Forum Replies Created
-
Posts
-
I like the use of a local historical figure and landmark to create meaningful links across several curriculum areas. Using Birr Castle and the Great Leviathan would be a great way to spark pupils’ curiosity and help them see how science connects with history and creativity.
The practical activities, such as making telescopes and creating artwork based on galaxies, would also provide engaging hands-on learning experiences for pupils.I would try to plan a project around a school trip to The Organic College in Dromcolliher, County Limerick. The children would go there and see all the biodiversity and learn about sustainable farming. They can also learn about the connection between people and the natural environment at the Organic College. Before we leave, the children should learn some basics about farming and the native plants that grow and animals that live in our area. Doing this beforehand would form a good basis for them. It is also important for them to know why we need to protect habitats for wildlife. When we are at the Organic College, the children could ask the teacher to take pictures of the things they see and find interesting. They can also draw or write what they see. This is gathering information and giving children a choice on how they gather and present their information. After we get back from the Organic College, for an art lesson, the children can make artwork that looks like the landscape they saw at the Organic College. They can write stories or poems about what they did at the Organic College for an English lesson. They can even work together using ICT to make a display or presentation to show the rest of the school at our monthly assembly on what they learned at the Organic College.
A fellow Shannonsider! Hope you found the module interesting. As I mentioned, plenty of bridges to choose from in Limerick as inspiration!
I like how you have connected the activity to the local area, Grainne, as using familiar structures makes the learning more meaningful for pupils. The idea of children taking on the role of engineers is a great way to encourage creativity and problem-solving. I also think the testing and reflection stage is important, as it allows children to learn from their designs and make improvements based on their findings.
Well done
Being from Limerick, I would use “The Living Bridge” at Universtiy of Limerick as inspiration. I would organise a STEM bridge-building challenge where pupils design and create their own bridge using a range of materials such as lollipop sticks, cardboard, string and recycled materials. The lesson would begin by exploring different types of bridges (lots to choose from in Limerick) and discussing the purpose, design features and how structures are built to support weight. Pupils would work collaboratively to plan, build, test and improve their designs. Mathematical thinking would be indirectly incorporated throughout the process. Younger pupils could focus on measuring length and height, identifying 2D and 3D shapes, comparing sizes and counting materials used. Older pupils could explore concepts such as symmetry, scale, estimation, budgeting and weight distribution. Pupils could test how much weight their bridges can hold and use their findings to modify their designs. This challenge would encourage creativity, teamwork, problem-solving and the practical application of maths in a meaningful context. Most importantly, it caters to and appeals to all levels and abilities.
I really like the idea of making this a year-long project because it gives children the chance to see how nature changes throughout the 4 seasons.
I think the use of nature journals is a great addition as it allows pupils to record their observations and reflect on what they discover. It is also great, Ciara, how you have linked the project across different subjects, as biodiversity can naturally fit into areas like Maths, Art and English.
This would be a lovely way to get children outdoors, encourage curiosity and help them develop a greater appreciation for the world around them.To get my school signed up with the All-Ireland Pollinator Plan, I would start by making a profile for my school through the National Biodiversity Data Centre. Then I would get a team together that has pupils, teachers and management from within the school.
The team we created would look at the school grounds to see where we already have things that help pollinators. We would find places where we can do better. We could do things like planting wildflower patches, cutting the grass less often, planting flowers and trees that are local to the area and making homes for bees and other insects. My school could even put in some water for the insects to drink.
Pupils could help by watching the species of pollinators that come to our school and writing down what we see. We could also help take care of the garden and tell the rest of the school what we have learned during our monthly assembly.
Even if our school does not have a lot of space, we can still make a difference. We could use boxes on the windows or big planting pots.
The All-Ireland Pollinator Plan would help plants and animals, and it would also help pupils learn to care about nature and want to learn more about it.Michelle, I like how you begin with a familiar place, as it helps children understand that maps represent real locations. Using Google Maps before and after the activity is a great way to reinforce learning and encourage reflection. Your emphasis on modelling, visual supports and peers working together also makes the lesson accessible to all abilities and levels while promoting collaboration and observation skills.
For young classes, I would start by teaching map-making. I would focus on places that the children know well. These places could be the classroom, the school grounds or the local area. I would begin by talking about why maps are useful. I would show some examples of maps. I would point out things like symbols, keys, titles and directions.
Then I would take the children on a walk around the school. We would look for landmarks. After that, the students would work in groups. They would draw their maps. They would use drawings and symbols. Then they would show their maps to others. They would group-think and peer-assess how they could make their maps better.
To make the lesson more interesting, I would use Google Maps. I would compare the students’ maps with a bird’s-eye view of the school. This would help them see how maps show places. I would also use GeoHive. I would find the area on a map of the county and on a map of Ireland.
This lesson helps children work together. It helps them pay attention to details. It helps them understand space and solve problems. It also helps them connect what they see around them with maps.I really like your point Grainne about already including the four STEM areas without always realising it. I also agree that hands-on, inquiry-based learning is where children engage most effectively. Your reflection on creating more opportunities for child-led investigations is something I can relate to, as it encourages curiosity, problem-solving and deeper learning across the STEM curriculum.
Liston (2018) made me think about how I can get STEM into my classroom. The thing that really stood out to me was that STEM works best when you put all 4 parts together, not when you teach them separately.
In my 4th class, I want the kids to have fun while they learn. We do lots of hands-on things where they get to ask questions, solve problems and work together. The children love doing science experiments using maths to figure out what is going on and using interactive technology to help them learn. I think it is really important to make learning feel real. It is something they can use in their lives. This helps them be curious, creative and think hard about things.
Reading that paper made me think I should plan my lessons better so I can link all the STEM subjects together. I want the children to be able to explore and learn on their own without me telling them what to do. This way, they can make connections between things and learn skills that they will use forever.