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Good idea. Using how the children get to school is an engaging way to start the topic project of transport method affecting the environment.
Research Question: How does the weather in our local area affect the growth of plants in our school garden?
Firstly, I would begin this project by discussing the differences between weather and climate. As previously thought the children should be reminded that weather occurs over a short period of time whereas climate is over a very long period of time. We will then discuss the ways we measure weather and decide what we will use in our own school garden.
1. Thermometer
2. Rain gauge
3. Anemometer
Secondly, we can spend a lesson making our own rain gauges and anemometers and the school can buy a thermometer. As this is taking place in the school garden it would be nice to invite the rest of the school to partake someway in this project. One way they could participate is by leaving each individual class plant a different seed (the garden is very big) and that way they will have a special interest in their own section.
Thirdly, we can then set up each weather instrument in the garden making sure they are not covered or inhibited in anyway.
This project will last over a couple of months to see any significant results. We will plant the seeds in early spring and be able to monitor the results right up until the week of the school summer holidays. Results will be collected everyday at the same time (preferably noon) and recorded in our project journal. This can be carried out each day by a different pair of students. To record the height of the plants the children can use a ruler/meter stick etc. each day, once ground has broken.
Finally, if the project was then carried out every year (a long term project) at the same time by another class in the school the results could be used to calculate climate rather than weather.
I agree showing the children an aerial view of the school building and surrounding buildings would be engaging and a great start to the lesson.
I thought the ESA – The Nose High Up in the Sky resource was very useful and paved the way for a great lesson on Earth Observation. To begin my lesson we would have a discussion about space exploration e.g. what is the name of a person whose job it is to go to space etc. Afterwards, we could discuss how they get there and finally move on to where they base themselves during their stay in space. As this would lead to the ISS it would open the discussion of satellites in space – their function/purpose and how they move/orbit around the Earth. For activity 1 I would show the class the pictures taken by the astronauts from the ISS. Ask if they know where each picture is taken of, what are their thoughts etc. This will then lead into activity 2. In groups the children would get a folder of the printed pictures. 1 set will be numbered and the other set will be lettered. The children would then have to try match the corresponding pictures for Earth Observation and Ground Observation. Discuss how they can use clues such as vegetation, soil, landscape, cloud cover, sea, buildings etc. Finally, after a lengthy discussion on each picture I would use the sentence starters about what benefit EO and GO’s have and why we would use them.
I really enjoyed the film ‘Home’. I thought it detailed a very powerful message. It highlighted Earth’s beauty but also the dangers it faces from climate change as we continue to burn fossil fuels. It shows everything from the melting of polar ice caps, to deforestation and even animal extinction. It highlights the importance of the action we need to take to try reduce or prevent further destruction. I thought the TED talk from Greta Thunberg was passionate and inspiring. In my classroom I would show different reels from the film ‘Home’ as it is quite long. I would integrate it into a lesson on how to spread awareness of climate change action supplemented by snippets of Greta Thunberg’s TED Talk. The children could design posters, do research projects, write a persuasive piece or even have a classroom debate.
I like the idea of carrying out the experiment as it reassures the learning after watching the Paxi video also.
Activity 3 – climate reporters
To start this lesson we would brainstorm what a greenhouse is and has anyone seen one or what its purpose is. Afterwards give a quick explanation and then I would use the Paxi video. I found the video very engaging and it gave a clear description with nice imagery which the children could follow and understand. It also is quite reassuring to the pupils as it outlines how we can help reduce the effects by carrying out simple activities such as recycling, powering off electronics, cycling more and conserving water.
The tool I would choose for my class is the temperature predictor. It shows how temperatures can increase in our local area and predict future temperatures.
Finally, as a concluding activity the class could design posters for raising awareness around the school/local community on ways to try combat climate change. They would draw pictures, create slogans and put in factual information learned, such as information gathered from temperature predictor of local area.
I agree that creating homemade instruments is more cost effective for the school and will be a better learning experience for the children.
Having reviewed the paper it is clear that STEM in the classroom is when the children take a hands-on approach to problem solving. Rather than teaching the answers, the teacher provides opportunities for the children to explore and investigate different projects and by doing so have a better understanding as they learn by doing.
Activity 1 – is it weather or climate?
This activity is a great way to introduce the topic. You can do a think pair share on what they think the difference is before eventually explaining weather is over a short period where as climate is measured over a longer period. You can then move onto different climate zones using the map and having the children guess where each one goes.Activity 2 – weather detectives
Following on from first activity, introduce different ways/instruments to measure weather/climate. Show the children how they work and then discuss areas around the school where we could set these devices up. Discuss all varying factors of different locations and how much one area could impact the results for example temperature – in a warm sun trap vs. a well ventilated area. In groups then the children can take measurements at the same time each day for a period of 2-4 weeks and discuss their findings. A further lesson can be spent making such instruments like a rain gauge.Here is my mind map – https://coggle.it/diagram/YvjHdWqIBdEcxU2b/t/what-is-space
I think the children will find the rocket activity fascinating!
I will begin the lesson by showing clips of rocket launches to engage the kids. I will use questioning such as where do you think the rocket is going? how is it travelling so fast? what makes it lift off the ground? etc.
I will then explain we are going to make our own rockets using the Rocket Mice activity. As they are a young class teacher demonstration and lots of support will be needed. In each group give a range of different plastic bottles ranging in size. Each group can practice making their rockets launch and find out which bottles launched their rockets higher/further etc. and discuss the findings with the class.
Linking to maths: another activity this lesson can link to is 2D shapes such as rectangle, circle, square and triangle. Each child can use the shapes with cutting and sticking to design their own rocket ship.
Here is my mind map- https://coggle.it/diagram/YvjHdWqIBdEcxU2b/t/what-is-space
There are so many great activities in this module that will be fun to explore with my class this year. The activity I will discuss is; where do you live?
As a starting activity I will read ‘The three little pigs’. The children will be asked questions throughout and will then compare their own homes to the story i.e. are they made of straw/wood/bricks? is there other houses near? is there lots of other homes in the same building (apartments)? etc. Following on explain that people around the world live in different types of homes (use powerpoint slideshow).
Integrate lesson with Aistear with 4 stations.
1. Construction – using building blocks, lego, connectable materials etc. let the children design a home
2. Art – design a home using paint, colours, mixed materials etc.
3. Sand – build sandcastles using different buckets to make different shapes
4. Small world – living in the local community – how do we act, what do we do everyday, who do we see?
Finally, we could go on a walk to the local park and discuss all the different types of homes we saw along the way.
