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For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive.
I teach 1st, 2nd and 3rd class and I really loved the idea of making a 3D map of the school grounds, or the local village in which I teach. I would begin by showing the heritage council video by Una Halpin about creating a 3D map as a prompt to the children. I would then illicit their own ideas of how they could make a 3D map. I would then scaffold and help the children plan what they need to look out for and how to approach our mapping walk. I think for my class I would ask them to work in small groups or pairs, as I have plenty who will benefit from the peer tutoring. I would definitely use Google maps and Google streetview to help but I think I would only use these after we’ve done our mapping walk. I’ve often tried to do map drawing before in the past with the children and I’ve found they’ve really struggled with it. I think a 3D map will be much easier for them to visualise. I would use Google maps to ask the children to check the details they’ve included, along with streetview to check shapes and sizes of things.
<span style=”font-weight: 400;”>Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement.</span>
<span style=”font-weight: 400;”>One of the biggest things I’ve taken away from this module is the idea of STEM education being integrated, and not approaching each area as a different subject. As teachers, we are so used to saying ‘ok we’re doing science today’ and of course there is always mathematical overlap, but I think it will be useful to become more aware of the links between each STEM area. I’m also planning on using what I’ve learned about inquiry based learning and lessons. I love the idea of using a prompt such as the wondering questions about light, and asking what the light is doing when it passes through the prism. I love the idea of being a questioner as a scientist. I will definitely be encouraging the children in my class to question things more and to come up with their own questions that they’d like to answer through the investigation stage. </span>
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I love that you are focusing on teaching the children about famous and influential women in STEM. I do think it’s so important that we consider diversity when planning the people we teach about and the stories we tell. It’s so important that young girls especially but also boys see women succeeding in typically male fields like science.
<span style=”font-weight: 400;”>Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage</span>
<span style=”font-weight: 400;”>I would plan an art project based on astronomy and would use the lives and work of astronomers from County Roscommon – James Curley and Dr. Eamon Ansbro. I would begin the lesson by asking the children to discuss what they know about astronomy and to ask any questions they would like answered. Then we would learn about the two astronomers mentioned and the work they carried out. We would use all of this as inspiration for an Art project. I think I would suggest a collaborative project where we make one really big piece inspired by astronomy and the night sky. I would show the children the different constellations and see if any of them wanted to recreate them artistically. The children could use any art materials that they like, but the idea of using paint is very visually striking. I would then ask another teacher in the school if we can present our Art piece while also peer teaching another class what they learned about the county Roscommon astrononmers. </span>
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I love the idea of using the local greenway as inspiration for bridge making and designing. Following the trajectory of the freeway building in real time as you said would be incredible for the children and would open up so many opportunities for mathematical and scientific thinking.
<span style=”font-weight: 400;”>Using the suspension bridge in Birr Castle Demesne or a bridge in your local area as inspiration, describe how you would plan a class or whole school challenge to design and make a bridge. How would you integrate mathematical thinking and incorporate the maths skills appropriate to your class level.</span>
<span style=”font-weight: 400;”>My school is in a small rural village and we do actually have a bridge in it. I would use this bridge as the inspiration and prompt for my class’s design a bridge challenge. I would bring my class on a walk to the bridge which is nearby and we would have a discussion about bridges and their necessity and what makes a good bridge. I would ask the children to think of questions they might have about bridges that they’d like answered. Back in the classroom i would encourage the children to use any materials they like to design and create their own bridge. I would encourage mathematical thinking by asking about what 3D shapes might be good to use in the building of their bridge. I teach 1st, 2nd and 3rd class so would differentiate the mathematical questioning. I would encourage the children to think about measuring and ask them if that would help with their design or if they can utilise it in any way. </span>
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I love the idea of the children keeping a biodiversity journal as part of this project. The journal could include drawings and photos too. I also like the idea of focusing on one small area of the school to monitor.
<span style=”font-weight: 400;”>Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?</span>
<span style=”font-weight: 400;”>I would sign my class up for the Citizen Science Portal and I would focus on recording plant and animal life in the local area with a focus on the different seasons and the variety of plant and animal life that can be seen in each season. I would use one of the school iPads to download the app and as often as we could manage, go on nature walks with it, but also with some of the bird and butterfly and plant checklists and information sheets referenced in this module. I would incorporate Maths by getting the children to collect data and display it in different forms, pie charts, bar charts etc. I would integrate Art in so many different ways. The children can create 3D constructions using natural materials, only once they’ve been identified for the portal. I would maybe focus on the lifecycle of the butterfly and try to find some caterpillars and chrysalises to monitor and watch in spring and summer. </span>
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I love the idea of using questioning to begin this lesson such as ‘what is a map and what is it used for?’ I also love the idea of letting the children create 3D maps of any chosen area, rather than something prescribed like the school grounds or locality. I also had never thought of symbols and asking the children to create a key of symbols.
I completely agree that in the past, I’ve been guilty of overcomplicating STEM education. I tend to be of the mind that unless we are using lots of resources and equipment and have something to show for our work at the end, that it maybe doesn’t count. But this has reminded me that the learning experience is far more important than the end piece, or in fact, that there doesn’t need to be an end piece. I think it’s about encouraging the children to have an enquiring mind and to start thinking scientifically.
