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I think your idea for music is lovely. I’m sure the students would enjoy working in small groups to compose a song inspired by sounds that would be heard on the bogs. It’s a great idea to use a mix of body percussion and instruments.
I was very inspired by all the teaching in Modules 1-5. I think the students in my class would really enjoy a class project to study the scientific and natural heritage of our local area. I would love it if we could complete the project as a Whole School project so the students can improve their collaboration skills and support each other with their ideas. In each class the students could work in small groups and take a different topic each to research. One group could research some of the astronomers, botanists, engineers, photographers and scientists associated with our local area. They could investigate their contributions to modern science. They could use their artistic abilities to draw portraits of these people. Another group could identify the positive aspects of natural and built environments in our local area. This group could use their map making skills to draw up a map of our local area, pin pointing each aspect of the natural and built environment. They could use aerial photographs or satellite images either. Another group could recognise and appreciate people or groups who serve the local community. They could further their investigation by researching how their contribution enhances the quality of lives of others. They could use their ICT skills to complete their research. Another group could listen to, discuss, retell and record a range of stories from the lives of people who have made a contribution to local life through technological, scientific, cultural and artistic activities. This group could use their literacy skills to recount a story, illustrate pictures and in turn, put together books for the other groups to read and add to our class library. I would plan the project work over four weeks. On the fifth week the students could present the projects, first to our own class and then to a neighbouring class.
I agree that the activity is a great opportunity for cross-curricular integration. It’s a great idea to have the students working on comparing three famous bridges of the world with Kilcullen bridge.
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:
I would make my class familiar with some of the past and present engineering features in our local area. We would use the bridges in our locality as inspiration for our classroom designs. I would also use some of the ESERO and Curious Minds classroom resources for design and make. First I would remind students about the design and make process. We would watch the Crash Course Kids video ‘What’s an Engineer?’ I would integrate mathematical thinking by teaching the class the unit of measure, especially angles, shapes and length. Throughout the task they will be solving and completing practical tasks and problems involving length, 2D and 3D shapes. I will encourage the students to explore the many types of engineering features that make our lives easier every day. Perhaps we could go on an Engineering Trail of our local area and explore some bridges along the way. I would also expose the students to well known bridges outside of their locality, such as the Carrick A Rede rope bridge in Northern Ireland. I would set a Design and Make challenge for the class. I would note all our ‘Wondering’ questions on a poster that we can refer back to during the lessons and at the end of our course of lessons during the evaluation process. We could explore and investigate materials for different properties. The students could explore how different materials may be used in construction and what would be best suited to their bridge. Hopefully we could complete the project as a Whole School engineering project so the students can improve their collaboration skills and support each other with their ideas.
I think it is a great idea to repeat the chosen activity once every term or season to give the students a greater understanding of how the climate can influence biodiversity. It definitely brings what they’re learning alive and makes it relevant.
Using some of the identification tools and resources outlined in this module, identify some species of plants or animals in your own local environment and record them with the National Biodiversity Data Centre and then outline how you would get your class involved in citizen science projects:
I would first teach some of the language of ecology and biodiversity. I would like the students to explore biodiversity in their local environment. I think a great way to encourage hands-on, scientific exploration would be to get the students involved in citizen science projects. I would carefully plan projects for the students to get involved in. Firstly, one group could explore aquatic life in our local area and explain their importance. Secondly, another group could investigate the species of animals and habitats that are found in our local environment. Thirdly, a group could investigate changes in our local biodiversity over time. I would encourage the students to use a variety of resources in their projects such as images, photographs, trail cam footage etc. Finally a group could investigate some ways in which plant and animal behaviour is influenced and adapted to environmental conditions. I would support the students by giving them the list of websites, apps and downloads, books and keys listed in Module Three, especially the ones that are specifically tailored to Ireland from the National Biodiversity Data Centre to make identification much easier. I would organise a flora trail, a tree trail or a minibeast safari using a picture checklist. To add a competitive element I would make it a challenge where they compete in teams to find the wildflowers, the trees or the minibeasts on their walk.
I agree that the idea of mapping the school locality would be effective for students. The class would enjoy going for a walk and mapping this walk on their return to the school grounds.
I want the students to recognise and investigate human activities which have positive or adverse effects on local and wider environments. I think it is very important to link our local area to their learning. I would integrate the hands-on mapping activity with the use of the following online tools and resources. I would try to teach the activity in tandem with Space Week. At first I would teach the students about satellites using resources from http://www.esero.ie and http://www.sfi.ie. http://www.esa.com has great videos I would use. Their mascot Paxi is great and easily relatable for kids of all ages. I would ask the students to make a map outdoors using natural materials from our local area. I would show the students the tutorial from Una Halpin. The tutorial encourages children to explore and record their local heritage by taking a walk locally and making a 3D map of what they have seen. I would map the following variables. We would have a conversation about what to include on the map – whether it would be a good idea to map the entire school or part of it. We will discuss what would happen if we can’t fit all the information onto our maps. I would ask the following questions to extend the students’ learning opportunities such as What do we know about our school? What do we know about our local area? What natural resources could we use? What man made and natural resources can you see?
I agree that the planning guide would be effective in my teaching of STEM. It is comprehensive and would spark curiosity in children through hands-on, active activities.
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:
I feel my teaching practice has benefited greatly from the learnings in Module One. The STEM policy statement taught me to investigate our local area as a basis for scientific exploration inside and outside my classroom. STEM is not confined to Science, Technology, Engineering or Mathematics subjects. I will endeavour to apply a cross disciplinary approach in my teaching and to link STEM to other curriculum areas in particular the Arts. I will use the four pillars; nurture learner engagement and participation, enhance teacher and early years practitioner capacity, support STEM Education Practice and use evidence to support STEM Education to support me in my teaching of STEM. I will use the framework for inquiry encouraging my students to ‘engage’, ‘investigate’ and ‘take the next step’. Themed frameworks will help me to integrate STEM between other curriculum areas, in particular oral language and written language skills.
I like your ideas of going on a local walk, inviting someone into talk, doing simple projects like sorting waste, growing herbs, or making posters about local wildlife. I agree that they are all great ways to show that small actions make a difference.
I think it is so important for students to learn about sustainability so that they can practise it in their own lives. A great link to learning about it could be exploring how it is practised in our local area. A good example of this is exploring the many businesses in Galway which have ‘gone green’. Many of the businesses ensure that environmental sustainability is at the heart of all their strategies and business objectives. Improving environmental performance or ‘going green’ can save businesses money, can increase competitiveness and can increase consumer demand. Galway City Council offers support to help businesses on their sustainable journey. Firstly, businesses can use the expertise and guidance of their Environment Education Officer. This officer can visit your business and assist with waste audits and the preparation of action plans. Secondly, Galway City Council can assist in waste audits of businesses. They can provide you with assistance and guidance in managing your waste effectively. Finally, Galway City Council runs award schemes for green businesses. The Green Hospitality Award is an environmental certification standard for the hospitality sector that is recognised nationally and internationally. The Green Hospitality Awards scheme also offers an Eco-Tourism award. The annual Green Awards recognise and celebrate green best practice in Ireland across 23 different categories.
I agree that bringing nutrition to life in the classroom could be a great idea. It would be great to do some cooking demos or food tastings to get students engaged. There is also the possibility of getting families involved too.
I think it is excellent to teach the students about Nutrition particularly from a young age. It supports what they are learning in S.P.H.E. It also provides a link with Bord Bia’s ‘Food Dudes’ initiative which many schools engage in. Teaching the students about the food pyramid and where seafood is situated in it, promotes a healthy diet and lifestyle. Teaching the students about the nutrients found in seafood enables them to choose a balanced diet. It is important for the students to know that a balanced diet is important to help them learn and live a healthy life. Teaching the students about the six layers of the food pyramid is a key resource. The Healthy Food for Life resources, designed by the HSE, provide a consistent and evidence-based approach for healthy eating advice. They include a leaflet, infographic of the food pyramid, sample daily meal plans, guidelines on portion sizes and fact sheets. One great resource is the Daily Meal Plans. By showing the students information about children of a similar age to them makes the topic more relatable. A great lesson for the senior classes would be information about the labels, certifications and nutritional information included on food products, particularly seafood packaging.