Forum Replies Created
-
Posts
-
This is very well thought out! We are quite close to Castletown too and I plan to organise a visit there this year along with some other local areas, such as Carton House and Dalgan Park.
Outline how you would use some of the course resources to conduct a seasonal biodiversity project to run throughout the school year. What resources and recording sheets would you need? How often would you bring learning outdoors? How would you integrate other subject areas?
To conduct a seasonal biodiversity project throughout the school year, I would utilize resources like Birdwatch Ireland, bird survey, our school garden, a range of hunt and identification sheets and digital cameras. We would establish a dedicated “Biodiversity Journal” for each student, including recording sheets for observations on plant and animal species, weather conditions, and seasonal changes. These would include the tree identification guide, wildflower walk, minibeast safari, scavenger hunt and Spring challenge.
Resources Needed:
-Resource sheets to make Biodiversity journal
-iNaturalist and similar apps/ websites for species identification
-Digital cameras and/or tablets
-Recording sheets and Biodiversity JournalsOutdoor Learning Frequency:
-Weekly outdoor sessions for observations and data collection
-Monthly walks or outings. These can be local walks or arranged outings to places near our school (ie Carton House, Castletown House, Dalgan Park)Integration with Other Subjects:
Science: Study ecosystems, species interactions, and the impact of seasonal changes on biodiversity.
Mathematics: Graph and analyse data collected
English: Write detailed observations, research reports, and reflective essays.
Art: Draw or photograph species and create visual representations of ecosystems.
Technology: Use apps for data recording and analysis, create digital presentations.By regularly engaging students in outdoor learning and integrating multiple subjects, the project will provide a comprehensive, hands-on learning experience that emphasizes the importance of biodiversity and the impact of seasonal changes.
I teach in the junior classes in a mixed, rural school. I have 1st class this year and I would plan a map-making lesson by starting with a fun, interactive activity to introduce basic map concepts. First, we would explore our classroom or school grounds, noting key landmarks (we are lucky to have a big school ground with lots of landmarks, eg. astro-turf, playscape, garden, basketball courts). Back in the classroom, students would create simple paper maps, using symbols and a legend to represent these landmarks.
To incorporate online tools, I would use Google Maps to show students an aerial view of their school and surrounding area. We would discuss how maps can look different from above and from the ground. Then, students would compare their paper maps with Google Maps, identifying similarities and differences.
Using GeoHive, we could explore more detailed and interactive maps. Students would use their iPads to learn to zoom in and out, switch between map types and use basic navigation tools. They could also find their own homes or favourite places, helping them make personal connections to the lesson.
Finally, we would create a digital class map using an online tool, where each student adds a location and a description. This collaborative activity would reinforce map skills and introduce digital literacy, making the lesson engaging and relevant.
Having reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018) reflect on what STEM education looks like in your classroom.
Reflecting on Liston’s “Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths” (2018), STEM education in my classroom is an integrated, inquiry-based approach that emphasizes real-world applications and hands-on learning. Students engage in interdisciplinary projects that connect science, technology, engineering, and mathematics, fostering critical thinking and problem-solving skills. For instance, a unit on renewable energy might involve researching solar power (science), programming energy output models (technology), designing efficient systems (engineering), and calculating cost-effectiveness (mathematics). Collaboration is key, with students working in teams to leverage diverse perspectives. Real-world connections are made through guest speakers (we were lucky enough to have some scientists as parents in years past), school tours/ outings, and current events, making STEM relevant and inspiring for students. Continuous reflection and adaptation ensure that my teaching remains effective and engaging.
