Forum Replies Created
-
Posts
-
I chose to consider how children might be affected by the no poverty sustainable goal at local and global level. Here in Ireland children living in poverty often face barriers to education, inadequate housing, and limited access to healthcare and nutritious food. These factors hinder their development, leading to a cycle of disadvantage that can persist throughout their lives. Globally, children in poverty suffer even more severe consequences. They may be forced into child labor, denied basic education, and face malnutrition and disease. The effects of poverty means that its impact on children is not confined to developing countries. To encourage students to take action in support of the No Proverty SDG , I would start by raising awareness about the realities of poverty both in Ireland and worldwide. We could organize school campaigns to support local food banks, fundraisers for global child poverty initiatives, and educational programs about the causes and effects of poverty. I would invite the childrens ombudsman Dr Niall Mulldoon to the school for a talk and prepare the children to partake in a Q and A with him
I completely agree with your post Christine. Poverty and homelessness have profound impacts on children’s well-being, from inadequate access to healthy food and sanitation to barriers in education and healthcare. These local challenges directly influence and are intertwined with global SDGs like zero hunger, good health, quality education, and clean water and sanitation. Encouraging students to engage with these issues is way to foster understanding and inspire action.
While reading this module and module assignment, I recalled a scenario that happened in my classroom many years ago. I had a girl in my class who had a gender neutral name and she had very short hair, the class were in third class the first year joining the senior school so we as a staff we’re not familiar with the class groups. During the first week a staff member came in to take the head shots for each child Aladdin page, They said I will take the girls first, and the girls all came up to the top of the room , when is came to the girl with the short hair turn ,a comment was made something like “I asked for just the girls” and she replied but I am a girl. I know it was a simple mistake, but it really was an eye opener her me as her teacher and for the staff as a as a whole, girls do not have to look a certain way with long hair, etc. the children in the class had been together for four years and we’re so accepting of each other. It was lovely to see, they treated each other as equals.
I really enjoyed reading your post Cora, so much to take from it , you are right with that motto, fitness looks good on everybody. The Olympic games has been such a celebration of everybody in all sports and has broken stereotypical views, girls are boxers, boys are gymnasts , all achievements are celebrated
I agree Orla its so important make sure that everyone is represented in the school, I like your point about the aistear toys and cookbooks etc to be included in the classroom setup .
The Ehigie paper (2021) discusses the important role of global citizens in creating and maintain a more equal, just, and sustainable world. Development Education is important in this process as it gives learners the knowledge, skills, and values to understand and address global challenges such as inequality, climate change, and social justice. Teaching here in a suburb of Dublin in a multicultural school I would incorporate development education by integrating global issues across various subjects, encouraging critical thinking, empathy, and active citizenship. For instance, in a geography lesson, students could explore the impacts of climate change on different regions and communities, linking this to discussions on global responsibility and sustainability.As part of the School Self-Evaluation plan we could encouraging the school community to plan development education activities throughout the school year such as the Gobal Citizenship day and integrate the planning with school community. By including this in the SSE, we can assess and enhance our efforts in promoting global citizenship, ensuring that it becomes a core part of our school’s educational ethos. Annually we have intercultural week and have parents come in and do talks in various classroom, the intercultural exhibition is a chance for families and group to have a stall of their country , the children love visiting this especially when the stall has food from that country to taste!
Songs / Poems /Art can you think of to connect us with the Night Sky – I found this a lovely activity and I know that the children would absolutely love to do this too, so many ways for different learners to connect with the night sky, musically and visually.
Songs:
Star Star by The Frames
Riverdance Uisce Beatha by Bill Whelan
Dancing in the moonlight by Toploader
Rocketman by Elton John
Sky full of Star by Coldplay
Moondance by Van Morrison
The Star of the County Down
“She Moved Through the Fair”
Counting Stars” by OneRepublic
Talking to the Moon” by Bruno MarsPoems:
The Stolen Child”by W.B. Yeats:
To the Moon by Percy Bysshe Shelley
Under the Moon by James Joyce:.
He Wishes for the Cloths of Heaven by W.B. Yeats:
The Comet” by William Wordsworth
Art:
The Starry Night over the Rhône Van Gogh,
Night Fishing at Antibes by Pablo PicasscoThanks Christine for this fabulous bank of resources , I love all the art and the drama lesson from teachnet , I will definitely be using some of these in the year ahead
Our school is located on the edge of a village where there is many areas to explore biodiversity , to start I would take a map of the local village and divide it into different area for different groups to explore during day trips and also to visit with their family after school, different areas would be the local park, the wetlands in the local park, the old graveyard, wooded area. after surveying and recording what biodiversity exists the group could design posters to display in the village for the community and tourists to enjoy and learn about biodiversity in the village.We have a small school garden that needed to be better maintained and developed, if we aimed to include a small pond and insect hotel this would add to the biodiversity with in the school grounds. Also to include a ‘no-mow’ area of grass to start a wildflower garden and add more bees to the area too . To learn more about the impacts of light pollution on or local biodiversity i would invite local ecologists and bat specialists Donna Mullen and Brian Keeley to come to the school to talk to the classes.
Creating a lesson plan using the “Globe at Night” program by citizen science initiative that helps raise awareness about light pollution. To start the students can begin to understand light pollution, by comparing the night sky in urban areas vs. rural areas and the concept of light pollution, including its sources and impacts on wildlife and human health. They can view video on light pollination by national geographic ( https://www.youtube.com/watch?v=V_A78zDBwYE ) . In groups the children can compare our location to different places they have been in Ireland and abroad, they could create a scale of these place raking them on the Bortle dark sky scale from Inner City Sky – Excellent night Sky , our village is classed as rural suburban transition Class 4. The groups could display finding to present to the other classes . Over the course of a month I would set homework once a week to record and describe the night sky in the childs home or they could a pick a location that they could visit with their parents , through seesaw the children and upload their observation video. After 4 weeks the class will have a discussion on what the data shows about light pollution in their area.What patterns did they see in the data?How does light pollution vary across different locations? What could be the reasons for these differences? Together they can brainstorm ideas on how to reduce light pollution in their community. This can include writing letters to local officials or creating awareness campaigns
Hi Aoife, I really enjoyed reading your post and loved your idea of using lego to create street scape for lighting, to add to this and ICT skills the children could use stock-motion videos to show different lighting also.
I think the third class children in my school would love learning about the constellations and planetsin the night sky using Stellarium. In september I will request that the software is allowed to be downloaded on our school Ipads from the Digital learning team. Using the ESERO 34 lesson plan on what is a constellation the children will explore and draw the various constellations and create a classroom display. When moving to the Stellarium app, the children will ensure to set the location to meath. Show them how to move around the sky using the software. Demonstrate how to zoom in and out, and point out the cardinal directions (North, South, East, West). Using the art display from the previous day Ask the children to find the three constellations they drew. Ask the kids if they can find out which planets are visible in the evening sky this week. Using the software’s date and time feature to show the sky at different times of the year they can see that some constellations disappear and new ones appear. Encourage them to go outside with their family on a clear night and try to find some of the constellations and planets they learned about.
I really enjoyed reading your practical and engaging plan, I could see my third class students really loving collecting and recording their observations of the moon
I would choose to construct a sundial in my school grounds with my 4th class. To introduce the topic I would show pictures of various sundials and start think pair share to see the class prior knowledge. In our locality there is a sundial in the church ground I would include this in the pictures . After class discussion I would the ESERO plan on Use the sun and discuss how the sun casts shadows and when it changes the shadow changes. Using class torches to demonstrate this. In the school playground they can also explore their changing shadows throughout the day. I would give time daily for a week to do this and find a number of places that would be suitable to construct a sundial. To include the whole school I would get the children in group to create a short powerpoint to show the class and get the other classes to vote for the best to construct the sundial