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I really like how you have linked your lesson to forces and material. This is allowing them to learn about forces and materials in a fun way. The investigation itself is very clever, and will keep children engaged throughout. Also, I really like the idea of encouraging children to use Hoban’s thinking. This will really help them get into the role of an architect, and take pride in their own learning. I love that this activity gives the children independence in their learning, and allows them to try out their own methods while building the structures.
Using Little Woods (a local natural heritage), I could create several opportunities for creative writing. As a result of a variety of animals (deer, frogs, etc.), a class trip to Little Woods would provide the class with endless creative writing inspiration.
Recount Writing- The Life of a Deer: The children could write a diary entry from the perspective of a deer, which includes what they eat, what they do, and the surroundings in the woods. This also encourages children to research facts on deer such as their diet.
Explanation/Procedural Writing- How to complete a mini beast hunt. The children could complete a mini beast hunt for insects while in the woods. After, they could create a writing piece detailing how to complete a mini beast hunt including steps. Also, the children could create an explanation writing piece based on the life cycle of the frog.
Music- The children could be shown images of Little Woods. In small groups, the children will create body percussion sounds that they think match the images.
Drama- In small groups, the children could take on the role of different animals found in Little Woods. They will act out how they think the animals interact with each other.
Art- The children could make nature collages of the forest using leaves and seeds. They could create clay sculptures of the trees found in the forest.
The idea of comparing the old and new bridges is very creative and is a great way to integrate history. The class could research old bridges in small groups and create a list of their similarities and differences. Also, bridges can be compared across countries to find similarities and differences between Ireland’s creations and the rest of the world. This is definitely something that I will be doing in my class next year.
I would use the Mary McAleese Boyne Valley Bridge as inspiration for this challenge. We will begin by researching the bridge itself, the materials it is made from and when it was constructed. The class will discuss its cable-stayed steel structure and the importance of how it is structured. As an introduction, I will ask the children to list materials that they would use to make their own bridges. If I had a junior class, I would give them a material sorting activity where they will place materials into two different cups: good material and bad material. I will split the class into groups of 4 and hand them out various materials for their bridge: lollipop sticks, blu tac, string, straws etc. I will get the groups to draw a blueprint of their bridge first. The children will then create their bridges.
For maths integration, the children will measure their bridge, the length between supports etc. To integrate weight, the children could estimate in grams how much weight they think their bridge will hold before it is tested. Also, the teacher could ask questions such as “Is the bridge symmetrical?”
Hi Colm,
I think that the idea of a nature walk each season is brilliant. This opens up discussion about changes each season, such as weather, plant life etc. This will have the children enquiring about the changes between seasons, and is also relating the content to their own lives. This is something that I will try use in my class next year.
Term 1- In this term, the lessons would focus on change, the changing of tree leaves and weather. Also, the class could research some animals that will be going into hibernation. We could do specific lessons on animals that will be hibernating such as hedgehogs. The children in senior classes could be given time to research these animals on an iPad and present their findings. Also, this topic of change could be integrated into other subjects such as music or drama, for example the children can act out a story of a hedgehog before hibernation.
Term 2- Term 2 could be based on identifying certain types of plants and animals and recording them with the National Biodiversity Data Centre. In senior classes, the children could create projects based on the animals and plants they discover.
Term 3- The class could complete a minibeast safari and tree identification challenge using the Tree Council of Ireland to aid their learning. (The younger classes could use the leaf identification sheet) The class could again create projects based on the trees that they have identified, which will give them independence and choice in their own learning.
It is very important to frequently have outdoor learning during a project like this (3-4 times a month); however this is more challenging to do during Winter.
I think that it is a great idea to partner a younger child with an older child for this activity. This is a great opportunity for the older child to support and guide the other child, giving them a sense of responsibility and independence. Also, the younger child would really enjoy the opportunity to work with other classes.
I would begin the lesson by showing prompts of different maps on the Interactive Whiteboard. I would show maps of treasure chests and video games that the children might already be aware of. I will ask the children questions such as “What is the point of a map?” and “What would be important if we were making a map of the classroom?”
I would hand out iPads to each table and will tell the children to open up Google Maps and find their local area. I will ask the children “What do we see?” and “How do we know that this is a river?” I will explain the importance of colour in a map (e.g grass = green, river = blue)
The class will then create a map of the classroom. The class will begin this map together, creating the windows and door. The teacher will then instruct the children to finish the map in pairs. The teacher will give the children a list of resources to include (sink, interactive whiteboard, etc.)
At the end of the lesson, the children will compare their map to the teacher’s map of the classroom.
Hi Tommy,
I really like your idea of beginning with a short video or image of a telescope. This is a great way to grab the children’s attention early and is sure to keep them engaged throughout the lesson. This prompt will definitely have the children discussing how they think a telescope can listen in space.
After viewing the presentation on I-Lofar telescopes, I brainstormed how to conduct an inquiry-based lesson on waves, sound and light. I would begin by grabbing the children’s attention through a whole class discussion.
(Prompt) I will play sounds from space (radio waves that were converted to audio). I will ask the children questions such as “Have we ever heard these sounds before?” and “Where have we heard these?” After this, I will split the class into small groups and give them hands on mini tasks to complete. Each of these stations will have a different inquiry prompt.
(Investigate) Station 1- Light- The children will shine white light through coloured filters. The children will explain what they observe.
Station 2 – Voice recorder- the children will use an iPad to speak in different ways into a voice recorder (shout, whisper, sing etc.). The children will observe how these different audio types result in different frequencies.
Station 3- Invisible signals- The children will use a variety of Bluetooth and remote control toys. They will discuss how they think that this information is carried.
(Reflection) At the end of the lesson, the class will interpret the data found. The teacher will ask questions such as “What happens when we whispered into the voice recorder?” The class will engage in a discussion based on the 3 stations.