrated and holistic approach.
Having reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018), I have reflected on the purpose and potential of STEM education in my classroom. Liston challenges us educators to move beyond viewing STEM as a set of discrete subjects, and to view it as a holistic, integrated approach to learning. This will promote critical thinking, creativity, and real-world problem solving. Throughout my own years of teaching, I have often been reluctant to approach STEM activities focusing only on science experiments. However, Liston’s wants us to use a more interconnected and socially conscious approach. This has encouraged me to become more open minded about stem, and to reconsider how I plan my lessons. I am always eager to carry out active learning, investigation and experiments in Science lessons but now I see that there are so many more opportunities to apply STEM thinking to other subjects. For example, when teaching the class about renewable energy, I would encourage the students to design solar panels out of various materials, investigate the environmental benefits and the cost of products to make solar panels.
Having reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018), I have reflected on the purpose and potential of STEM education in my classroom. Liston challenges us educators to move beyond viewing STEM as a set of discrete subjects, and to view it as a holistic, integrated approach to learning. This will promote critical thinking, creativity, and real-world problem solving. Throughout my own years of teaching, I have often been reluctant to approach STEM activities focusing only on science experiments. However, Liston’s wants us to use a more interconnected and socially conscious approach. This has encouraged me to become more open minded about stem, and to reconsider how I plan my lessons. I am always eager to carry out active learning, investigation and experiments in Science lessons but now I see that there are so many more opportunities to apply STEM thinking to other subjects. For example, when teaching the class about renewable energy, I would encourage the students to design solar panels out of various materials, investigate the environmental benefits and the cost of products to make solar panels.