Forum Replies Created
-
Posts
-
Students love maps so I think your lesson would be really enjoyed by your class, and running it across the school year would be great
The River Shannon is a great inspiration for Science investigation. Your ideas sound great and very practical
Research a famous scientist or engineer associated with your local area and describe how you would use that person as inspiration for classroom science investigations
I chose Mary Ward as the scientist for this assignment. I think she is an excellent inspiration for my class and her work would fit well for a classroom science investigation. She was passionate about observing and recording the natural world. She published books and detailed illustrations of insects, plants and microscopic specimens, making science more accessible. I would introduce Mary Ward to my class by discussing her curiosity about the world and how careful observation is an important part of being a scientist. We would look at examples of her scientific drawings and discuss how scientists use observations to ask questions and gather evidence. Then we would explore the school grounds using magnifying glasses to closely examine leaves, flowers, insects, bark and other natural materials. I would ask the students to make detailed scientific drawings, labelling the different parts just like Mary Ward did.I like how this lesson allows students to discuss how engineers refine designs through trial and error, students can learn so much from such a discussion
Using the suspension bridge in Birr Castle Demesne as inspiration, I would plan a STEM bridge-building challenge that combines Science, Technology, Engineering and Mathematics. The challenge would encourage pupils to work collaboratively to design, build, test and improve a bridge capable of supporting a given weight using a limited range of materials such as paper, card, straws, lolly sticks, string and masking tape. I would begin the lesson by exploring images and videos of the Birr Castle suspension bridge. We would discuss why bridges are built, the different types of bridges and the engineering features that make them strong. Working in small groups, I would ask students to design and build a bridge that spans a 30 cm gap and can hold as much weight as possible. Before building, each group would sketch their design, identify the materials they will use and predict how much weight their bridge will support. After construction, the bridges would be tested using weights, and pupils would evaluate what worked well and what they would change before redesigning if time allowed. Mathematical thinking would be integrated throughout the activity. Students would measure the length and height of their bridge using cubes or centimetres, compare which bridges are longer or taller and count the number of materials used. They would also estimate how many weights their bridge might hold before testing their predictions.
Using some of the identification tools and resources outlined in this module, identify some species of plants or animals in your own local environment and record them with the National Biodiversity Data Centre and then outline how you would get your class involved in citizen science projects
I would use a number of of the identification tools and resources outlined in this module with my class. I already used the tree identification sheet from Carlow County Council yesterday evening, and really enjoyed how it made be aware of my surroundings on my walk. I identified several common tree species in my local environment, including ash, sycamore and silver birch. During walks in local green spaces, I also used the Wildflower Walk resource to identify common wildflowers such as daisies, dandelions, buttercups and clovers and I recorded my observations through the National Biodiversity Data Centre. These resources provided a simple and accessible way to improve my species identification skills and develop a greater awareness of local biodiversity. I will definitely make use of them with my class next year. My students could use the identification sheets to investigate trees, plants, birds and insects around the school. They could then record their findings and take photographs for the National Biodiversity Data Centre.Lovely lesson Sinead and I especially like how you would make sure that every student could take part and enjoy the lesson
Eva you are lucky to be close to a canal. It is definitely a great idea to use it for a lesson on maps.
For younger classes, I would begin with a discussion about maps and why people use them. I would ask the students to explore simple maps such as a classroom mapvor a map of the school grounds. Through questioning they would identify common map features such as symbols, colours, landmarks and routes. As a whole-class activity, we would create a simple map of the classroom. Then I would ask them to create their own map of the classroom using simple symbols and labels. To extend the lesson, I would take the children on a short walk around the school grounds. They would identify important landmarks such as the school entrance, playground, garden and bike shelter. Back in the classroom, they could work in pairs to create a simple map of the school using drawings and symbols. They could then explain their maps to their classmates.I would also use digital technology to enhance the lesson. Google Maps could be used to show the children an aerial view of the school and they could compare their own maps with the aerial image and discuss similarities and differences. GeoHive could also be introduced in an age-appropriate way. Using the map viewer, I could show children where their school is located within their county and Ireland. This would help them develop a sense of place and understand that maps can be used at different scales.