Forum Replies Created
-
Posts
-
Hi Geraldine, I think the Wonderful barn and Conollys Folly are great inspiration for design and make projects. Possible to visit them too. Nice bit of history attached to them too.
Using a local structure as inspiration for a classroom or outdoor Design & Make project.
I looked at Celbridge on Google Maps satellite setting and just looked for a structure that caught my eye as a good design with Mathematical shapes. The structure I chose was the M4 interchange at Celbridge/Leixlip beside Castletown House. I would take the class 5th or 6th for a walk up to the interchange and back in the classroom i would display the satellite image of it on the whiteboard.
I would ask the pupils about the different directions the traffic is going in on each section of roadway. I would ask the pupils to identify shapes in the birdseye view of the interchange. There is a central Oval with 2 parallel lines of the M4 beneath and crossing through the oval. There are triangular shapes created by the merging and exiting lanes as well as triangles where 2 local roads meet the bottom of the oval.
Having examined the satellite image and asking the children which lane you would be on to go to Sligo, Dublin, Leixlip etc I would ask them to use Lego K’Nex or plasticine to create a model of the interchange.
I would ask them to build to the scale of small toy cars fitting on the road ways for the width of 2 cars in some places and narrowing to the width of one.
The interchange is quite a beautiful shape and design and allows traffic to flow well in its everyday use.
In evaluation I would talk to the children about the lack of provision for cyclists to cycle safely from Celbridge to Leixlip using the interchange, and obviously not entering the Motorway lines.
I would like to conduct a seasonal biodiversity project based on trees in the Castletown House estate in Celbridge. It is a great amenity within walking distance of our school.
I would order some tree identification swatches from the Tree Council of Ireland or the Biodiversity Centre. These can be used in all 4 seasons as the winter twigs are included. I would bring the class to Castletown at least 4 times in the school year. Once in Sept or October, again in winter during Nov, Dec or January, again in spring Feb, Mar or April and then in summer during May or June.
On these 4 occasions we would identify trees, leaves, bark, twigs and observe the height and size of the tree trunk. We could take photos on a digital camera and record the leaves, buds, bark and twigs. On return to class we would print these photos and create a seasonal montage of the trees.
This is the integration of Art with the montage. Leaf rubbings and stencils could be also done. Bark rubbing could also be done at the tree.
This project could also integrate Maths with the measurement of the tree trunk circumference with string and the length of the string converted to cms.
Gaeilge and Latin (!) could also be integrated by searching for the trees’ Irish and Latin names.
SPHE would be integrated into this project also as the children enjoy the walk to Castletown, spend time in nature looking at the trees and by being naturally mindful as they sit and watch insects or birds in the natural environment.
It would be ideal to incorporate the FIT Count on any of these trips to encourage stillness and mindfulness as the children observe for 10 minutes. This would be subject to the minimum temperature requirements of course and the time span of April 1 to Sept 30th.
The data we collect could be recorded and submitted to to the Citizen Science Portal. The children would gain great experience finding the spatial reference, the species name and other details for uploading to the Portal.
Map Making Lesson for 2nd Class
How I would Plan and Conduct a map making lesson :
I would begin by showing the class the YouTube video about 3D mapmaking and making them aware of the need to observe features of the school buildings and grounds as they walk around the school.
On return to the classroom I would display a close up of the school on Google Maps on the Interactive Whiteboard. One of the students could be asked to do this. With the map of the school on the whiteboard the students will have an aid to making their 3D map. The main resource offered to them would be Lego but alternatives such as cardboard, cloth or any materials the children can thik of to use to make a 3D map of the school building.
The vocabulary I would use is : Bird’s Eye View and Scale.
The concept of looking from above can be quite difficult for children to grasp when it is applied to a sizable area. So the example of a jar could be used to compare the level view of it, compared to the view of it from above. With this preliminary exercise completed, we could move on to the concept of scale.
I would ask each pair or group what scale they will decide on, eg one average lego block to be the width and length of one classroom.
When the 3D maps are complete, each pair or group can walk around to each map and the students involved in making it can explain what features they have chosen to highlight.
Reflection could involve whether the maps actually reflect the map of the school and grounds. Children could suggest improvements that are possible to be made to their 3D maps.
I would like to explore light in relation to lenses with 4th Class.
Trigger / Engage:
I would start by holding up a prism and we can observe how the glass has split the light and how we see this effect. I would introduce the word refraction as how light bends as it travels through materials.
I would pair the children and give each pair a sheet of paper with 2 arrows drawn pointing in the same direction.
Predicting : Each pair would also have a glass of water and I would ask them as a trigger question what they think will happen if we put the glass of water over one of the arrows.
Conducting investigation: As the children look through the glass of water and the bottom arrow they will see it as pointing in the opposite direction to the top arrow.
I would explain to them that light bends as it goes through the water in the glass and bends when it comes out of the water and into the air.
This is refraction. That is, the bending of light and how light travels at different speeds in different materials.
Interpreting results :
We have witnessed how light bends as it travels through air and water and glass. Children would no doubt have other insights to offer and we could discuss other examples of evidence of how light bends as it travels. This would be part of making connections and applying learning as their awareness grows and they notice examples in their environment
