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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.
My school is close to Connolly Station in Dublin so I would chose William Dargan (28 February 1799 – 7 February 1867). He was famous for his work in railway construction. Dargan designed and built Ireland’s first railway line from Dublin to Dún Laoghaire in 1833. He constructed over 1,300 km of railway in Ireland. He helped establish the National Gallery of Ireland. In 2004 the Dargan Bridge a new bridge for the Luas was named after him. I would start by teaching the pupils about William Dargan’s life and what Ireland was like when he was alive. We could compare photos of transport today and in the past. We could research the environmental impact of steam engines, coal, and fossil fuels. WE would look at how trains could use clean energy sources. In Maths we could study shapes and angles in Connolly Station. We could look at famous train stations around the world and compare their shape. In Art we could use junk art to create a model railway and use toy trains to test it. We could build trains using Lego. In Music we could listen to the sounds of trains and their whistles in particular. We could use tin whistles to recreate their sounds and compose a tune based on sounds of a railway. We could investigate magnets, electricity in science and forces. I would give the children an experiment to conduct to investigate friction . I would tell them that friction is a type of force which slows things down. It occurs between two surfaces that slide against each other. The rougher the surface, the stronger the friction. The friction is stronger when the train is travelling across the rougher surfaces, such as bubble wrap and sandpaper, and for this reason it will move slower and travel a shorter distance. I would get the children to set up a ramp, keeping the same height for each material. I would give each group different textured materials e.g. fabric, bubble wrap, sandpaper, tinfoil. The children will put each material onto the ramp with blutack. Place the train at the top and let it travel down the ramp. Mark how far it travels. Do this for each material. The children will record their findings with pictures on IPad or notes on a whiteboard. They will be encouraged to predict and compare during the investigation. At the end of our module on trains we could take a trip from Dublin to Dún Laoghaire on the train as a class trip.It is great to be able to link the project to the local area. It is more meaningful for the children and also great to see real life examples of what they are learning about.
In my school in Dublin 1 we are very lucky to be able to take a walk locally and view the bridges over the Liffey. This is a great walk as there are many different types of bridges, old and new with very different designs. We would bring IPads to take pictures of these bridges and then discuss these pictures back in the class. The children could learn about the history of a few of this bridges as a starting point and paint or draw them as a display. I would then plan resources for the children to make a bridge in groups. I teach in an infants’ school so I would give the children a problem to solve. I would each group a toy truck and tell them to make a bridge that will hold this toy truck. They will need to use problem solving skills and use knowledge of measurement to determine how to make the bridge. The weight and size of the truck will need to be taken into account. They will need to record their findings as they go. One child in each group will be a reporter and can report back to the class about their bridge afterwards. I will make resources available to each group including Duplo Lego, Junk art resources, masking tape, lollipops sticks , string, straws, cubes, pipe cleaners, blocks etc, They will first draw out their design and then take the resources that they need. With their group they will be given time to make their bridge. They will record how their progress by taking photos on the IPads. When finished each group’s reporter will report to the class about their bridge. Questions could be asked like “Did it hold the truck and why or why not? What would they do differently next time? What problems did they find?” The children could then paint and decorate their bridges.
If planning a seasonal biodiversity project that ran through school year, I would plan the project using our school garden and Malahide Castle. Our school visit Malahide Castle in Autumn and Spring each year. I would use recording sheets from the National Biodiversity Data Centre resources. I would create observation sheets suiable for my class and use the IPads to digitally record findings. Last year we focused on trees and each child had an identification wheel where they could identify trees by their leaves that i got from the website Twinkl. We also looked for local insects, birds and animals. Children used the IPADs to take pictures and these were collected and used for discussion back in the classroom. The focus of interest could change yearly. In our school garden we plant regularly. In infant classes beans, sunflowers and strawberries are easy and fast to grow. We can check weekly on growth and record with photos on IPads. This project creates great opportunities for integration. Science through plant and animal life and their habitats, Art through drawing changes, leaf art and painting, Maths collecting data and geography through examination of biodiversity and the local environment. The children could do this project through Green Schools and present their findings to other classes or at assembly. They could display their finding on a notice board for other classes to see.
We also did this when we started our school garden. We paid someone to come in and advise what to plant in different areas. It is a small urban garden in the middle of Dublin 1 but the advice we got was invaluable. We plant garlic, potaotes, beans and strawberries. We have apple and pear trees. We have a bug hotel, a wormery and bee friendly plants, bird houses and a play digging area. There is a small auditorium in the middle where classes can read or do lessons outside. As a staff I dont think we would have been able to plan such a graden with expert help.
For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive
In the junior classes I would start by using Beebot and a Treasure Island map mat. The pupils can direct Beebot to different parts of the map using directional language. We could discuss maps and what they are used for. I would then show the class an aerial view of the school on Google maps. We would discuss what we can see on view from Google Maps. I would bring children outside and walk around the school yard and outdoor spaces identifying different areas and objects we need to include on our maps and noting their proximity to each other. We would use IPads to take videos and photos of areas of interest. We would reflect on these findings when back in the classroom. I would then give the children large pieces of card and pencils to draw their own maps of the school. We would then show the class each groups map and point out areas we recognise. We would then make 3D maps of the school using blocks and small world resources. To conclude the class could look at real maps and make observations on how they could improve their own maps. Another class could take their card maps and try to identify places and objects or follow a trial on those maps.
.I am also an Infant Teacher and I think a book as prompt always works so well to engage children and find out any prior knowledge. I love the idea of a treasure hunt based on their maps.
I love the idea of a Fun House video as a prompt. The children would really find this interesting. I also like the idea of intergreting Maths through symmetry. All ages would love this activity.
Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement
In Module 1, I have learned concepts and skills that I can apply to my own practice in line with the STEM Education policy statement. The Curious Minds / ESERO Framework for Inquiry focuses on inquiry-based learning, seeking out previous knowledge , allowing pupils to predict and estimate findings, ask questions , apply concepts they know and reflect on findings and plan further inquiry. The framework allows pupils problem solve and develops critical thinking skills. The STEM Education Policy Statement and Action Plan promotes integration with other curricular areas. The Framework will enhance my planning next year. Each lesson should open with a initial prompt before the pupils are given time to wonder and predict. Pupils can then explore after being given the necessary language they need, They will conduct investigations and research and then be given time to reflect on their findings and challenges. Finally They will decide the next steps in their investigations. Staff CPD on STEM teaching could be given to support my school’s SSE and technology and digital tools used to support our digital literacy plan.The Paxi’s videoes on youtube are a good starting point to inform aboutClimate Change. I would show the one on greenhouse gases. I have used the Paxi videos before in my class when we were studying Space and the children loved them. I think they are a very useful tool especially for younger children. I teach in an infant school so I would lead a discussion on how we are contributing to climate change. I think at Infant level the focus needs to be on looking and reflecting on the children’s own experiences and local environment. We could discuss how we could make changes at school or within our own classroom. We could discuss how we could record and monitor changes we make. We have a Green schools committee and could make a list of suggestions to give to them and present to the school at assembly. I think at Infant Level children can be taught that simple actions like closing doors, turning off the lights, putting waste in an appropriate bin can all impact positively on Climate Change. We have two Eco Warriors in each class to keep check on this. We also have Walk on Wednesday where children are encouraged to walk, cycle or scoot to school. We also can a class in charge of litter picking on yard. We have a school garden and try to plant bee friendly plants and sow potatoes, garlic, apples and strawberries. All these initatives could be part of SSE and climate change could a priority for SSE.
We call these children our Eco warriors. They monitor the bins in the class, turn off the whiteboard when not in use, close the doors and turn off the lights. They never forget!
I researched organisations in the area that I teach and I found out about the Irish Refugee Council based in Dublin 1. They offer free and confidential information and advice to International Protection applicants and refugees. They can advise on housing, legal matters, direct provision, education and much more. They provide services and support for people seeking protection and people recognised as refugees in Ireland. I am also aware of Sanctuary Runners through parkrun. Sanctuary Runners is a solidarity-through-sport initiative which uses running, jogging and walking to bring together asylum seekers, refugees, migrants and all Irish residents. I run at parkrun every Saturday and it is a great way of meeting refugees and asylum seekers in a friendly positive way. It allows for community integration and improves physical and mental health. In my own school we have many migrant families. We are very lucky to have a parents’ room where our HSCL arranges parents events such as yoga, art with their child, language classes, cooking and so on. Parents from Ukraine recently hosted a morning where they cooked traditional food and staff and other parents attended. We also regularly invite parents into the school for events such Stay and Play or parents can come and read a book in their home language. We also value the different languages and cultures in our school. In my class children can answer the roll by saying “I am here” in any of the nine languages the children in my class speak.
I think schools can play a great role in helping parents make connections with other families. Language classes, yoga, art, cooking classes can all help parents feel welcome in the school and local community. We are very lucky to have a parents’ room in our school and our HSCL plays an important role in welcoming new families.
I have chosen the topic of poverty and particularly homelessness. It relates to the Sustainable Development Goal No. 1 – ‘No Poverty’. Poverty and homelessness can be seen locally and globally. I work in an area where there is high levels of poverty and homelessness. The majority of my class are living in homeless accommodation. Although I teach in an infant school the children can be very aware of their housing situation. I liked the approach taken in the video where the teacher started discussion using pictures of different homes. I think this would encourage good discussion. I think the musical chairs type game was also very effective in showing the equality that exists both locally and globally. We could then look at how we can help locally. Focus Ireland do a lot of work around homelessness in my area and the children could listen to a guest speaker or do a project around their work. The class could then look at poverty and homelessness around the world. The children could discuss how they could use their voices/ actions to change the situation. Hopefully this would lead to discuss around helping charities, writing to governments and creating awareness.
