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Hi Brian, lovely ideas on the study of Crag cave here, I really like the idea of writing stories from the cave explorers perspective. Some super activities also incorporating music, art and drama.
Taking inspiration from this module, I would love for my class to take part in a class project to study the scientific and natural heritage of the local area where I teach. I would begin by giving the pupils a map of the village and wider area and engage in discussions about the plant and living things we might find. This then could lead them to creating a map with symbols showing where to find these plants and living things – e.g. there is a forest they could explore, rivers, etc.
We could then take part in a local scavenger hunt where we hunt for the living things we expect to find on our maps (using checklists) and data collection methods. Afterwards, we will analyse the data we collected and show this on a graph of choice.
To display our findings, I would like the children to show their findings in a variety of ways. Some children can use art display posters, some may use technology to create posters/Google slides, some may write about their findings in a report. Each method then would be presented to the class or even the school to teach the rest of the school about their local area.
This is a super idea CJ – I love the way there is such a variety in displaying the different aspects of nature all around us! Great to use recyclable materials and what we have to make it more sustainable and get the pupils thinking about our environment!
Brilliant ideas here Helen, I especially love to idea of bringing the children to visit the bridges and take pictures on the iPads. Super real life connection and definitely would spark massive interest. Lovely cross curricular links also to further engage the pupils.
Great lesson idea Doireann. I love the real life connection of the bridge in their locality and how you could make comparisons to the bridge in Birr Castle Demesne. Lovely activities planned also.
Using Birr Castle Demesne as inspiration, a lesson I would plan for 3<sup>rd</sup> and 4<sup>th</sup> class pupils would be to design a bridge that can span a gap as wide as possible and carry a given weight, without collapsing. The class would be divided into groups of mixed ability levels. We would being by looking at and discussing Birr Castle Demesne bridge, as a whole class. Here is where we will identify the features of the bridge that make it strong.
Each group would then be given a choice of the same materials and allowed time to try and test various bridges that scan a gap of a given cm range. Once happy with their design, they will then draw and build the bridge using the materials. Each group will then test their bridges and record their results of how much weight it can hold. Each group will discuss others designs and what makes them strong.
To integrate maths, the groups will then compare the difference between the different bridges based on how much weight each bridge can hold. This will link with Measures and Weight, and Number for their calculations. If time allows, they would then record their calculation findings on a graph.
There were some great resources in the course that gave me ideas of conducting seasonal biodiversity projects that can be run throughout the school year. I think any school striving for a Green flag or to have some environmental aspect as part of their SSE could use the resources here. As I am teaching junior and senior infants this year I think my class would really enjoy carrying out minibeast hunts. The resources provided from Carlow Sports and Wildway Adventures would be absolutely perfect. They are brilliant visual resources and allow the children to see what they are searching for. I would use equipment such as magnifying glasses and pooters to allow the children to see what they are looking for. The checklist from Carlow sports would be perfect for the younger classes. I would bring the learning outdoors and carry out this task once a season. A way I would integrate other subjects is data collection in maths. I would create a whole class visual data graph of the minibeasts we have seen and compare them each season.
Brilliant, achievable and practical ideas here Mary. Also a great step by step outline as to how to register schools. Great ideas in getting pupils and staff involved and lovely ways of sharing actions and integrating the plan into other subject areas.
#A great focus for the coming year with regards becoming a Green School and very accessible and worthwhile ideas to bring to action.
This sounds like a great lesson Louise, especially engaging in the walk of the school grounds and creating their own symbols and key for their maps! Definitely something I would love to use this year.
In the younger classes I would use Google maps as a visual tool to begin promoting their spatial awareness and map-making skills using places that are familiar to them. I would use maps to encourage pupils to observe, ask questions, investigate and create. For example, the school I teach in is based in a village. There is a church right beside the school, a playground and a restaurant across the road. Because all pupils know this area I would use this map of the village to allow children to observe these places on a map and I would model language such as to the left of, right of, near, behind, across the road to, etc. I would discuss the function of maps in simple terms and allow them to identify the places they know on maps. I would then ask the children to create their own simple drawings of maps of the village and show the places they are familiar with however they like. It would be worthwhile for them then to observe and discuss each other’s maps and compare them as they were all recreating the same map.
This is a brilliant idea and involves both staff and pupils really well allowing them to really be part of the Green team and becoming more environmentally aware in their immediate school environment. Also a great idea for continuous progress to complete this task every year. Brilliant idea!
Hi Kevin, I agree the module also made me think about using a practical, inquiry-based approach that is connected to real-life contexts. Children definitely learn best when they can make connections if possible and allowing them to carry out investigations about things they know definitely would be great to promote their problem-solving skills.
Hi Catherine, I agree this is a great approach to bring STEM into as many curricular areas as possible to make the teaching and learning as meaningful as possible. I really like the mention of bringing STEM into the arts and not just restricted to the curricular area of maths, science, technology and engineering.
In the STEM Education policy statement and from this module, it is emphasised that STEM should be driven by curiosity and problem-solving. In terms of the concepts a and skills Wondering and Exploring, I think it is very important for pupils to become active investigators and this is something I hope to bring into my classroom this coming year. I think children should be given the choice to Explore their own own questions, through teacher modelling of open ended questions. Also I aim to provide my class with open-ended investigations to allow them to wonder and explore within STEM and science. After this module, I also see the importance of connection to real life and making these investigations meaningful, making lessons more enjoyable for all. I also hope to facilitate STEM lessons where the children are willing to try new things and be able to make mistakes, this is very important in STEM to give them the confidence to try.