Forum Replies Created
-
Posts
-
Using the Rose Fitzgerald Kennedy Bridge as an example, I will describe how I would plan a whole school challenge to design and make a bridge. Materials needed would be craft sticks or wooden skewers, string, cardboard tubes and masking tape or PVA glue. Firstly I would allow the children to explore the materials and help each other design and make their own bridge or a replica of the Rose Fitzgerald Kennedy Bridge after we learn about it and visit the bridge. It would be important to allow the children time to explore their own designs and what would structurally work best. This could be integrated with maths particularly in shape and space where the children can identify shapes. Measurement would also be a prominent topic as the children would be measuring heights in centimetres. Dara might also feature when exploring the design of the whole project. Financial projects and planning for the project would also be included.
I really like the idea of no mow May. We have loads of grass patches so this is something I will be proposing going forward.
The registration of my school with the all Ireland pollinator plan would be a great initiative to set up in my school to support biodiversity in our local school community and area. As the co-ordinator for the school garden I would be able to complete this and I would get my garden committee to help spread the benefits and educate the other children about what we are doing and aiming for. A seasonal biodiversity project could be no mow May. Teachers should be provided with CPD to support this initiative and ensure it is successful. I would encourage teachers to explore what we have in our own school garden and discover the pollinators such as having a classroom walk and using identification tools to help the children learn about certain species. These activities could also be co-ordinated in line with our Green Schools committee. This could be integrated into maths in data analysis, art for drawing plants, science and geography.
Teaching map-making to younger classes is all about transitioning them from their three-dimensional, hands-on world into a two-dimensional, bird’s-eye view. Children at this stage learn best by moving, touching, and relating spatial concepts back to their own bodies and familiar environments. Digital tools are a great way to keep the children interested as we live in a highly digital environment. Google maps and geohive are examples of such wonderful resources. My lesson is based on where we should build our new playground. On Google maps you could drop the pin and allow the children to point out familiar areas to them. The children could point out and discuss where we have space to build our playground and where it might be most used. This could be concluded with the children giving reasons for their final decision and designing their dream playground that could be built in this space. It involved teamwork and communication skills.
I agree Naoimi, STEM provides so many opportunities for integration and fosters so many important skills in our children.
I tried out some of the activities mentioned in this module myself and I particularly enjoyed the lesson about the reflection of light and I know my 5th class students would enjoy doing this one too. This activity is a lesson on mirrors. For this experiment you will need a ball, mirror, paper, light, protractor, scissors, pencil and cardboard. This activity is great as you can see the reflection of light in different ways such as when we bounce the ball off the ground or when we shine light into a mirror and it reflect onto a piece of cardboard. The children can then practice their lines and angles skills during this experiment and can determine whether the angles are obtuse or acute in the reflections. This is just a very small and simple activity that caught my attention and can be so easily done in the classroom as it involves the use of very basic equipment that is easily accessed.
I agree Laura it is great to utilise what we have on our doorsteps by exploring our local rivers. Hands-on local experiences are also more meaningful to children.
Sustainability in Carlow isn’t just about big global rules; it is about what we see every day. From solar panels on local GAA clubs to careful farming around the River Barrow, our county is making real, quiet changes. Local groups like Tidy Towns and community centres are leading the way by saving energy, protecting our local wildlife, and cutting down on food waste. It shows that caring for the earth is a true community effort. To bring this into the classroom, I want my pupils to see that sustainability happens right outside their window. Big climate problems can feel scary, so we will focus on local, hands-on action. This could be done by initiatives/ activities such as having waste trackers where we keep a close eye on our lunchboxes and help reduce waste, energy conscience – by having pupils to keep an eye on the lights and IWB when we leave the classroom, we actually do this in my school where our slogan is blinds up lights off. We could also walk along the river Barrow and look at local plants, bugs and water health.
Hi Frances, I really enjoyed your response and liked the way you broke down the topic into a series of lessons. It is great to have a forum like this to share ideas.
As a 5th class teacher I really emphasise healthy eating and lifestyles in my classroom as the children are reaching puberty and need to be more conscious as they grow older. Seafood is a superfood whenever one talks about nutrition. It has so much to offer. Fatty fish like salmon is great for providing omega 3 oils which boost brain health, white fish like cod is great low calorie protein, oysters and mussels boost your immune system by providing zinc and iron which means you don’t get sick as often. Seafood is packed with vitamin D and vitamin B12. Overall it is very lean and beneficial while also low in calories. It is very important that children know what foods they should be fuelling their bodies with and the benefits of consuming certain foods. This links perfectly into our SPHE lessons but could also be integrated into geography, where does our fish come from? Science, what is the lifecycle of the salmon or what benefits does fish provide to my body, maths, completing survey on how often people eat fish.
I really enjoyed reading your response Frances. I particularly liked the way you integrated the subjects based on the lessons from the ARC.
Using the online lessons created for the ARC, teachers could easily apply the concepts and skills covered to their own teaching practices which would also be in line with STEM education policy statement. By using these lessons teachers are encouraging inquiry based learning which gives the children agency and helps them come up with the action. An example of a lesson that might be beneficial in my school would be to get the children to brainstorm what they know about agriculture as we are from a land locked county. I would then complete the ARCs lesson one on what is aquaculture and this would be a great opportunity then for the children to compare and contrast and to see what similarities and differences there are between the two practices. In my school the children would already be very aware of agriculture in our community and the benefits it brings to our community. This would be a nice opportunity to see the same in a contrasting part of Ireland such as Donegal.
I really enjoyed your response Jane. You really highlighted what Ireland’s geography has to offer. You are so right. We are known for our agriculture but some areas just aren’t suitable for agriculture and aquaculture might be more beneficial.
Aquaculture farms have really boosted the local economy of the communities in which they are situated. Places like Killibegs in Donegal for example are small communities and towns that may not have my professional job opportunities for the young people born there. Young people may therefore feel the need to move to larger town and cities. However, since aquaculture is very labour intensive it requires a large strong workforce, hence younger people are staying in their communities to work and hence are contributing to the local economy. The integration of this topic in our primary schools will help the children to learn about industry and the importance of industry, traditional practices in Ireland, the benefits of aquaculture in certain areas and how human activity can help shape an area and develop an area when they utilise the natural environment around them. As a teacher in a farming community, this could also be emphasised due to the high employment rates in this area.