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Hi Helen. This sounds like a great plan. I really love how you start by initially exploring the immedite environment of the school grounds and then extend to the local area before before moving to a county-wide focus. This would build-on the children’s learning very well. Having them showcase their learning to parents and the school community is a lovely way for the children to present their learning and I’m sure it would add to their sense of pride of place also!
Response to point 2:
Based in North Offaly, my school is surrounded by boglands. I would therefore use this as a stimulus to engage the children in a project to explore the natural heritage of the locality.
In Art, the children would be asked to make dioramas mimicking the local boglands. They would be encouraged to use natural materials collected responsibly (dried moss, twigs, or peat) in their designs.
In Music, pupils would work in small groups to compose a song inspired by sounds that would be heard on the bogs, using a mix of body percussion and instruments.
In Drama, pupils could engage in role-play to explore how bogs, and how they are used, have changed over time. They could explore a scenario where they are workers on the bog in the past, and compare and contrast that to their own experiences of being on bogs.
In terms of Creative Writing, pupils could be asked to write poems or diary entries from the perspectives of bog workers or scientists to consolidate their understanding, whilst practicing their creativity and communication skills.Hi Mary. This sounds like a great idea. I love that you are proposing three different criteria for success – strength, balance and safety. This would definitely encourage the children to engage in truly meaningful critical thinking and problem solving.
Response to point 2
I would plan a design and make challenge for my 5th Class which would focus on them becoming increasingly aware of the work carried out by engineers in Bord na Móna (a major employer in the area) and the importance of sustainable practices. Pupils would visit an existing local wind farm, noting the placement of wind turbines and other key features. They would then will visit the site of the proposed wind farm, noting and photographing the proximity to any roads and buildings, which direction is North, and any other key features. Pupils would then be tasked with designing a model wind farm that optimises energy production, taking into consideration wind direction and intensity. This project would culminate in pupils pitching -proposals for the layout of the new wind farm to Bord na Móna representatives and members of the school community.Hi Robert. I agree that using a trailcam would be really engaging for the children. I can imagine their excitement when something of note is recorded and the possibilities for learning that it could provide!
Response to point 3
In our school, boglands feature as a topic of exploration in Science and Geography in 5th Class. We are fortunate to be located within walking distance of a private bog which the owner has granted us access to. As a result, when undertaking study on boglands this year, we visited the bog to observe and identify the flora and fauna present.
Before visiting the bog, we undertook the theoretical aspects of the exploration so that the children would be better prepared for when we visited. We discussed different plants, animals and insects that we might expect to find.
During our visit, each group had a magnifying glass, pooter and an iPad, and they were encouraged to take photos and videos of what they had found. When we got back to the classroom, keys and identification wheels were used to support the children in naming what they had found and to help them to research more about them. Each group shared their findings with the class.
If I was to undertake this activity again, I would repeat it once every term or season as this would give the children a greater understanding of how the climate can influence biodiversity. I would also make more conscious links with English, by having the children write a report on their findings or undertaking more formal presentations, with Art, by having the children draw from observation, and with Maths, by recording, tracking and analysing data and trends.This sounds like a great idea Susan! I also love that the focus of this exploration could be modified slightly so that it would better suit a younger or older class group too.
Response to point 4:
Based in a rural school in North Offaly, the locality has seen an increased emphasis placed on wind energy in recent times. There is a wind farm in the locality which generates enough electricity to power in excess of 40,000 homes annually. Based on this, I would use the EO Browser to explore the changes in this area over the past decade with my 5th Class. Maps could also be used to calculate the change in vegetation levels and students would be asked to consider both the factors influencing these changes and the positive and / or negative implications. In addition, pupils would be asked to consider what the area may look like in another ten years, paying particular attention to vegetation levels, if similar trends were to persist.
Hi Niamh, I agree that an inquiry-based approach is highly beneficial with regards pupils’ engagement with lessons. It creates really authentic learning experiences in which the children become heavily invested. I also agree that, going forward, I too need to better identify opportunities for meaningful STEM learning experiences in all areas of the curriculum.
Maeve Liston’s article causes me to reconsider what authentic STEM teaching really is. She describes STEM as an interdisciplinary approach to learning that removes the traditional barriers between the subjects of Science, Technology, Engineering and Maths, and integrates them into real-world, rigorous and relevant learning experiences, with Engineering taking centre-stage.
As such, I am caused to reflect on STEM education in my own classroom. This past year, I have been making a more conscious effort to provide the children with meaningful STEM experiences. We would often partake in design and make challenges whereby the children are presented with a scenario and tasked with working in small groups to come up with a solution. One such task we undertaken this year was to design and construct a building to withstand flooding. Whilst this was a very enjoyable project, and the children demonstrated fantastic critical thinking and problem-solving skills, I felt as if the mathematical aspect of the task was not as meaningful as it could have been. This is something that I hope to improve on in the upcoming year to ensure that the children are provided with authentic and high-quality STEM learning experiences.