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Hello Emma. I really like all the lesson ideas you’ve presented above. You have a great stimulus to base all the lessons from!
Describe how you would involve your pupils in an art, music drama or creative writing project based around your local natural or scientific heritage.
I would involve my pupils in an art project centred on their locality to foster a connection with their local community and history.
Project Outline:
1. Exploration and Inspiration: Begin with a walking tour of the village, encouraging students to observe and sketch notable landmarks, buildings, and natural features. Discuss the history and significance of these sites.
2. Research: In the classroom, students would research the village’s history, culture, and key features. Invite local historians or community members to share stories and photos.
3. Art Creation: Using their sketches and research, students create various artworks:
o Painting and Drawing: Focus on landscapes, architecture, and historical scenes.
o Collage: Incorporate materials from the village (e.g., leaves, photographs).
o 3D Models: Construct models of notable landmarks using clay or recycled materials.
Presentation: Host an exhibition in school to showcase the students’ work, inviting parents and community members.
This project integrates local culture with creative expression, enhancing students’ appreciation of their heritage.Hello Helen. You are very lucky to have bridges close to your school to use for inspiration. I really like the hands-on ideas you’ve mentioned too.
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.
Using the suspension bridge in Birr Castle Demesne as inspiration, I would plan a class project for 2nd Class to design and build their own bridges. The project would start by researching the bridge online using Google Maps, where students would observe its structure and discuss its purpose.
Project Outline:
Observation and Discussion: Students sketch the bridge, noting key features like towers and cables. Discuss how the bridge supports weight and spans distance.
Design Phase: Students would work in groups to draw their own bridge designs, considering materials and structure.
Building Phase: Using materials like straws, string, and cardboard, students would construct their bridges.
Mathematical Integration:
Measure lengths of materials and spans of their bridges.
Identify shapes used in their designs, such as triangles for strength.
Count materials and add their lengths.
Problem-Solving: Test the strength of their bridges with small weights, making adjustments as needed.
This hands-on project would enhance their understanding of structures while integrating key mathematical skills in a practical context.Hello Patrick. I think they are great ideas you are doing to ensure your school is being pollinator conscious. The pollinator calendar is a great resource to have to follow throughout the school year.
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 in class, I would use local resources like the Irish Wildlife Trust and Biodiversity Ireland. The project would span the school year, with students observing and recording seasonal changes in local flora and fauna.
Resources needed:
• Field guides for Irish plants and animals
• Recording sheets for observations
• Cameras or tablets for photos
• Weatherproof notebooks for field notes
Frequency of outdoor learning: I would schedule outdoor sessions twice a month, aligning with seasonal changes.
Project Outline:
1. Autumn: Identify trees and their leaves, observe animal preparations for winter.
2. Winter: Study evergreens and signs of wildlife, discuss hibernation.
3. Spring: Document blooming plants and emerging animals.
4. Summer: Explore full biodiversity in local habitats.
Integration with other subjects:
• Science: Study life cycles and ecosystems.
• Maths: Measure plant growth, create data charts.
• Art: Draw and paint local wildlife.
• Geography: Map local habitats.
• Literacy: Write journal entries and reports on findings.For younger classes, describe how you would plan and conduct a lesson on map making and explain how you might incorporate some online tools such as Google maps or Geohive.
When planning a lesson on map making, I’d start with a simple introduction to maps and their components, like symbols, legends, and scale. We’d discuss why maps are important and look at different types of maps.
To engage students, I’d organize a hands-on activity where they draw a map of the classroom, labeling key areas. Then, I’d introduce online tools like Google Maps and Geohive. Demonstrating Google Maps, I’d show students how to find our school and explore the surrounding area, highlighting features like roads, parks, and landmarks.
We’d then use Geohive to look at more detailed data, such as population density or geographic features. Students would compare these digital maps to their hand-drawn ones. By incorporating these tools, students can visualize real-world applications of map-making and develop digital literacy. The lesson would conclude with students creating their own maps of familiar places, integrating both physical and digital elements.
Hello Patrick. As a 2nd Class teacher I think this would be a very suitable lesson for 2nd Class. I also like how it links to maths. I am eager to try out this lesson next year.
Using the I-Lofar radio telescope as inspiration and some of the introduced lesson plans and themed frameworks as a reference, outline how you would conduct an inquiry based lesson on waves, sound and light and make it accessible to your pupils.
I would start with a simple question to spark curiosity: “How do we hear sounds and see colours?” To make the lesson accessible, I’d use a variety of materials and activities.
First, I’d introduce the concept of waves through hands-on activities, such as creating ripples in a water tray to visualize wave patterns. For sound, we’d explore using tuning forks and rubber bands, showing how vibrations produce sound waves. I’d integrate technology by using apps that visualize sound waves.
For light, we’d conduct experiments with prisms and flashlights to demonstrate how light waves create colours. Group discussions would help students share observations and form hypotheses. Differentiated instruction, including visual aids, interactive models, and peer support, ensures all students, regardless of learning style, can engage with the material.
Finally, reflection and discussion would help consolidate their understanding and encourage further questioning.
Climate change is increasingly impacting our local area, manifesting in unpredictable weather patterns, increased flooding, and warmer temperatures. These changes affect agriculture, local biodiversity, and community health. Engaging students to explore these impacts can empower them to take action and make a positive difference.
To engage pupils, I would start with hands-on projects:
1. Local Impact Research: Have students conduct research projects on how climate change affects our community. This could involve studying local weather patterns, interviewing community members, or analyzing changes in local wildlife and plant species.
2. School Garden: Establish a school garden to teach students about sustainable practices, such as composting and water conservation. This hands-on approach can help them understand the importance of sustainable agriculture and its role in mitigating climate change.
3. Climate Action Campaign: Organize a campaign where students create posters, presentations, and social media content to raise awareness about climate change and encourage community action.
Three actions we can take to make the world a better place and slow down climate change:
1. Reduce, Reuse, Recycle: Promote recycling programs within the school and educate students on minimizing waste through reusing and reducing consumption.
2. Energy Conservation: Implement energy-saving practices, such as turning off lights when not in use and using energy-efficient appliances, both in school and at home.
3. Support Sustainable Transportation: Encourage walking, cycling, or using public transport instead of driving. This can be supported through initiatives like “Walk to School” days or bike safety workshops.
By involving students in these activities, we can foster a sense of responsibility and empower them to contribute to climate change mitigation.Hello Siobhan. You have fantastic ideas presented above. However, I really like your idea of having classroom discussions by inviting in local experts such as environmental scientist, local farmers, conservationist to visit the classroom to discuss how climate is affecting our communities. This will make students recognise climate change in their own context and from people they know.
Hello Orla. I really like the ideas you’ve presented above. I particularly love the idea of a local bike library, it’s a very simple but effective idea!
From my research there isn’t any organisations working with refugees in my community as I live in a rural area.
To support and welcome refugees into the community, our school could implement several initiatives:
1. Awareness Programs: Conduct workshops and assemblies to educate students about the challenges refugees face and the importance of inclusivity.
2. Buddy System: Pair refugee students with local buddies who can help them navigate the school environment, make friends, and integrate more smoothly.
3. Cultural Exchange Events: Host cultural days where refugee students can share their traditions, food, and stories, promoting mutual understanding and respect.
4. Language Support: Provide language classes or tutoring sessions to help refugee students improve their English proficiency, facilitating better communication and academic success.
5. Community Outreach: Collaborate with local refugee organizations to offer volunteer opportunities for students and families, fostering a supportive network.
6. Resource Drives: Organize drives to collect school supplies, clothing, and other essentials to support refugee families in need.
By taking these actions, our school can create a welcoming and inclusive environment that supports refugee students and their families, fostering a sense of community and belonging.Hello Cora. I too agree that the video ‘100 People in the World’ would be a fantastic visual to use in the class. I hope that students to be very captivated by it and deepen their interest in the topic.
One relevant topic related to the Sustainable Development Goals (SDGs) is Quality Education (SDG 4). This goal aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
At a local level, children in Ireland might face challenges such as unequal access to educational resources, disparities in digital literacy, and varying support systems, especially in disadvantaged areas. Globally, children in developing countries often encounter more severe barriers like lack of school infrastructure, shortage of trained teachers, and socio-economic factors that hinder their educational opportunities.
To encourage students to take action in support of SDG 4 and align with ESD to 2030 Priority Action Area 5: Accelerating Local Level Actions, I would involve them in the following activities:
1. Awareness Campaigns: Organize school-wide events where students can learn about the importance of quality education and the disparities that exist both locally and globally. This could include guest speakers, documentaries, and interactive workshops.
2. Community Projects: Encourage students to participate in community outreach programs, such as tutoring underprivileged children, organizing book drives, or volunteering in local after-school programs.
3. Global Pen-Pal Programs: Establish connections with schools in developing countries, allowing students to exchange letters or virtual messages. This fosters empathy and a deeper understanding of global educational challenges.
4. Advocacy and Fundraising: Guide students to initiate fundraising events to support educational charities and advocate for policies that promote educational equity. This teaches them the power of advocacy and the impact they can have on their community and beyond.
By integrating these activities, students can actively contribute to achieving SDG 4, fostering a sense of global citizenship and responsibility.
