Forum Replies Created
-
Posts
-
I really like the idea of revisiting the canal at different times of the year. It would give pupils a chance to notice seasonal changes for themselves rather than just learning about them in class. The photographs and observations could also create a lovely record to compare throughout the school year.
I really like the idea of combining the trip to Birr Castle with art, music, drama and creative writing. The role-play of the Parsons family would be a great way of bringing the history to life. Finishing with an exhibition would also give the children a real purpose for their work.
I would plan a class project exploring the scientific and natural heritage of our local area over approximately four weeks. We would begin by using maps, aerial photographs and online mapping tools to identify important natural and built features in the locality. Pupils could then explore the school grounds and surrounding area, recording plants, animals and habitats they observe. We could compare our findings with records from the National Biodiversity Data Centre and carry out a simple biodiversity survey.
I would also nclude local buildings and bridges, discussing how they were designed and constructed and using these as inspiration for a small engineering design-and-make challenge. Pupils could work in groups to research different aspects of the area before presenting their findings through posters, photographs, maps or digital presentations.
To include the Arts, pupils could create drawings, poetry or short stories inspired by the local landscape and wildlife. Giving pupils different roles within their groups would allow everyone to contribute according to their interests and strengths.I really like the idea of using The Three Billy Goats Gruff as a starting point, especially with younger classes. It makes the challenge fun while still developing lots of STEM skills. Testing whether the bridge can safely hold the bears and then evaluating their designs would be a great learning experience.
I like how this links local history with modern engineering and sustainability. The idea of designing a community building using recycled materials would give pupils plenty of scope to be creative. Including features such as wheelchair access and natural lighting would also encourage them to think about how buildings need to meet different people’s needs..
I would use the uspension bridge in Birr Castle Demesne as inspiration for a 3rd Class design-and-make challenge. We would begin by looking at the bridge and discussing its main features, particularly how the cables and supports help to hold the bridge secrely.
Working in small groups, pupils would then be challenged to design and build their own suspension bridge using materials such as cardboard, string, lollipop sticks and masking tape. Before building, each group would draw and label a plan and decide on suitable dimensions.
Mathematical thinking would bem incorporated throughout the activity. Pupils would estimate and measure length in centimetres, explore 2D and 3D shapes, identify symmetry and consider distance and scale. Once completed, we would test the bridges by gradually adding weights. Pupils would record their results in a table and compare which designs held the greatest weight. Finally, groups would discuss what worked well and how they could improve their designs.I really like the idea of involving both the Green Schools and School Garden Committees, as this would make it a whole-school initiative. The bee hotels and insect habitats would be particularly engaging for younger pupils. It would also provide great opportunities for ongoing observation and recording during Science lessons.
I would conduct a seasonal biodiversity projectthroughout the school year, using the school grounds and local area to observe how plants and animals change across the seasons. Pupils could visit the same outdoor area regularly to record birds, insects, trees, flowers and signs of seasonal change. We could use identification resources from the course, such as biodiversity identification guides and online recording toolss.
I would create simple recording sheets where pupils could note the date, weather, species observed and any changes since their previous visit. We could also take photographs to create a digital record. I would aim to bring the class outdoors at least once a month, with additional observations when significant seasonal changes occur. The project could integrate Science with Maths by creating graphs of species recorded, English through nature journals and report writing, Geography through mapping habitats, and Art through observational drawings of plants and animals.I like the idea of starting with the classroom or school, as it gives younger children a familiar place to base their map on. Comparing their own maps with the aerial view on Google Maps would be really interesting too and would help them understand how the same place can be represented differently.
Consider the hands-on mapping activity on creating map layers outdoors and describe a lesson plan for using this with your class and integrating it with the use of online tools and resources. What variables might you map and what questions might you ask?
I would use the outdoor mapping activity with my class to explore the school grounds in a more practical way. We could first walk around the grounds together and then, in small groups, create a simple map of the area. The children could add different layers to show things like trees, grass, buildings, paths, play areas and different types of surfaces.
When we return to the classroom, we could look at the same area on Google Maps or GeoHive and compare it with the maps we made ourselves. I would ask questions such as: Where are most of the trees? Which parts of the school have the most green space? Are there areas that are mainly concrete or tarmac?
This could also link easily with Maths by counting trees, measuring distances and creating graphs based on what we found. I think the practical element would make the mapping work more meaningful for the children.I really like the idea of actually building a simple telescope, as it gives the children a practical way to understand a concept that could otherwise be quite abstract. Working in pairs would also encourage collaboration and problemm solving, and I think the link to how real astronomers observe distant galaxies would really capture their interest.
I agree that children learn best when they are actively involved and can see a real-life purpose to their learning. I particularly like the idea of using Birr Castle as a starting point, as it connects STEM with Irish history and heritage while providing opportunities for practical investigations into light and astronomy.
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
One idea I will take from this module is to make STEM learning more inquiry-based rather than always beginning with an explanation from the teacher. I would like to give pupils more opportunities to ask questions, make predictions, investigate and then discuss what they have discovered. The Curious Minds framework of Engage, Investigate, Next Steps and Reflect would be a useful structure for this.
I also think STEM can be integrated naturally across the curriculum rather than taught as four separate subjects. For example, a simple investigation could involve measuring and recording results in Maths, carrying out an experiment in Science and using technology to research or present findings. Pupils could work in groups to solve a problem, test different ideas and explain their thinking to the class.
This links well with the STEM Education policy as it develops creativity, critical thinking, problem-solving, collaboration and communication while making learning more active and meaningful