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This lesson sounds like it would cater to all learners and peek interests in a medley of areas. It celebrates the locality and also allows the students experience learning in many forms. I really like the idea of using the caves as inspiration to write creative poetry or imaginative stories. The link with music and the frequencies of sounds could link very nicely into science and sounds.
Inspired by the discussion on suspension bridges in the last module, and the connection the Birr Castle Demense has with nature, space and science, I would like to use ‘bridging the gap’ as a topic title in an art lesson. I would connect the lesson previously planned in module 4 about building a bridge, with an artistic perspective connecting the area in the past and in the present. I would like to use maps and websites like GeoHive and Duchas to investigate what the locality looked like 100 years ago- including technologies that were present at the time (what type of street lights, modes of transport, building types, etc) and compare that to what their locality looks like today (roads, buildings, planes, phones, etc). I would encourage the children to choose a tree and feature it in sapling form in the historic side of the bridge, and then a tree in its prime in the modern side. The central focus would be the bridge from the past to the present and included would be features, both natural and scientific, on either side of the bridge.
I think the way you have included local landmarks to use as a basis on discussion and discovery is really relevant to the children. They can see the level of engineering and construction on their doorstep, where otherwise the could have taken it for granted. Bringing it back to their level using toys to travel across a bridge would make it enjoyable and fun while still raising an awareness of their locality and engineering in everyday life.
A bridge in my locality that always is a point of discussion is Daly’s Bridge, or more fondly know as The Shakey Bridge in Cork. It is a suspension bridge and has been colloquially knows as being shaky as when you walk or jump across it, it has a notable shake. I often use this to start a discussion about the positive and negative aspects of a bridge being flexible- bending in high winds, allowing for expansion and contraction in extreme weather, etc. I would start a lesson by showing the children the Shakey bridge and then the bridge in Birr Castle Demesne. They could compare the two. We then would talk about building a bridge across the local river using different materials. The children would be allowed to use whatever material they have to hand- lego, bricks, cardboard, recyclable materials. They would be encouraged to use strong shapes like triangles and arches to support. The discussion would be steered away from suspension bridges to other types- then I would show them the video of the farmer in Roscommon who build a bridge to access the island on his farm. The mathematical concepts needed would be measure, computation, problem solving, shape and space and estimating. To conclude I would like for the children in their groups to present their bridges and to explain their process. The criteria would be listed and with each successful element complete they could compare successful results without being right or wrong- showing there could be many outcomes from a challenge.
I think the integration of art into the seasonal biodiversity project is a great idea. It could become a whole school initiative to encourage observation without the constraints of reading or writing. Also by keeping a journal that could be passed on from class to class, the children could see the rise and fall in certain seasonal visitors over the course of their time in school.
I really like the idea of a FIT count to initiate a lesson on biodiversity in an area. Initially i would ask if the children know of some insects that are commonly seen in Ireland and start a class discussion on this (potentially including stories of caterpillars, ticks, and bees that would impact on their daily lives over the summer). I would begin with introducing the idea of observing and monitoring a set square area and noting what is seen on a particular day. This can be reviewed in the classroom and some insects that were not recognised could be investigated. With each day there would be more knowledge and exposure to the biodiversity in the area. Based on this observation, a further discussion could be posed regarding the native vs non native insects (with reference to the butterfly from caterpillar kits that can be bought online). I would like for this to encourage children to plant native wildflowers- looking at websites like pollinators.ie and birdwatchingireland.ie to discover appropriate plants and environments for insects, birds and other wildlife. This could be monitored as well seasonally and amending according to the needs of the wildlife- i.e. native wildflowers in the summer while butterflies are abundant and encouraging berry growing bushes in the winter to help the birds like robins. The results could be kept on google docs that could be seen and accessed throughout the year and passed on to the next class to continue to monitor seasonally. Integration with language (poetry/dánta), maths (data collection), geography (mapping), and STEM (building bird boxes/bug hotels).
I really like the idea of using the ipads to make the maps as sometimes the ‘map drawing’ process can become frustrating and time consuming for children. Giving them the option to have the geometric base on the ipad and then potentially printing the base out so the children can write and draw on the printed map is integrating language, maths, art, and geography. It allows more time for enquiry, extension and further investigation.
<span style=”font-weight: 400;”>I would begin a lesson on maps with the online game Globle to peek the children’s interest in maps and the globe. Once the country is chosen, we would look on google maps and discuss the different types of maps- terrain, traffic, transit. </span>
<span style=”font-weight: 400;”>Then we would look at our locality using the maps. We would discuss a local walk that includes streets, traffic lights, bridges, playgrounds etc. Then we would focus more closely on the school grounds itself and we would discuss the features- including build areas i.e. carpark, and more natural environments i.e. school garden, orchard. </span>
<span style=”font-weight: 400;”>We as a class would map it out on the board with input from the children discussing the legend/key, colours, symbols, etc. I would show the video clip ‘How to make a biodiversity map’. The children could work in groups, pairs or individually to make their own maps.</span>
<span style=”font-weight: 400;”>As an extension I would pose the question to the children about the biodiversity that we don’t see in the day- but that comes to the grounds at night- potentially foxes, bats, moths. Discuss how our school could be a more biodiverse space for wildlife in the day and in the night. How are the street lights impacting their life? etc.</span>
I agree with Helen when she says that STEM in the infant classroom can be integrated into all subjects including SPHE and Language. The creativity that young children have are naturally STEM based, potentially without having the language or experience to realise it.
<span style=”font-weight: 400;”>Having reviewed the paper Unravelling STEM, I have realised the most important element in the classroom is to have an interesting topic that the class can engage in and are willing to be curious about. It also helps when the results can be open ended where the children can engage with different outcomes and have the opportunity to discuss their findings and combine skills. In the classroom I found some of the most effective STEM topics are things like making bridges, using balloon powered cars or making a rollercoaster. Using items that are familiar to the children, it allows a sense of security and a willingness to be creative in their enquiry. Integrating science and maths through the organisation of engineering and including technologies in their process, STEM looks like a fun, engaging, interesting and challenging classroom environment.</span>
Hi John,
I agree with you that the question posed should be simple- this would allow the children take ownership over the investigation and they can pursue different avenues of enquiry as they see fit, based on interest and access to information.
I also think that the work involved would be very beneficial if the information can be collected and analysed over the course of a year for it to be most effective.
How does climate change affect the local river water?
I would preface this investigation by eliciting prior knowledge about climate vs weather from the children. I would encourage a discussion about the different negative impacts mankind has on climate and how the overall climate change has impacted us. I would show images of the local river high tide of old and in recent times. I would also discuss local flooding and the negative impacts we have witnessed in recent years. Through Local Ground Level observations and Satellite observations (EO Browser) the children can compare the high tide/ low tide level, water quality/colour, wildlife presence, etc. using research sites like: RTE archives, Cork Beo, Duchas, The Examiner, Ordinal Survey archives accessed in local library. Also collecting data through observation, graphs, tallies, and photographs.
From there I would like for the children to see the correlation between green house gas levels rising, continued rise in ice melts, global temperature changes, etc. From there I would like to make the issue of climate change relevant to their everyday lives, and an action plan to be suggested to make the change for the better, including students, parents, teachers, local business, councillors, TD’s and companies in the locality. Brainstorm ideas and suggestions from the children.
Hi Louise,
It sounds like the use of the EO browser would be very engaging to children to be able to see their locality at different times of the year. They might be interested in seeing what their local area looked like during the Beast from the East compared to a sunny day in July! It also seems like a great tool to initiate a discussion about climate change or melting ice in Greenland or raising sea levels in low lying areas.