Forum Replies Created
-
Posts
-
This is a very relevant research question with the introduction of hot lunches in many schools and it creates an awareness of reducing waste in the children. It is something that can be tracked and children will be able to see progress in their classroom over time.
Research question: How can we reduce the amount of single-use plastic waste in our school?
For Senior Infants, I would focus on the problem of plastic waste because it is something pupils can see and experience in their everyday lives. Using the Climate Detectives research question planner, I would encourage the children to think about where they see plastic being used in school, particularly at lunchtime. We could investigate how much plastic waste is produced in one day by collecting and counting suitable items, such as wrappers and plastic packaging. I would encourage pupils to participate by discussing their ideas, making predictions, drawing what they observe and helping to record our findings. We could then brainstorm simple solutions, such as using reusable bottles and lunch containers, recycling containers for classroom storage or making posters to raise awareness across the school. To make the investigation engaging, I would use a thematic approach, such as in maths the children create graphs of how many plastic items went in the bin each day. The children would be able to track the progress. This would help them understand that small changes can make a positive difference to our environment.
Hi Nicola,
I agree this is a great point of discussion for children given the popularity of space in schools recently. The vast array of satellites and their different functions mean that satellite tracking is an activity that can integrate into many subject areas.
I chose to engage with Assignment 1 using the Heavens Above Satellite tracker. The 5 satellites I identified that passed over Ireland were Starlink, the ISS, Hubble Space Telescope, Tianging Space Station and Sentinel 2.
The Starlink Satellites provides internet coverage around the world, especially reas where internet is limited. The ISS is an international research laboratory where astronauts carry out scientific research on how humans and materials react to microgravity. The Hubble Space telescope observes distant objects in space such as stars and galaxies. Tiangong is a Chinese space station used for research. Sentinel 2 is an Earth observation satellite used for capturing detailed imaging for environmental reasons.
Children in schools have an increasing awareness of space and what is happening above us day to day. Use of satellite trackers in classrooms is a great way to develop interest in STEM from a young age. This could be used in many subjects, such as in geography as you can observe the earth’s features from a new perspective.
I agree with Megan’s points on how the Film Home can be a good resource for children, but needing to select the most important/ child friendly clips for each particular class. Follow-up activites discussing what we can do to help prevent climate change puts a positive and proactive focus on the lesson.
The film Home by Yann Arthus-Bertrand and the other climate change videos were powerful in showing both the beauty of our planet and the impact humans are having on it. The aerial images highlight how precious and fragile Earth is, while the climate action clips demonstrate the importance of taking responsibility for protecting it. Greta Thunberg’s message is particularly powerful because it shows that young people can have a voice and make a difference.
As a Senior Infant teacher, I would introduce these ideas in a simple, positive and age-appropriate way. Rather than focusing on frightening statistics, I would explore themes such as caring for our planet, saving water, reducing waste, recycling and protecting animals. I would use short video clips, stories, pictures and songs, followed by discussion and practical activities. The children could create a class “Earth Care” project, planting seeds, sorting recycling or making posters about ways we can help. This would encourage curiosity, responsibility and the understanding that even small actions can make a difference.
The idea of Climate Action would be the main focus, with emphasis on consistently making good choices, which could be linked into SPHE and Oral Language discussions.
I agree with Patrick and the idea of linking these new ideas to issues that the children might hear on the news or at home such as the floods that occur during the winter. Forest fires might be another topic that could be discussed. As a teacher of an infant class I would need to be mindful of maintaining a positive outlook and discussing these topics in a way that does not cause anxiety about the effects of climate change
The Paxi Greenhouse Effect is an engaging introduction to the idea of Climate Change in a child friendly way, without causing fear or distress in the younger classes. This resource, combined with the interactive tool for predicting future climates can capture children’s interest in the topic.
Activity 3 – Climate Reporters could be adapted for a Senior Infants class by making it more practical, visual, and play-based. Instead of analysing complex climate data, children could become “weather reporters” and observe the weather each day. They could record whether it is sunny, rainy, windy, cloudy, hot, or cold using pictures or symbols.
Over several days, the class could discuss how weather changes from day to day, while explaining that climate describes the usual weather of a place over a much longer period. Children could also look at pictures of different seasons and places, such as Antarctica, and discuss what they notice, including what people might wear and how animals and plants might live there. This could demonstrate that the climate in different places is usually more predictable than the weather on a given day.
The activity could introduce climate change in a simple and positive way. Children could talk about how changes in the Earth’s temperature might affect people, animals, plants, and their environment. They could then suggest simple actions to help care for the planet, such as saving water, turning off lights, recycling, walking when possible, and caring for plants and animals.
I would also introduce the word paleoclimatologist by describing these scientists as “climate detectives”. They study clues such as tree rings, ice, rocks, and fossils to discover what the Earth’s climate was like long ago.
Overall, keeping the “Climate Reporters” theme while using observation, pictures, discussion, and play would make the activity engaging and age-appropriate for Senior Infants.
I think David’s idea of using ICT is a great way of integrating children’s new skills and knowledge across the whole curriculum. A weather forecast/ presentation gives the children more of a chance to engage further with the content and discuss ideas verbally, promoting student voice.
I reviewed Liston’s (2018) paper, and reflected on what STEM education could look like in my Senior Infant classroom. The emphasis placed on innovation and critical thinking inspired me to use a problem-solving approach in teaching weather and climate to children, while making cross-curricular links to ensure the topic is integrated into a range of subjects.
Activity 1 helped me consider how weather and climate could be introduced to young children. As weather is part of their everyday lives, I would begin by asking, “What is the weather like today?” Rather than completing the original worksheet independently, I would use pictures and whole-class sorting activities to distinguish between weather and climate. Discussing what the weather was like on the children’s birthdays would be an engaging introduction for younger classes.
Activity 2, Weather Detectives, provides opportunities for children to observe, record and interpret real weather data. However, the original activity involves measuring temperatures, creating graphs and calculating averages, which would need significant adaptation for Senior Infants. I would simplify this by having a daily “Weather Detective” record the temperature, weather symbol and whether it feels warm, cool or cold. We could create a large class weather chart together.
Overall, I found both activities engaging and practical, but they require differentiation for younger pupils. I would make them more visual, play-based and hands-on by using photographs, symbols and simple vocabulary. I would also introduce a classroom weather station.
This reflects Liston’s (2018) view that authentic STEM involves creativity, problem-solving, teamwork and real-world applications. These activities would therefore support early scientific enquiry, mathematical thinking, observation and problem-solving in an age-appropriate way.