Forum Replies Created
-
Posts
-
I am excited to plan and celebrate Space Week in first class this year I am hoping that I can get all classes across first and second involved therefore I am planning to give an overview to all classes. I am hoping to plan activities that will be integrated across subject areas that are playful, and engaging. As there is such an emphasis on playful learning experiences in the new curriculum I think other teachers will be on board. Again I would begin with a key text for each class. Some books I intend to use are Whatever Next! and How to Catch a Star, which can be used as a hook. Furthermore I think the classes involved could use songs and different posters for instance or PowerPoints with visuals. I would set up stations in the hall maybe that all classes could access for example with sorting or matching activities based on information taught such as planet sizes. The children could explore the similarities and differences between the planets at an adult led activity.
I would use activities from the Moon and Stars activity sets, such as making moon craters using flour and marbling techniques to create paint effects for the planet Neptune. Throughout the week the children would be encouraged to orally rehearse their ideas and share thoughts on different aspects of learning covering many of the oral language learning objectives. Some writing activities could be built into the station activities through labelling and short descriptive guided writing.
Margaret I am very excited about using the milk cartons now and as you suggested it is hands-on and a great way to introduce or begin to explain ideas and concepts such as force, and gravity. Beginning with an Art related task is always a good way in by decorating empty milk cartons, which as you said ‘instantly engages’ them and allows ownership. Prediction at the start is key and allows the teacher to assess what the children know already. Thinking about what will happen when they squeeze the carton is a good means for explorations and paired or group discussion.
I really like how you have spoke about using javelins in PE that is great to integrate this subject area. Sometimes I forget how I can make PE more relevant to other areas of the curriculum and make links.
In this particular module the main activity set that I would be interested to use is the set entitled -Rockets! There would be great imagination and fun from the beginning of this and when the excitement would set in. In the beginning I would use a high quality text such as Aliens in Underpants, one of my old time favourites. This would be the initial hook to spike their interest. Investigation of rockets would take place by looking at photos and allowing the children to come up with questions. The balloon rocket or rocket mouse would work well with the junior classes to include first class. Each grouping would be questioned with a ‘I wonder what would happen if… In groups or as a while class the children could select one question to investigate and then test. At this stage children would need to make predictions. There are many ways that this activity could link across subject areas.
The Animals in the Cold from the online resources on the ESERO website would have been fantastic this year when I was in Senior Infants as there was a few activities in the Let’s Discover text that the school uses which could have been further supplemented by a resource like this. I was thinking that I could have used this activity to look at climate as well as weather. I like how they use the animal changes in an engaging as well as hands on way. As part of initial discussion, maybe during oral language time, I would introduce the different weather types that they would recall and already be familiar with such as sun, clouds, rain and hailstones/ice or snow. Linking with a winter theme I would use a winter snow themed story or film clip from the book The Snowman for instance or Winter Sleep. The Snowflake could also be used and illustrations could be used to stimulate discussion. Encouraging the children to think about the North Pole and linking this to Christmas themes and discussions around Lapland for instance. This would help to engage the children and make it more relevant to what they know already. Polar bear and penguin pictures could be used and allowing them to illustrate or make penguin shape pictures first. Further discussion around how animals stay warm would be had following some leading questions such as What do you wear when you’re cold? would further help the children connect their understanding of animal adaptation to their own experiences had. Looking at different materials clothes are made from and what is used inside coats for instance as insulation will help the children explore how blubber, fur, and feathers act as clothes for the animals. They could discuss how they might test these materials or find out what are the best as a line of inquiry later.
Documentation of learning for further steps toward a STEM-focused SSE (School Self-Evaluation), should be carried out by using observations, key questions as well as initial predictions at the start of the inquiry. The introduction if charts to track ideas. Children would have the opportunity to question compare and further explain all of which are essential in the foundation of a rich environment for STEM.
I do think there is a huge variety of online resources that can be used in the classroom however I do think it important that hands on resources and apparatus of one kind and another are used. Using hands-on themed activities is a great way to encourage STEM and bring learning to life. It needs to be engaging as well as fun STEM is about bring meaningful learning forward. I like the idea of building challenges especially for the boys. I am thinking about how I can incorporate this in first class. Thinking about resources I already have such as blocks and recycled materials I have collected can be used to create structures. Problem-solving skills as well as creativity are evident in these activities although simple they encourage the children to work together and collaborate. Teamwork is a key STEM skill that the children would use. Testing as well as observing what works would encourage the children to problem solve to find new alternatives and make changes. These changes would be based on what they observe and the overall process would support scientific inquiry in addition to critical thinking.
For School Self Evaluation (SSE), with a STEM focus the collection of child voice (through reflective activities) and observations as well as examples of their work would help to build an overall picture in addition to assessment. Adequate and ongoing feedback from staff would be key in moving forward and considering how STEM could be further integrated and developed across different subjects across the curriculum.
The effectiveness of practical resources and activities make learning active, fun, engaging and of course, relevant. This ensures children develop curiosity and become confident learners across all STEM subjects from infants up. It is a good foundation of understanding for future learning especially at secondary level and beyond.
