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I like linking the research question to the school garden so it links cross curricular. Thematic teaching proves very worthwhile.
Research Question: How has the frequency and severity of flooding in Cork changed over the past 20 years, and what can we do to reduce the impact on our community?
Encouraging Pupil Participation:
Real-Life Relevance: Explain to pupils that flooding is a real issue in Cork that affects homes, schools, and businesses. Show them pictures and videos of past floods to make the problem tangible.
Hands-On Activities: Engage pupils in activities like building simple rain gauges to measure rainfall, or creating flood models to understand how water flows and accumulates. This makes learning interactive and fun.
Data Collection: Involve pupils in gathering data. They can interview family members or neighbors about their experiences with flooding, and collect information on local flood events from newspapers and online sources.
Field Trips: Organize trips to local flood-prone areas. This helps pupils see the problem firsthand and understand its impact on the environment and community.
Problem Solving: Encourage pupils to think of solutions. They can brainstorm and design small projects like planting trees to absorb water, or creating awareness campaigns to educate the community about flood preparedness.
Collaborative Learning: Promote teamwork by having pupils work in groups. This fosters collaboration and communication skills, making the learning process more engaging and effective.
Guest Speakers: Invite local experts, like meteorologists or city planners, to talk to the pupils. This provides professional insights and inspires pupils to learn more about climate issues.
By making the issue relevant and the activities engaging, pupils will be motivated to participate and contribute to understanding and addressing flooding in Cork.Love the idea of the weather proverbs. So many I wasn’t aware of of their meaning. Will definitely be incorporating into my lessons moving forward. Can link cross-curricular too.
Assignment 1:
Using a satellite tracking website, here are five satellites that have recently passed over Ireland in July 2024:
International Space Station (ISS): This is a space station where astronauts live and do experiments. It helps us learn more about living in space.
NOAA-20: This satellite monitors weather and the environment. It helps predict the weather and track climate changes.
Landsat 9: This satellite takes detailed pictures of Earth’s surface. It helps scientists study forests, cities, and farmland.
Hubble Space Telescope: This satellite takes amazing pictures of space, helping us understand the universe.
Sentinel-2A: This satellite monitors Earth’s land and water. It helps in agriculture and managing natural disasters.
We can link this with children’s learning by exploring topics like space, weather, and the environment. Activities could include tracking satellites online, creating models of satellites, and discussing their roles. This helps children understand how technology helps us learn about and take care of our world.
I really like the idea of linking the material with real life contexts. Links with the new Primary Maths Curriulum too in terms of Maths Eyes and Problem Solving.
Really like the idea of incorporating peer and group work into the series of lessons. Plenty of scope for peer and group assessment too.
Some lovely ideas here Laura. Really like the idea of using experiments to make the learning more inquiry based and hands on.
“Home” is a stunning documentary by Yann Arthus-Bertrand that shows the beauty of our planet from the sky. It explores how human activities impact Earth, particularly focusing on climate change. Through beautiful aerial footage, the film highlights the urgent need to protect our environment.
To introduce “Home” to pupils, I would start by explaining that the film shows amazing views of different places around the world and talks about how we are all connected to nature. I would say that it helps us understand why it’s important to take care of our planet.
After watching parts of the documentary, we could discuss what we saw and felt. I would ask questions like, “What did you find most beautiful?” and “What surprised you about how humans affect the environment?”
For activities, we could:
Create Posters: Pupils could make posters showing ways to protect the environment, inspired by scenes from the documentary.
Research Projects: Small groups could research different topics mentioned in the film, like deforestation or renewable energy, and present their findings.
Local Action Plan: As a class, we could develop a simple plan to reduce our carbon footprint, like starting a recycling program or planting trees.
These activities would help pupils understand climate change and feel empowered to make a difference.I completely agree that it affords the children the ability to develop their problem solving skills. Can see integration possibilities with the new Maths curriculum.
Activity 3: Climate Reporters is an excellent exercise for helping pupils understand future climate scenarios and their impacts on temperatures. The activity is well-structured and engages students in critical thinking and group collaboration.
Before starting the activity, I would ensure my students have a solid understanding of greenhouse gases. Younger pupils could watch Paxi’s video on the greenhouse effect, which is a great way to introduce the topic. We would then discuss the differences between natural and human-caused greenhouse effects.
Dividing the class into groups to explore different climate scenarios is a brilliant idea. Using the Teal Climate Data Tool, students can analyze projections for low, medium, and high greenhouse gas emissions. This hands-on approach will help them grasp how future temperature increases could impact their lives.
After analyzing the data, each group can brainstorm ways to lessen the effects of climate change in our area and present their ideas to the class. This encourages practical thinking and public speaking skills.
One improvement to the resource could be to include more interactive elements, like simulations or games, to make the learning process even more engaging for students. Overall, this activity is a valuable addition to any climate education curriculum.
I think establishing a school weather station would be of wonderful benefit for the children. Definitely food for thought for September.
I recently reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering, and Mathematics by Liston (2018). This paper offers many concrete ideas that are very beneficial for both students and teachers. Reflecting on the ideas, I envision implementing STEM education in my classroom by building a weather station with my students. This hands-on project would allow students to explore science, technology, engineering, and math in a practical and engaging way.
Creating a weather station can help develop various STEM skills, such as understanding weather patterns, using technology to collect data, engineering the structure, and applying math to analyze results. I could facilitate collective practice by encouraging students to work in teams, share their findings, and collaborate on solutions.
One improvement to the resource would be to include more opportunities for Universal Design for Learning (UDL), ensuring that all students, regardless of their abilities, can engage with and benefit from the activities. Overall, Liston’s paper provides a strong foundation for enhancing STEM education in the classroom.
