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Emma, I really like the creative writing part of your lesson. Allowing the pupils to think about the journey a sea bird or or a seal makes around the bay would be very interesting and encourages the pupil to put themselves in the animals life. Using recycled goods from a beach clean is a very good way to highlight the litering that can happen at our beaches.
For a 2nd class project investigating the scientific and natural heritage of Limerick, I would focus on the River Shannon and its importance as a habitat for local wildlife. The project, titled “Protecting Our River Shannon”, would investigate the animals that live in and around the river, such as salmon, trout, eels, swans, ducks and insects.
As a class, we would visit the river shannon. We would take notes on what we see for example animals, literring and the enviroment around the Shannon. We would take pictures of different aspects of the river shannon.
Pupils would then research these species and creating habitat profiles explaining what they need to survive. Pupils will become more aware of the species and how we as a group could help them and promote others to help.
We would explore the causes of river pollution and investigate ways we can protect the environment, such as reducing litter, planting pollinator-friendly areas and promoting responsible water use.
Over a few weeks, pupils would complete, biodiversity surveys, create posters to mind our River, write persuasive pieces to our local leaders and design campaigns to encourage the local community to protect the Shannon. We would also engage in a whole school assembly promoting what we learned. All pupils would be involved through hands-on activities, group work and creative tasks. Each group will have a different task to do. This project would develop scientific understanding, environmental awareness and a sense of responsibility for our local heritage.
At the end of the project, we can then assess has anything changed in the local enviroment.
I really enjoy how you brought a real engineer in for the pupils to listen to and they got the opportunity to ask questions. It is great that they could connect what they were doing in the classroom to real life. This was a very engaging and exciting way to learn.
As I am from Limerick, I would use the engineering and design of the River Shannon bridges as inspiration for a classroom engineering project. I would introduce pupils to local structures such as the bridges in Limerick city and discuss how engineers design them to be strong, stable and able to support weight. Pupils would investigate different bridge designs by examining photographs and discussing the materials and shapes used. Working in groups, they would take on the role of engineers and design and build their own model bridge using materials such as lollipop sticks, cardboard and paper. They would predict which designs would be strongest, test their bridges by adding weights and reflect on how they could improve their structures. This project would encourage problem-solving, creativity, teamwork and STEM skills while helping pupils make connections between engineering concepts and the world around them in their local community.
I love your involvement of other groups in the school to make it a school wide project! I also like the way you are using space in your school and looking on how you could use and improve them.
I would register my school with the All-Ireland Pollinator Plan by creating an account on their website and completing the registration process as a pollinator-friendly school.
I would have a green school meeting with pupils and I would involve pupils by carrying out a biodiversity survey of the school grounds and identifying areas where we can support pollinators.
Actions we could take include planting native wildflowers, creating a small pollinator garden, allowing some grass areas to grow longer, planting pollinator-friendly bulbs. We could also build bug hotels to provide habitats for insects and create information signs to educate the school community. This could be a year long project and encourage a whole school involvement. Pupils could record changes by keeping a pollinator diary, taking photographs and observing different insects throughout the year. We could have monthly updates at our school assembly to inform other pupils on what is happening.
These activities would encourage pupils to understand the importance of biodiversity and develop a sense of responsibility for protecting local wildlife in their local area.
I love the idea of making it a 3D map using natural matierals from outside. I think this helps pupils engage in their spacial awareness and make them aware of things they pass everyday that could be used as different keys.
For a younger class, I would introduce map making through a familiar environment such as our school grounds or local area. I would begin by asking pupils, “How can we help someone find their way around our school?” We would explore examples of maps and discuss important features such as symbols, a key, a title and directions. I would demonstrate how to create a map first. In groups, pupils would walk around the school grounds, observe landmarks and create their own simple maps using drawings and symbols. They would compare their maps and discuss how they could be improved. This could be done using 3 stars and 1 wish. To extend learning, I would use Google Maps to allow pupils to view an aerial image of our school and compare it with their own maps. I would also introduce Geohive to explore maps of Ireland and local features. Pupils usually find this a fun and engaging way to look at a map as they reconize what they are looking at. This lesson develops spatial awareness, observation skills, creativity and an understanding of how technology helps us represent the world around us.
I agree that bringing pupils outside to watch themselves the change that is happening with their own eyes instead of just reading it in a book is a more beneficial way of learning. I also agree that it encourages the pupils to really engage in their learning and develop their own ideas and questions.
After reading Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths, I reflected on how STEM is already part of my classroom and how it can be strengthened through greater integration. I include all 4 stems in my lessons without realising. In my 2nd class classroom, STEM is most effective when learning is practical, inquiry-based and connected to real-life situations. Pupils investigate scientific questions, use mathematics to measure and record results, and apply engineering skills by designing and building simple structures. Technology is used through interactive whiteboards, educational apps and digital research where appropriate. The paper reminded us the importance of linking the four STEM disciplines rather than teaching them by themselves. It highlighted the value of developing creativity, collaboration, communication and problem-solving skills. Going forward, I hope to provide more opportunities for pupils to engage in open-ended investigations where they can ask questions, test ideas, reflect on their learning and make meaningful connections across the STEM curriculum. I want to encourage more child led investigations.