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Yann Arthus-Bertrand’s “Home” is a beautiful and thought-provoking documentary on YouTube. The film shows amazing aerial views from over fifty countries, highlighting the Earth’s beauty and the impact humans have on it. Narrated by Glenn Close, “Home” takes us through the history of life on Earth and the balance that keeps it going. The documentary stresses the urgent need to protect our environment, pointing out problems like deforestation, climate change, and overconsumption. The visuals, paired with a moving soundtrack, create an engaging and educational experience. To introduce these climate change facts to pupils, I would start by showing selected clips from “Home” to capture their interest. Then, we would discuss the issues presented, encouraging students to reflect on how these problems affect their own lives and communities. Finally, I would guide them in brainstorming practical actions they can take to help protect the environment.
This September, I will be teaching a MGLD class in a Junior school. To begin the lesson, I’ll use a KWL chart to determine what the children already know and what they want to learn about. After discussing their existing knowledge and interests, I’ll show them the Paxi video on greenhouse gases, which is age-appropriate and easy for them to understand. This video will serve as a good introduction to the topic. Since the original worksheet is too advanced for my class, I’ll simplify it by adding pictures, a matching activity, and space for the children to draw their answers. I’ll also demonstrate the tool for predicting future temperatures on the board. Then, I’ll download this tool onto iPads, split the class into groups, and give each group an iPad so they can use the tool on their own.
I will be working in a special class next year and like the idea of creating a weather station to make the lessons hands on.
The paper “Unravelling STEM” highlights the seamless integration of different subject areas within STEM education, removing barriers and fostering interconnected learning. I found it fascinating that the paper underscores the significance of critical thinking and active learning. Emphasising how to think rather than what to think is a fundamental aspect of STEM education. In my classroom, I strive to adopt these principles by encouraging students to plan, explore, reflect, and work collaboratively. When projects don’t go as planned, we focus on improvement and teamwork.
The resources I reviewed are highly beneficial, and I am eager to incorporate them into my teaching. The idea of creating a weather station is particularly appealing, and placing it at the front of the school is an excellent suggestion. This setup makes it easier to explain that weather represents short-term conditions while climate is measured over a longer period. This method is particularly effective for young children. Additionally, teaching the correct use of a thermometer—ensuring it is placed in a shaded, well-ventilated area and allowing it five minutes to adjust—provides practical, hands-on learning. This project can be integrated into daily or weekly routines, offering a great opportunity to cover all aspects of STEM education. I am excited to implement this in the upcoming year.
Class Plan- Spacewalk
Introduction to Spacewalks
The objective of the lesson would be to understand the purpose and challenges of spacewalks. Activities would include a video presentation where I would show a documentary or clips of astronauts performing spacewalks. The class would then discuss the history, purposes (e.g., repairs, experiments), and dangers associated with spacewalks.
The objective of the next lesson on spacewalks would be to experience the challenges of performing tasks in space. Activities could include a simulation Setup: Create a spacewalk obstacle course with tasks mimicking those done in space, such as tightening bolts and collecting samples.Role Play: Students take turns being the astronaut and mission control, practicing communication and problem-solving.
Implementing a spacewalk simulation in the classroom during science week is a multifaceted approach to engaging students with space exploration. This activity reinforces essential STEM concepts through hands-on learning and real-world applications. The excitement of simulating a spacewalk can ignite a passion for space and science. The collaborative nature of the activities fosters teamwork, communication, and problem-solving skills. By integrating diverse teaching methods such as visual, auditory, and kinaesthetic, the class plan ensures that all students, regardless of their learning preferences, can engage deeply with the material.I really like the idea of blubbler gloves. It is something I have never tried so hoping to try it next year! Thanks Sharon.
I really enjoy using the resource Stellarium, mainly because once it is downloaded you don’t need the internet. It is amazing that this resource can show a realistic sky in 3D, just like what you might see with the naked eye or a telescope. In our school we may an iPad trolley so the children can use the iPad for their own exploration of Stellarium. I have the Stellarium app on my interactive whiteboard, allowing me quick access without internet issues.
Another online resource that I hope to use in September is Astronomy Picture of the Day (APOD). This online tool can be used with infants and a colleague used it every day last year as a warmup activity. On APOD, you can show a bring and encourage children to make observations for a few minutes. This can lead nicely to a whole class discussion or pair discussion. I have heard the language can be tricky for younger students so I would change the language to suit the children’s abilities.To introduce the lesson I would gather students in circle time and ask them to discuss where they see stars. They will typically say in the sky and I will explain that there are many other places we can find stars and star shapes. I will use the IWB to display the book, A Star in My Orange by Dana Meachen Rau. I will then demonstrate the star in the orange by cutting into an orange, The children will then handle the fruit to see the star shape in the middle.
I will provide the class with paper stars and they can decorate them with fabric, crayons, markers, ect. I will then help them to staple the stars to long straws. I will also encourage the class to devise pictures of their interpretation of a night sky using various art materials including stickers.
To conclude the lesson we would have a star party and listen to the song Star Light, Star Bright.This sounds like a lovely activity and I love that you included you a picture of your classroom display, thanks!
I would base this lesson towards infants and begin the lesson with the planet song, picking a song that does not have too many lyrics and focuses mainly on the planet names. Music typically ignites most areas of child development. The children would gather in a circle and I would play the song a couple of times before reading the lyrics aloud bit by bit. In order to catch the children’s attention, I would have planet posters displayed on the wall to help them to focus. The children could point to the correct poster while listening out for a particular planet in the song lyrics. To integrate art with the lesson, the children would each be given a clear, round plastic ornament to paint. They would paint the inside of the balls to match the colours of each of the planets. I would then tie string to the loop and hang them on a tree.
Hi Laura, this sounds like a great idea! I’m sure the children really enjoyed making a sundial. I must give it a try.
I had forgotten about this lesson and it’s always a crowd pleaser! Will be trying this out again in September.
Hello, my name is Lauren. I will be working in the MGLD class in September, with ages varying from 5 to 8. My favourite space fact is that some planets have no surface to land on. An inquiry based activity that I often do is the ‘Dancing Raisons’ experiment. For the equipment, you will need two clear glasses, one glass filled with still water and the other glass filled with sparkling. I then ask the children what they think will happen in each glass before adding the raisons; will they sink of float. When the raisons are added to the glass with fizzy water, they appear to dance as they float up and down. We then have a whole class discussion on why the raisons ‘danced’ in the glass with fizzy water and discuss that the increase in buoyancy helps the raisons to become less dense than the fizzy water.
