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I really enjoyed the light pollution module. In particular, street lighting. My school is located on the outskirts of a small town. I was planning on doing a study of the centre/diamond of the town – historical, economical and now I can add this aspect to the study.
Firstly, as a class I will introduce the term ‘pollution’ and move on to ‘light pollution’ . I would do a living KWL chart which will focus our learning and help us to assess our learning in the end. After exploring light pollution globally, we will then explore light pollution locally. We will carry out a survey of lights in the diamond at different times during the day and the evening/nights. Using a map we can plot the different types of lights and I will ask the pupils to record other information like the colour of the light(soft/harsh), where does the light shine(all around/down/on to a building/ carpark) , how many of these lights are there, how long are they turned on?, are they public/private. After doing our survey we will explore reasons for lighting(safety, deterrents, decorative, advertising, signage). Once we have all this information we an then ask these questions :
Are the lights on my school/home “dark sky friendly”?
• Are they causing light pollution?Then we can make a plan by asking these questions:
What differences could be made by using different light fixtures?
• Would shielding make an improvement?
• Would a different colour light make a difference?Focusing on the street lights, I will ask the children to construct a light fixture that would minimise light pollution. We can try these out using a lamp.torch.
Finally, we will evaluate our findings. Can our town do better when it comes to lighting? Who can we approach if we have recommendations(County Council)?
Observing the Moon in the mornings can be a fun and educational activity. Here’s a simple plan to help you get started:
### Materials Needed:
– Notebook and pen/pencil
– Binoculars or a telescope (optional)
– Moon phase calendar or app
– Camera or smartphone (optional for taking photos)
– Comfortable outdoor seatingStep-by-Step Plan:1. **Check the Moon Phases:
– Use a moon phase calendar or app to determine when the Moon will be visible in the morning. The best times are during the waning gibbous, third quarter, and waning crescent phases.2. **Choose Observation Dates:
– Select a series of mornings when the Moon will be visible. Ideally, choose clear days to avoid cloud cover.3. **Find a Good Location:- Choose a spot with a clear view of the eastern horizon, where the Moon will be rising.
4. **Prepare Your Equipment:- If you have binoculars or a telescope, set them up in advance. Ensure they are focused and ready to use.
5. **Record Your Observations:- Note the date, time, weather conditions, and any interesting features you see on the Moon. You can draw what you observe or write descriptions. I would use the worksheet provided setting out each observation for each day.
6. **Take Photos- Use a camera or smartphone to take pictures of the Moon. This can help you track changes over several mornings.
7. **Look for Details:**
– Pay attention to the Moon’s craters, shadows, and phases. Notice how the visible part of the Moon changes each day.8. **Reflect and Learn:**
– Review your notes and photos to see how the Moon changes over time. Learn more about the Moon’s features and its phases.By following this plan, you’ll gain a better understanding of the Moon’s phases and enjoy the beauty of our nearest celestial neighbour.
I like how you incorporated math into the sundial activity- espectially angles. This is a great hands on ways of looking at angles and their importance in every day life and living.
The Earth has seasons because it is tilted as it orbits the Sun. Imagine the Earth as a big, spinning top. It’s a little tilted to one side. As it travels around the Sun each year, different parts of the Earth get more sunlight.
The One Year on Earth is a nice activity to demonstrate this. The work sheets are engaging and invites the children to justify their thought and preconceptions. The aerial photographs are great for the children to think outside the box.
I would also use the fantastic Paxi videos which demonstrate the movement of the earth around the sun while also rotating. I would put the children into group to demonstrate this also.
Creating a sundial would be a nice extension activity which would consolidate their learning and they can apply that knowledge while figuring out the sundial, north south etc. We would need to use a compass to place the dial in the correct direction.
Yes, it is a great way of teaching morality to the children, outside of religion. It also links in so well into nearly every other subject, which if planned correctly can be very useful to teachers when trying to cover all curriculum areas and objectives.
Development education is an educational approach that encourages students to understand and critically engage with global issues such as poverty, inequality, sustainability, and social justice. To incorporate it at the primary level, teachers can:
1. Integrate Global Themes: Include topics like environmental conservation, cultural diversity, and human rights in the curriculum.
2. Interactive Activities: Use projects, storytelling, and games that reflect global issues.
3. Cultural Exchanges: Facilitate pen pal programs or virtual exchanges with students from different countries.
4. Community Involvement: Organise activities that connect students with local and global communities, such as charity drives or awareness campaigns.This fosters critical thinking, empathy, and global awareness among young learners.
This topic is a fantastic topic to use as a them throughout the year or term. There is so much that can be explored and the pupils will really enjoy it as it is so relevant. The videos and online resources are incredible and will make the lessons come alive. Critical thinking and dialogic classrooms are the future in the classroom and this is a great theme to develop these strategies.
The impact of climate change is all around us, and we are the lucky ones! Flooding , storm and wind have been more frequent and more destructive in recent years.
To help slow down climate change, we can consider these three actions:
1. **Transition to Renewable Energy**: Shift from fossil fuels to renewable energy sources like solar, wind, and hydroelectric power. This reduces greenhouse gas emissions and reliance on non-renewable resources.
2. **Promote Sustainable Agriculture**: Implement practices such as crop rotation, organic farming, and reduced use of chemical fertilizers. These methods can decrease carbon footprints and enhance soil health.
3. **Enhance Energy Efficiency**: Improve energy efficiency in homes, buildings, and transportation. Use energy-efficient appliances, insulate buildings, and promote public transport, cycling, and electric vehicles to reduce overall energy consumption and emissions.
In our school we take our Green Flag very seriously and these lessons will tie in with this very well. They will show pupils the impact of climate change on us locally but also globally and we will focus in on the inequality of the impact felt by the rich and the poor.
It’s also a great topic for SSE discussion.
I like how you would draw up a contract with the students on how you could welcome and support the refugees within the school and community. Also, it is vitally important that the pupils are aware of the influence that the media has on our views of refugees. We must encourage them to think for themselves and not to depend on others views.
Welcoming and supporting refugees in our community involves a combination of practical assistance, cultural sensitivity, and community engagement. Start by providing essential resources such as housing, food, clothing, and healthcare. Partner with local organisations to ensure these needs are met efficiently. Language classes and educational support are crucial for helping refugees integrate and become self-sufficient.
Offer employment assistance through job training programs and connections with local businesses willing to hire refugees. Cultural orientation programs can help refugees understand local customs and legal systems, easing their transition. Encourage community involvement by organising social events and cultural exchanges, fostering mutual understanding and respect.
Volunteers can play a vital role in mentoring and offering friendship, creating a welcoming environment. Advocacy for refugee rights at the local and national levels is also essential to ensure policies support their long-term integration and well-being. Together, these efforts can build a supportive and inclusive community for refugees.
Cora, it is a great idea to link the hot meals programme to this topic. Sometimes I feel that the children do not appreciate the privilege they have compared to others globally. The 100 People in the World video is an excellent discussion starter and makes things more accessible for the children.
I was really taken by the housing aspect of global inequality and enjoyed the lesson. I felt it was really powerful because it is so relevant to us not only globally but locally also. In Ireland today there are so many problems with housing, not only for immigrants or refugees but also for Irish people. A child in my class was on the brink of losing her home and it became a news story in the local newspapers. Therefore, I feel the lesson and indeed the whole module can show pupils the inequality felt by children all over the world and how it can impact our lives and futures.
The game where Team 1 can take anything from team 2/3 would be great fun (for some) but also very thought provoking and a really got catalyst for a critical literacy discussion topic.
As a whole this unit will help the children to understand the global inequality in housing severely affects children’s lives, leading to disparities in health, education, and overall well-being, perpetuating cycles of poverty and limiting future opportunities.
Absolutely. We need to discuss the idea of jobs for a certain gender. We need to reinforce the fact that girls and boys can do whatever they want.
Gender stereotypes can significantly impact young students by shaping their interests, behaviors, and self-perception. Boys might be discouraged from expressing emotions or pursuing interests in the arts, while girls may shy away from subjects like math and science, believing these are not for them. These stereotypes can limit their potential, reinforce gender biases, and affect academic performance and career aspirations. Additionally, children may face social pressure to conform to traditional gender roles, which can hinder the development of their individuality and self-esteem. Early exposure to gender stereotypes can thus influence their educational experiences and future opportunities. My own experience of gender stereotyping is when I had a group doing a project on robotics. There were 4 boys and one girl in the group. I observed how the boys treated the girls in that they left all the boring, tedious work to the girl while they went out to play. I did intervene at times and the girls also stood up for herself however I was genuinely shocked at their attitude and sense of importance at such a young age.
I chose communication as my skill as I feel it is extremely important to have good communication skills. In today’s world you can be extremely knowledgeable, however if you cannot communicate that information, you are at a disadvantage. In my classroom I have a lectern in the corner. Sometimes I take it out and use it when I am teaching something, just to model the skills I’m trying to teach. When the children are finished a Power Point report on particular topic, they are asked up to the lectern to present. I would then ask the audience what was good and what could be improved (2 stars and a wish). Digitally, whether they are creating a project on PP or OneNote or whatever, they are encouraged to use multi media methods to further develop/ explain their idea or topic. Communication is something that must be taught discretely, from Junior Infants right up to third level. We are getting better at it because we know the value of it when the pupils go to secondary or third level education. Often they are required to present projects, CBA’s etc and if they have no experience of doing that, it can be a very daunting task. As teachers we must be mindful of this and incorporate it more in our everyday teaching and learning.
Over the past number of years I would regularly use digital technology in teaching, learning and assessment in class. I found Studyladder very useful. This is a site that has activities across all curricular areas and it enables the teacher to set tasks and to see results of those tasks. I would have set a task for example on measurement, before teaching, and repeat the same task after teaching and compare results. I would also use Kahoot for vocabulary assessment based on story being read and repaeating this quiz regularly to ensure retention. Going forward I would like to do more with OneNote and Sway in order to give more variety to the pupils and to allow them to familiarise themselves with as many platforms as possible.
SSE’s six step template can be used to inform us of our teaching quality and inform us of where to go next. As teachers we should always be gathering evidence, planning, analysing, judging, reflecting. For the most part we do this automatically, subconsciously, however doing it in more structured ways, like SSE, it would be more rewarding.
Digital Tech. can have a huge impact on SSE-all of the steps can be achieved easily using DT- gathering, analysing, assessing, collaborating. It really just takes one person to be confident enough to set things up and the others will follow.
