Forum Replies Created
-
Posts
-
I like how you’ve linked light pollution to your pupils’ own experiences, and the overnight trip sounds like a brilliant opportunity for real-life observation.
I like how this combines science with real-life observations. It sounds like a really engaging way for pupils to learn while contributing to citizen science.
Living in rural Kerry, I am fortunate that light pollution is less noticeable than in many towns and cities. An area nearby, Kells, is part of the Kerry International Dark Sky Reserve, one of the best places in Ireland to experience a naturally dark night sky. This has made me more aware of the importance of protecting our skies from unnecessary artificial light. As a teacher, I would encourage my pupils to explore this through simple, play-based inquiry activities. We could compare photographs of the night sky taken in different locations and discuss why some places have more visible stars than others. Children could look for the Moon and stars at home with their families and share their observations in class, Children could builr their own dark sky town, using blocks or LEGO: Challenge:Can you build a town that keeps people safe but still lets us see the stars? or similar to this Small world Night Town, create a small-world area with:houses, cars, trees, animals, battery tea lights. We could do an animal role play, children pretend to be: bats, owls, hedgehogs, foxes. Some children shine “streetlights” (torches) while the animals try to move around.Discuss how bright lights affect wildlife.We could also use Globe at Night to compare our findings with those from around the world and explore constellations using Stellarium on the interactive whiteboard. This would help develop children’s curiosity, environmental awareness and digital literacy while making learning relevant to their local community.
As I teach Junior and Senior Infants, I would plan this activity to coincide with the Last Quarter Moon, as it is one of the best phases to observe during the morning from school. I would begin by reading Whatever Next! by Jill Murphy to spark the children’s curiosity. I would ask questions such as, “Does the Moon always look the same?” and encourage the children to share their ideas and make predictions. We would then go outside to observe the Moon from the school grounds and record our observations through simple drawings. Back in the classroom, we would compare our observations and discuss any patterns we noticed. I would use Stellarium on the interactive whiteboard to show why the Moon appears to change shape. To develop digital literacy, the children could sequence the Moon’s phases using an interative game, i saw twinkl had one and so did a website called bamboozle we could create a digital class Moon journal in Book Creator using drawings, photos and voice recordings. Through learning through play, I would provide a space-themed role-play area with astronaut costumes, rockets and “moon rocks” to encourage curiosity, exploration and scientific language.These activitis encourages children to ask questions, make predictions, observe carefully and communicate their findings.
I love this book, must pull it our again this year. Also like your art idea and the home school link.
Last week while visiting New York, we went to the American Museum of Natural History. Across the road, beside the Theodore Roosevelt Memorial, there is a sundial. My ten-year-old asked me lots of questions about how it worked, and I was delighted that after today I could answer them more scientifically. I even learned the correct term gnomon, which was new to me. As I teach Junior and Senior Infants, I would introduce the topic using the picture book What Makes Day and Night by Franklyn M. Branley. I would then let the children investigate outdoors by placing two simple sundials in different locations. One would be in direct sunlight and the other in a shady area. Rather than simply telling the children why one works and the other does not, they could observe, compare and discuss their findings themselves. . I think this age also need lots of hands on play, using torches, placing toys and teddies on the ground examining their shadows,drawing around shadows. Finding shadows in our outdoor space, for example under a tree This hands-on approach encourages curiosity, prediction and scientific thinking while linking learning to real-life experiences.
Valerie I really like using music as a stimulus, I am a sucker for a book but will try other mediums. I also like how you mentioned vocabulary extension the word gnomon was a new word for me!
Good point about the Galway Oyster Festival such a draw for tourism in the area, a festival that boosts the economy by attracting thousands of visitors, increasing business for hotels, restaurants and shops.
Barbra,
Having access to the green way and being involved in a biodiversity trail sounds like rich a rich, hands on learning opportunity for students. I especially live that the children were involved in designing the art work . It not only fosters creativity but gives them a real sense of pride and ownership. It’s a wonderful opportunity for them to bring their families along to see what they’ve created and share in promoting biodiversity together. It makes learning visible and extends beyond the classroom into the community.
In my local area sustainability is promoted through our tidy towns, we also have a county council clean up in April where bags, hig vis and litter pickers are provided to our school community. We could look at the areas children live in and try and include parents and the wider community by assigning areas to families to help clean up. Clearly labelled recycling bins ,teaching and informing the children about the various bins, waste, recycling, compost bin. Involving the children by having classroom monitors to monitor the bin, run a recycling challenge e.g. paper saving week. Creating recycling displays to remind and inform children. To further include families we could a uniform reuse event to promote a second hand uniform swap shop.
We could also focus on energy saving, switch off lights when leaving classrooms , appointing ‘energy monitors’ to check lights and devices are off including interactive whiteboards. Keeping doors and windows closed. Encouraging children to turn off taps, collecting rainwater for the school garden. Encouraging children to reuse scrap paper. We could hold an ‘Energy Free’ day.
Supporting bio-diversity by planting trees, starting a wildflower garden, intsalling bird feeders and getting children involved in all aspects.
Within our school community we could towards a Green Flag achieving our Global citizenship in Energy, there is also a Litter and Waste and a Marine Environment and Citizenship Flag to work towards. We
I agree with Catriona, in regard to the food labels and the importance of children being able to read labels on food. Learning to interpret labels fosters lifelong habits to support overall wellbeing, reduces the risk of diet related illness and encourages independence in food choices. This is knowledge that may also be passed on at home and have an impact there too.
There are many ways in which this moduele has given me valuable knowledge that can be applied to my teaching and used to inform and inspire children in my classroom. I can tie the knowledge gained into several curriculum areas
Science
- Healthy eating and food groups
- Lifecycle of marine animals where seafood comes from and sustainability.
Geography
- Where seafood comes from both locally and globally
SPHE
- Promoting healthy eating habits
- The food pyramid and where seafood is in the pyramid
- Understanding the benefits of nutrients like omega 3
- Vitamin D deficiency is a widespread issue in Ireland, as we get less sunshine exposure. Seafood is an excellent source of Vitamin D.
Encouraging children to ask questions about food origins so they can make more informed choices. Recognising the labels and symbols on our seafood packaging means. I did a unit this year using the Instagrammer Sophie Morris and her video as part of a multimedia lesson where we analysed packaging and advertising. The children loved this.
Food and shopping are and will be part of their life with regard specifically to seafood we and we want them to be informed, independent and conscious consumers, that make healthy choices as adults.
Mark, the point you made regarding creating opportunities for students to explore real-world problems and you mentioned a local study this made me think. In my school we do a nature trip each September, I live and teach in a rural coastal area but the trips we have planned have been mainly trips to mountainous terrain or areas of local historical interest. This September we could do a trip to a coastal area and this would mean when we cover aquaculture it would be more meaningful to the children.
The online resources and lessons provide a key wealth of engaging STEM activities.
One of the strengths of STEM is its integrated nature, and I really appreciated how the ARC lessons embraced the multidisciplinary approach. For example they included an element of history through the story of The Salmon of Knowledge, which I found to be an excellent hook for starting a lesson. I brainstormed how I could use this within my class as a hook and how I would use STEM activities based off it.
Science
- Pupils could sequence the lifecycle of a salmon.
- Since salmon live in both saltwater and freshwater we could carry out a saltwater density experiment and compare the two types of water.
Engineering
- Children could design and build a model fish trap
- Children could carry out a filtration experiment using plastic bottles, coffe filters, sand and gravel and cotton balls.
Technology
- Pupils could do a digital retelling using ppt, or the Book Creator app
Maths
- Explore concepts of probability and chance by analysing the likelihood of catching the Salmon of Knowledge.
We can easily link this with SPHE and the benefits of eating fish which was also a video on the online ARC resources. The Green-Schools program aligns with several of the UN Sustainable Development Goals particularly those related to environmental sustainability and education. As a school that participates in the green school program we could highlight aquaculture.
From an SSE perspective if the focus was to enhance STEM teaching and leaning through cross curricular integration my above lesson ideas shows how easily it can be done. It shows how easily a unit on aquaculture could be a theme.
When we think of Ireland’s coastline, we may picture dramatic cliffs, waves and beaches but tucked in along our coast is something less romantic but just as important- aquaculture.
What I find particularity encouraging is the economic role aquaculture plays in supporting local communities. Aquaculture offers a modern twist on coastal living. It creates jobs not just at sea, but onshore too- There is direct and indirect employment as a result.
- Farm workers- to mange nets, feeding systems, day to day operations
- Marine biologists and environmental scientists
- processing plant workers-cleaning, processing, packaging
- logistics and transport- drivers and coordinators to move produce
- Sales and marketing-promoting seafood locally and internationally
- Maintenance -repair nets/cages
As someone mentioned previously proving diverse employment for skilled and unskilled workforce. The impact of this to a local community is increased local spending as workers may spend their wages locally, supporting local shops and businesses. Aquaculture provides a stable and long term source of income, this may enable families to live in or relocate to more coastal areas. It could boost schools enrollments and help a community to thrive.
