Forum Replies Created
-
Posts
-
Hi Aimee and welcome to the course.
Thanks for sharing your thoughts on module one. There are many great resources within this module and across the course to explore with your own class.
I agree that the difference between weather and climate can be a difficult concept for pupils and as you have mentioned the videos and resources allow for great discussion and exploring these concepts to develop understanding. The creation of a weather station will allow for real life connections with the topic and from creating weather instruments with my own class this is something they really engage with. They also loved having their own data to use in maths.
I hope you enjoy the course.
Hi Grainne,
Thank you for sharing your thoughts on this module. The weather is always very topical in Ireland and using proverbs and weather lore is a great starting point for discussion on the weather in Ireland along with links to local history where you could explore weather lore from grandparents as you have mentioned.
This would allow for meaningful connections across curricular areas as you make links with life in the past, being a weather reporter using weather instruments and also looking at how technology and satellies are helped to predict the weather now.
Hi Fionnuala,
Welcome to the course and thank you for sharing your thoughts on module 2. I agree that some children have a wealth of information regarding climate change but at times this can cause a level of anxiety among children. The Paxi video is not all doom and gloom as you have mentioned and encourages the children to make small changes and that they all help. The location of your school would provide for good discussion with different perspectives from rural and urban settings regarding changes that can be made.
Hi Emer,
I agree that climate change can be a source of anxiety for the younger generation and it is important to maintain a positive outlook as is emphasised in the Home documentary as you have mentioned ‘it’s not what is gone, it is what remains’. It is important to focus on small changes we all can do to make a difference.
Hi Michelle,
I like your idea to make children aware of their carbon footprint and also to focus on reducing plastic waste in the lunch boxes as a starting point. Making parents aware of the volume of plastic wastes is important, in my own school I ask the pupils to take home all their own lunch box waste so parents can see what they have eaten but also to increase awareness of reusable options. We also recommend the reusable water bottles which has helped to reduce the single use cartons and bottles coming in. If we encourage change in school this will hopefully encourage change at home as you have mentioned.
Hi Doireann,
I like your plan to create maps of the own immediate environment and explore habitats and biodiversity in these maps. Within the map you also want to add the artificial lighting and this would encourage the pupils to reflect on the artificial lights and the impact it has on the insects and animals around it and developing links to biodiversity also. Pupils can be made aware of small changes they can make at home and in school to support the wildlife in their own local area.
Hi Niamh,
Welcome to the course and thank you for sharing your thoughts on module one. I like how you plan to use the globe as a trigger to explore what the children already know. Knowing their own prior knowledge will give you a starting point to explore the seasons across the world and address any misconceptions the children may have.
I hope you enjoy the course and the many resources across each module.
Hi Louise,
Welcome to the course and thank you for sharing your thoughts on module one. The paper by Dr Liston would allow for us all to reflect on our own classroom practice and how to improve our STEM based activities. Recently I did the Steps Young Engineers with a 3rd & 4th class group. It encouraged them to look at problems in their local area and then come up with solutions and make a prototype. It was a great opportunity to explore the local area and also get the children to solve real life problems through engineering. While it is aimed at 3rd & 4th class, this approach could be used by others also.
I hope you enjoy the course and the many resources across each module.
Hi Fiona,
What a great location for your school to be able to access or visit Dunsink Observatory and if possible collaborate with them for a dark sky event. I’m sure the children in your school along with the school community would appreciate such an event and it would also raise awareness about light pollution.
Hi Simon,
Welcome to the course and thanks for sharing your thoughts on module one. I too have many different STEM boxes in my classroom along with tasks for the children to complete. Revisiting these I will have to check whether they address all aspects of STEM.
I have a digital weather station that I got in Lidl and my own class have compared the inside temperature with the outside temperature. We also recorded the temperature at a specific time each day over the course of a month. We created our own data that they could then plot in maths. It gave the class such responsibility over their own learning. I hope that your class enjoy using your weather station also.
Hi Caroline,
Thanks for sharing your own thoughts, while covering this course I was also up early and I actually began to take notice of the street lights in the area around me. Having grown up in the countryside I didn’t appreciate the dark night sky until I moved to an urban area.
It would be interesting to cover this with your pupils given that they are from different areas and to see what their experiences are, you also have the Dark Sky Reserve in Kerry that might be of interest to your pupils. You have developed a good plan to explore light pollution with your class and make connections to their own lives.
Hi Triona,
Welcome to the course and thank you for sharing your own thoughts on this module. We often teach about the weather in the class, but creating a weather station and recording the weather over a period of time will give the children responsibility over their learning and allow them to make meaningful connections between learning about the weather in SESE to analysing the data from the weather station in maths.
I hope you enjoy the course and get many resource and ideas for your own class for the next school year.
Hi Grainne,
Welcome to the course and thank you for sharing your thoughts on this module. I like how you would use the video to identify the language and vocabulary your class have on this topic and to assess prior knowledge. I agree that at times there can be uncertainty and anxiety among children regarding climate change and the resources in this module provide for positive outlook and encourage children to make small changes and how this can help overall.
I am glad that you liked the resources in this module, there are many great resources across this module that you can use with your own class next school year.
Hi Christine,
Welcome to the course and thank you for sharing your thoughts on the Paxi video. I agree that this resource is very pupil friendly and also ensures a positive outlook on changes the pupils themselves can make to play their part. Often there can be a level of anxiety among pupils about climate change. The temperature predictor can also support pupils in making changes or suggesting changes in their homes and local area.
Hi Michelle,
Welcome to the course and I am glad you have enjoyed module one. There are many great resources across this course that you can use with your own class next year. Having used some myself with my own class, I agree that they are very clear and easy to follow.
I also think it is important to explicitly teach the difference between weather and climate as people can often be mistaken as you have mentioned. Using real life examples such as the children’s birthday can help their understanding.
I hope you enjoy the course and get many resources for your own class.
