[Lisa Margey]

Part 1 :Story prompt: Noah’s Ark – there is a flood and the students must create and design a plasticene boat to save the animals without sinking. Students are placed in groups of 3 and given a equal amount of plasticene and a basin of water . – their Learning Objective is to turn the plasticene into a floating boat that will hold the animals ( peas / plastic pegs ) , the boat that can hold /rescue the most animals / peas will succeed. Pupils observe and discuss each others techniques giving effective ,constructive peer feedback .

Part 2 :

Computational Thinking (CT) skills are essential to thriving in today’s academic and professional world. There has been a growing focus globally on fostering CT skills as well as on introducing computer programming concepts and languages beginning as early as Junior Infants and pre-primary school. Tools, curriculum, and frameworks to promote CT in the early years must be designed and implemented in ways that engage children who cannot yet read and write, who learn through play, and who have a short attention span and limited working memory but also strong natural curiosity. This paper  summarises  on the state of the field of CT as it relates to early learning and development, a time when young children are being introduced to foundational skills, such as literacy and numeracy, which can carefully be complemented by an exploration of CT. There is growing interest in integrating CT into early learning environments. Educators recognize its potential to enhance problem-solving skills and creativity. Various pedagogical approaches are used to introduce CT concepts, including playful activities, unplugged exercises, and programming tools designed for young learners. Teacher training is essential for successful CT implementation. Teachers  need support to integrate CT effectively into their teaching practices. Assessing CT skills in young children remains a challenge. Researchers are exploring innovative methods to evaluate CT competencies. Ensuring equitable access to CT education is crucial. Efforts to address disparities and promote inclusivity

[Lisa Margey]

The story of Three Little Pigs.In this STEAM lesson, students will work in three teams to build houses that will (hopefully) withstand the huff and the puff of the big bad wolf. This lesson will take approximately one 45-60 minute class period to complete.

Materials Needed

1 copy of The Three Little Pigs
50 popsicle sticks for Team 1
50 small (hot drink) straws for Team 2
50 index cards for Team 3
1 thick piece of cardboard to serve as the foundation for each team’s house
1 poster board roof for each team
One roll of masking tape for each team
Small desk fan to serve as the big, bad wolf (preferably decorated appropriately).
paper and pencils
Procedure

Read The Three Little Pigs out loud to your class.
After reading, ask students what they think is needed to build a strong house. Consider linking this to different weather conditions–what would you need if you live in a windy climate? A hot climate? A snowy and cold climate?
Divide your class into three groups and Introduce the Three Little Pigs Design Challenge: Can your team design and build a house that the big, bad wolf can’t blow down? Requirements:
Your house must be built on the provided foundation (must be at the bottom of the house) and using the roof (must be at the top of the house) provided.
You can only use the materials provided to your team.
Everyone must work together and all ideas need to be considered.
You only have 20 minutes to build your house and have it tested.
Show students the “Big, Bad Wolf” so they know the force of the wind (huffing and puffing). Note: You can extend this challenge by using a fan with different levels (high, medium, low) and students that pass the “low” fan can move to medium and then high, etc. You can also move the fan to pre-determined locations measuring from further to closer to the house.
Hand out each team’s assigned material to use. (Note: If you have larger classes, you can divide the students into more than three groups and add additional building materials such as different straw sizes, different popsicle stick sizes, and different paper stock weight sizes. But every team needs to use the same foundation and the same room.)
Encourage students to draw or sketch their ideas before building.
After 20 minutes, students must bring their house to the “testing zone.” Note: their house can face any direction, but the wind must always come from the same place. If the house is still standing after 20 seconds, success!
Discussion

Give students time to discuss  their answers individually and then discuss as a class:

What material worked the best?
Why do you think some materials were more effective than others?
Was your house able to withstand the huffing and puffing of the big bad wolf?
How could you improve your design?
Extension: What are all of the different jobs that are needed in order to build a house (make a list on the whiteboard)? How many of these jobs require an understanding of science, technology, engineering, and/or math (place a star next to these jobs)?
After discussing the strongest materials and discussing about the most stable shapes = have students retest but this time using all the same materials to ensure fair testing – to make the most stable house- using another fan.

[Lisa Margey]

Digital tools let students collaborate in new ways, question the world around them, connect their work with the world, create products that demonstrate their understanding, and wonder about new topics they encounter. These strategies can help you integrate technology into a lesson as you design learning activities.

The vision of the Digital Strategy is to “realise the potential of digital technologies to enhance teaching, learning and assessment so that Ireland’s young people become engaged thinkers, active learners, knowledge constructors and global citizens to participate fully in society and the economy”. The strategy promotes the embedding of digital technologies in all classroom and school activity so that the use of digital technology becomes a seamless part of the whole education experience. It underpins the development of 21st Century skills in our young people; skills such as communication and collaboration, critical thinking and analytic reasoning, research skills, creativity, problem solving and team work

Developing my  use of digital technology can have a profound impact on a school in several ways:

For example  :Technology can make lessons more engaging and interactive.

Technology facilitates better communication and collaboration among students and teachers.

Teachers can continuously improve their skills through online courses, webinars, and professional learning communities. Digital tools can streamline administrative tasks, such as grading, attendance tracking, and communication with parents.

Ensuring all students have access to digital tools can help close the achievement gap.

Overall, integrating digital technology in teaching not only enhances the learning experience but also supports teachers in their professional growth and improves the overall efficiency of school operations.

 

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