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For the mapmaking lesson with a younger class, I would begin by bringing my class on a walk around the school grounds which are quite large. I would ask them to note any features of significance such as flowerbeds, trees, light poles etc. we would then go back to the classroom where we would examine an overhead view of the school on Google Maps. I would have a sample printed out for each group and ask them to circle in marker the different features that we met on our walk. I would then give the students out their own blank map with the outline of the school and ask them to create a map of the main features that we would’ve met. There is also nice scope for freedom at the end of the lesson. You could work on cardinal points and ask the students to go from x to y and to say what directions they are going in or ask them to draw their dream features on their map that the school would have. You could ask the students to present their ideas and we could pick 3 favourite improvements foe the school to bring in front of the green schools committee.
We are very fortunate to have Ross lake and forest trail within walking distance of our school so I think that it would be a fantastic opportunity for exploring their natural heritage in their local area. There are a wild variety of possibilities from listening to the sounds along the forest and lake edge and using these as inspiration for a percussion instrument piece to using the bits of nature such as leaves and twigs surrounding them to create an art piece inspired by the area. Again the local piseógs and legends could be acted out along the waterfront trying to incorporate some objects found that could be used for props. For creative writing, students could take in some observations after a long forest and lake walk as inspiration for a poem or a narrative story. With all of these ideas, students would have the opportunity to chat amongst themselves about their ideas or share/present their piece to the group. I love the idea of completing the lesson along the waterfront as it would be such an inspirational setting for them to work in.
I would begin the lesson with a whole class discussion. I would show them examples of some of the most famous bridges out there like the Golden Gate Bridge and also Birr Bridge. I would also question the children to find out their prior knowledge of bridges e.g. What makes a good bridge and what materials could you use to make a bridge. I would then challenge them to design and make their own bridge with the option of using a variety of materials such as cardboard, lollipop sticks etc. before starting, students would be given time to research what makes a bridge strong, the use of certain mathematical shapes in bridges like triangles and what other features allows it to hold weight. We could then test the strength of bridges using certain weights that would identify what materials and what shapes make it strong. Students would also have the potential to work in groups together for the project.
Finally I would ask the students to present their project to the class and get other students to describe what they thought went well, what other ideas they have that could be an option if changing it in the future. The presenting student may also say what changes they would make were they to start it again.I think this is a lovely foundation for some great creative lessons. There is clear structure and I can see the kids really enjoying the whole process.
I really liked how you engaged with a variety of different strands while completing this lesson. It shows how you can, with a little imagination, create a practical, fun activity that has so many mathematical components to it.
For this, I would first register our school with the All-Ireland Pollinator Plan. I would gather all stakeholders and encourage all members to take part in the initiative. I would liaise with the Green schools team and coordinator. At the start of the process, I would walk around the school grounds and identify areas that have are an area of appeal for pollinators and areas that are particularly biodiverse. I would map these existing habitats that are within the school grounds on a map that would be available to all members of the school community.
I would then contact parents and agree with all stakeholders on a number of ways to support pollination. This may mean new areas of planting, letting other areas go wild or have a no mow May. A monthly newsletter could be developed by project leaders or green schools committee. Class groups could record what native species of flowers and trees they see and give updates on progress throughout the year. We could get external visitors to our school or provide CPD for staff in the area as well. Finally one idea I saw on this module would be to label the different plants/flowers/trees around the school grounds to educate the students on what is in the area.
I like the way you include the caretaker in your plans here. I like the idea of getting more members of the staff along with kids to get involved so it feels like a whole school community initiative!
This plan seems so well thought through and engaging for the students. I love how you utilise IT throughout and seems that students would have a fantastic time doing it.
* Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement
I found this module extremely helpful in terms of highlighting the many fantastic resources that are out there to be used. I believe in giving students the opportunity to learn via hands on learning is an important approach to use. The curious minds website was something I had not used recently but I will be referring to in the coming year. I think giving the students time to question what they are being asked to do, changing opinions as they learn by doing and applying what they are learning to the real world allows them to enjoy and deepen their understanding of STEM. There are many opportunities to integrate different elements to STEM to other subjects which is something I also try to do and I think this module has helped give ideas for what I will do in the coming year.
I agree that children need to experience concepts first hand in order to deepen their understanding and develop further questions about their learning.
1. Create an observing plan for autumn that shows which planets are visible in the evening sky.
Module 2 Assignment
Autumn planet observation.
First of all I would create an awareness of the different planets and how they are best identified. Students would look at a video illustrating this before we looked and discussed a PowerPoint presentation that I would have created in small groups.
The class would then respond to a worksheet that I would have created on the topic of planets – it would ask them to identify what planet they can see and what are the distinct elements for the planet. On the worksheet it would identify the date and time of observations. Weather conditions and whether it was a clear night or not. It would also ask them to identify where they are looking and draw an image of the other stars they see in the sky around the planet. This would be done over a period of weeks.Each day, students would discuss in groups their observations. The class would then fill in a class chart that would be on display in the classroom. Students could visit other classes to give a weekly update on their observations.
Module 5
I think the kids would really enjoy creating a collection of local piseógs and stories based on night. This could be a fantastic opportunity for students to interact with other family members, grandparents, neighbours and local groups.
We are so fortunate to have such a link with night and things associated with night. Festivals such as Samhain festival highlight this.
We could create a collection of these unique local gems and put it together. It could be a 6th class project that they could put together as a Junior Entrepreneur Project.
Students could have a collection of these interviews and make the whole project a real community activity. We could then extend the project and look at other national piseógs and stories that relate to the night and could even go further afield. It would really give the students an appreciation of our culture and folklore and create a memorable experience for the students.
This is such a comprehensive list Elizabeth. I was unfamiliar with a wide variety of these titles so will be taking note of them!! To see so many illustrates how interested we are in the night sky and always have been!
Students could start off by completing a KWL chart on nocturnal animals in the vicinity of the school. We are lucky that we are based near woodlands in a rural setting so many students would be familiar with local nocturnal creatures.
Our green schools committee would take a lead role to ensure that the student voice is heard in the setting. After an initial assessment of nighttime lighting around the school, the student body could be encouraged to come up with ways to reduce light pollution around the school. We could also look at creating wildlife corridors on school grounds and look at what ways we could make the school grounds animal friendly.
Students could work on the topic at home by completing research. They could also create tally sheets identifying what nocturnal species they see as they could not do this at school.
All the new school activities and information drive could be compiled then to create a comprehensive child friendly biodiversity plan!