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The film HOME presents a powerful visual narrative about the planet’s environmental challenges, highlighting the impact of human activity on Earth’s ecosystems. It effectively combines striking imagery with compelling facts, making the issue of climate change urgent and relatable. The other video clips in the module complement this message by illustrating real-world examples of climate change effects, such as rising sea levels and deforestation. To introduce these facts to my pupils, I would start with age-appropriate discussions about the environment, using clips from HOME to capture their attention and evoke empathy. I would encourage students to reflect on their own actions and explore simple ways to reduce their carbon footprint. Integrating interactive activities, such as investigations or projects on local climate issues, would make the learning more engaging and meaningful. Overall, these videos serve as a vital tool to raise awareness and inspire action among young learners.
I also think creating a class poster is a really nice idea. It allows the children to have this idea prominent and visible in the classroom and be proud of their work. Children have the opportunity to respond to the video and showcase their thoughts. This is definitely a worthwhile activity.
Activity 3 is a very useful resource that I could definitely see myself using with my class. The video is very thorough and explains it very well. This would work particulary well for visual learners. The video provides plenty of room for discussion and quesioning. TEAL is a tool that can be used to predict future temperatures which allows children to grasp the impact of some of our actions on the plan and how it could affect their lives in the future. Children could discuss and display impacts of rising temperatures in groups on a local, national and international level. Groups could comment on each other’s work and then an action project could be undertaken to analyse how we can limit the effects of climate change. This activity also provides room for differentiation within each activity. Overall, I think this activity really engages children in the topic and allows them to opportunity to delve into it deeper.
I think a school weather station is a great idea Elaine. It makes children more interested and engaged in their learning and it also gives them ownership over their learning. Having a different weather station for each class levels also allows for varying level of difficulty and differentiation and allows children to see progress in their learning.
After reviewing the “Unravelling STEM” article and engaging with the Weather and Climate resource, I see that STEM education in my classroom emphasizes inquiry, critical thinking, and real-world applications. Activities 1 and 2 effectively promote understanding of weather and climate concepts through hands-on investigation. I plan to use these activities to engage students actively in STEM by integrating technology, such as using digital weather tools or data logging apps. One area for improvement could be providing more differentiated tasks to support diverse learner needs. Additionally, including activities that explore climate change impacts could deepen understanding. Overall, these activities are practical, engaging, and aligned with STEM principles, helping students develop essential skills while making science relevant to their everyday lives.
I agree with Emily that this is a grat idea. Children have a great interest in space and an astronaut is an excellent way of inspiring interest.
Children really enjoy learning about their local area and this would really motivate them to learn. Children find it intriguing to discover about their locality especially if it is something they are not aware of
Objective: To involve pupils in a creative project that celebrates our local natural and scientific heritage, developing their critical thinking, creativity, and collaboration skills.
Project Overview:
Research and explore the unique natural and scientific features of our local area (e.g., unique flora, fauna, geological formations).
Create a narrative that weaves together stories, poems, songs, and performances inspired by the local environment.
Encourage pupils to use their chosen art form to express their findings, thoughts, and feelings about the natural world.
Creative Project Components:
Art: Pupils will create visual representations of local landmarks, habitats, or species using various mediums (painting, drawing, collage).
Music: Compose songs or instrumentals inspired by the natural sounds and rhythms of our local environment.
Drama: Write and perform short skits or monologues that bring to life the stories and characters of our local natural world.
Creative Writing: Write poetry or short stories that explore the emotions, myths, and legends connected to our local environment.
Collaboration and Integration:
Encourage pupils to work in groups, combining their artistic skills to create a cohesive narrative.
Invite local experts (naturalists, scientists, artists) to share their knowledge and insights with the class.
Incorporate scientific concepts (ecosystems, adaptations, conservation) into the creative pieces.
Assessment:
Evaluate the creative pieces based on their originality, technical skill, and ability to convey a sense of connection to the local environment.
Host an exhibition or performance showcasing the pupils’ work, inviting parents and community members to attend.
Extension:
Create a digital archive of the project’s outcomes, including photographs, videos, and audio recordings.
Collaborate with local schools or organizations to develop a “Tales from the Territory” anthology or documentary.
By involving pupils in this project, they will develop a deeper appreciation for our local natural and scientific heritage while honing their creative skills and critical thinking abilities.
Children would be very active in this lesson and would be engaged in their learning. Children have ownership over how to construct a bridge and test it and decipher which materials are most suitable
Objective: To design and build a bridge that can hold a certain amount of weight, applying mathematical thinking and skills to problem-solving.
Preparation:
Introduce the concept of bridge building and its importance in engineering and architecture.
Explain the challenge and objectives to the class or whole school.
Divide students into teams of 3-4 members.
Assign each team a specific budget for materials (e.g., popsicle sticks, straws, clay, etc.).
Mathematical Thinking and Skills:
Measurement: Use rulers, measuring tapes, and calculators to measure and calculate the dimensions of the bridge.
Geometry: Apply concepts of shape, size, and symmetry to design the bridge’s structure.
Problem-Solving: Encourage teams to use mathematical modeling to predict the strength and stability of their bridge.
Data Analysis: Have teams collect data on the weight their bridge can hold and analyze it to make improvements.
Challenge Phases:
Design Phase (30 minutes):
Have teams brainstorm and design their bridge using paper or digital tools (e.g., graph paper, Google SketchUp).
Encourage them to consider factors like tension, compression, and friction.
Building Phase (60 minutes):
Have teams build their bridges using assigned materials.
Monitor their progress and offer guidance on mathematical concepts as needed.
Testing Phase (30 minutes):
Test each bridge by gradually adding weights until it collapses or reaches its maximum weight limit.
Record data on the weight capacity of each bridge.
Assessment:
Evaluate the bridges based on their structural integrity, design creativity, and mathematical application.
Presentations: Have each team present their design process, results, and conclusions.
Extension:
Invite an engineer or architect to talk to the class about real-world bridge building challenges and solutions.
Have students create scale models of their bridges using different materials (e.g., clay, cardboard) for display or exhibition.
By integrating mathematical thinking and skills into this challenge, students will develop problem-solving abilities, critical thinking, and collaboration while designing and building a functional bridge.
This lesson would really inspire interest in this topic and make children motivated to learn. Children have a desire to participate in the lesson.
Objective: To explore and document the changing biodiversity of the school’s outdoor environment throughout the school year, integrating science, literacy, and technology skills.
Resources:
Outdoor exploration equipment: binoculars, magnifying glasses, notebooks, pencils, cameras, and field guides
Recording sheets:
Biodiversity Observation Sheet (with columns for species, location, date, and notes)
Habitat Survey Sheet (with columns for habitat type, species observed, and observations)
Photo Journal (with space for notes and captions)
Technology tools:
Digital camera or smartphone for photo documentation
Online journaling platform or blogging tool for student reflections
Educational apps for identifying species (e.g., Leafsnap, iNaturalist)
Procedure:
Introduction (1-2 weeks):
Introduce the project and its objectives.
Discuss the concept of biodiversity and its importance.
Distribute recording sheets and explain their use.
Regular Outdoor Explorations (bi-weekly or monthly):
Take students on outdoor excursions to explore the school’s environment during different seasons.
Have them record observations on the provided sheets.
Encourage them to take photographs and note interesting finds.
Integration with Other Subjects:
Science: Use data collected to create charts, graphs, and diagrams to analyze patterns in biodiversity.
Literacy: Have students write reflective journals or short stories inspired by their observations.
Technology: Use digital tools to share findings with peers or upload photos to a class blog.
Frequency of Outdoor Learning:
4-6 times per year, depending on weather conditions and availability of outdoor spaces.
Extension:
Invite a local naturalist or wildlife expert to speak to the class about the importance of biodiversity.
Create a display or exhibit showcasing student findings and artwork inspired by their observations.
By using these resources and recording sheets, students will develop a deeper understanding of seasonal biodiversity and its significance, while also practicing scientific observation, literacy, and technology skills.
I think this is a great lesson idea and the children would really enjoy it. CHildren would be really interested and motivated for it
Title: Map Making Adventure
Grade Level: 3-5
Objective: Students will understand the basic concepts of map making and create their own maps using online tools.
Materials:
Computers or tablets with internet access
Blank paper and pencils
Rulers and scissors
Online tools: Google Maps, GeoHive, or similar mapping software
Procedure:
Introduction (10 minutes):
Begin by introducing the concept of map making and its importance in navigation and communication.
Show students a blank map and ask them to identify different features such as roads, buildings, and landmarks.
Brainstorming (10 minutes):
Ask students to brainstorm what they would like to include on their own map, such as their home, school, favorite park, or favorite restaurant.
Encourage them to think about the scale and size of the features they want to include.
Online Mapping (20 minutes):
Have students access Google Maps or GeoHive on their devices.
Show them how to create a new map by selecting a location and zooming in/out to find the desired area.
Demonstrate how to add markers, lines, and shapes to the map.
Encourage students to experiment with different tools and features.
Map Making (20 minutes):
Provide students with blank paper and pencils.
Have them draw a rough outline of their map using their brainstormed ideas from earlier.
Encourage them to add details such as colors, symbols, and labels.
Conclusion (10 minutes):
Have students share their maps with the class, pointing out their favorite features and why they chose certain elements.
Discuss how maps can be used for different purposes, such as navigation, communication, or even art.
Assessment:
Observe student participation during the lesson and evaluate their understanding of map making concepts.
Collect the student-created maps for assessment purposes.
Encourage students to use their maps for future projects or presentations.
Extension:
Have students create a 3D model of their map using cardboard or clay.
Invite a guest speaker from a local mapping company or cartography department to talk to the class about the importance of mapping in different fields.
By incorporating online tools like Google Maps or GeoHive, students can learn about geography, spatial reasoning, and technology skills while having fun creating their own maps.
