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I would run a seasonal biodiversity project, noting how biodiversity changes throughout the seasons, using the local park as an outdoor classroom. The students will observe and record seasonal changes through notes, sketches and taking pictures.
Once a week, the class would visit the local park, identifying trees, leaves and insects.
The identification books and keys and magnifying glasses provided from this module would be crucial, as students identify the different types of plants, trees and wildlife seen throughout the park. The class iPads could also be used to take pictures of observations. All notes, sketches and photographs would be recorded and placed into a Biodiversity Booklet, which the students will be creating at the end of the project, where the students document wildlife seen, how often it was seen, weather conditions when seen and some fun facts regarding the species, as well as a picture and a sketch.I like how this lesson expands over a 6 week period, giving chances for students to explore seasonal changes, or how the wildlife may change depending on weather.
The activities included encourage hands on and collaborative learning, engaging the students with their own environment. I like the idea of the whole school exhibition, allowing students to share their work with other class levels and parents
This is a great way to promote outdoor learning and engage the students with their own environment through the curriculum. The key questions invoke a lot of thought and discussion from the students.
I like how the lessons are extended into the LEGO Club, showing that STEM Learning continues outside the classroom
The whole school approach is a great idea, promoting teamwork and communication between students of different age levels. It is also more sustainable in the long run, ensuring there is always students available to help the pollinators
That is an excellent way to allow the students to interact with their local environment through outdoor learning. I like the idea of the teachers printing out their pictures and incorporating art into the lesson, allowing students to engage with the lesson through different subject areas.
Hi Ciara,
That is a very interesting take on how STEM can be used in Special Classes, that I have not previously seen. It is very important that all students can interact with the topic, regardless of their needs, abilities or understanding.
It is crucial that all students have opportunities to interact with STEM and that lessons are suited to their own abilities, such as using visual aids or sentence starters.
Cross Curricular Links are crucial to ensuring that students can engage with the topic at hand through their own strengths and interests. For this topic, I would focus on the town of Ennis
I would begin with hosting a nature walk, where students walk alongside the River Fergus and observe the animals, birds, flowers and nature seen in the area. They will be encouraged to take notes and sketches of these. If the school has access to relevant technology, they could also take pictures.
Students would return back to the classroom and make observational drawings and paintings of wildlife they observed, using natural colours and textures. They will share these with the class, noting common themes and items seen throughout pictures.
Using the class iPads, the students would make a soundscape, including the sound of the river, birds, winds and animals. Clips can be found on youtube, or recorded in the habitat. Using the soundscape, the students may perform a roleplay for the class, based on the history of the river, people sightseeing in the area, or acting as the animals, birds or wildlife
There is a local bridge in Ennis named the Club Bridge, built so people can drive over the River Fergus.
I would begin by showing pictures of the bridge to students, where they can discuss its purpose, shape and materials. We would then walk to the bridge and observe these features and draw a sketch of the bridge.
The students would split into smaller groups of 4. Using items in the classroom, they would be asked to build a replica of the bridge at a 1:100 scale (approximately 50cm) using items in the classroom. Resources such as lollipop sticks, string, glue and cardboard would also be provided to the students. Bridges made would have to hold the weight of a chosen item in the classroom. They would record results of materials that work best.
Students would compare and contrast designs of bridges through oral language discussions, identifying strengths and weaknesses and how they may be improved
This would incorporate mathematical thinking as students measure and construct bridges, noting what shapes and lengths work best.
For a mapmaking lesson with younger classes, I would incorporate the local area into the lesson. The class would first go on a walk around the local park, noting buildings, trees, paths, playgrounds and other items of significance that they observe. When they return to the classroom, students would share and compare their maps.
I would then display an aerial picture of the area explored from google maps on the interactive whiteboard, allowing the students to see the area from a bird eye view. With this, they can point out items of significance that they noted.
Students can use a compass to note the location of items on the map (e.g. the playground is on the east side of the park) developing their spatial awareness and use of directions.
This lesson includes all students using a range of methodologies where they can interact with the environment they will be making maps for, providing a sensory interaction with the area, view previous maps and aerial photographs of the area in the classroom, and create their own maps and use directions
Liston (2018) explains how STEM should not be viewed as individual subjects, but taught using a range of integration and cross-curricular links. Students should use inquiry based learning and problem solving techniques to make connections between different areas of learning.
In my classroom, STEM is seen as a collaborative subject area, where students are encouraged to work together to solve problems and find the correct answer. It promotes teamwork, resilience and communication between students. An example of this is finding out which materials are best suited to build a bridge. Students would build on their scientific knowledge exploring the properties of materials, and engineering skills to design and construct bridges. Students work together to find out what materials work and which ones don’t.