Forum Replies Created
-
Posts
-
As we would be visiting Birr Castle as part of our History and Science trail, we would visit the Suspension Bridge at Birr Castle. I would engage the children in a dicussion about the bridge and look for their observations and opinions on it. I would ask them about the shape, structure, size, materials age etc. I would ask them why we cant walk across it now. How could we make it safe to walk across now. The children would sketch the bridge and use this as part of design research for their own bridge design. Then on return to the classroom the children would take part in a design and build challenge. Working in small groups they would design and build a bridge of their own under a number of constraints, length, materials-recycled classroom and kitchen materials, tooth picks, clay, plastic etc. It would have to hold a particular weight e.g. a toy car, brick etc. The children in the groups would all have an important role such as predictor, planner, recorder, designer etc.
I agree that using Google Maps is a great idea as it is an important skill children will need to use in the future.
This is something I have struggled with in the past too, however I like your ideas Róisín and will take them on board for the future.
My school is in Birr hence the interest and reason for completing this course. Naturally enough I am going to choose William Parsons. They children would be somewhat familiar with Birr Castle itself, the history and science behind it too. I would use Parsons as a stimulus to teach the children about astronomy and the telescope. Having gone through the history of Parsons and his contribution to the world of both history and science, I would organise for the children (in grouops) to plan, design and make their own telescopes. I would bring the children to visit Birr Castle and the telescope and witness the size, scale and construction of it. On return to the classroom, the children would compare and contrast The Giant Telescope with their own and reflect on their learning.
Some great ideas for your lesson here. I especially like that you started with a local archichet and brought the children on a learning journey all the way to The White House.
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?
Studying this module I realise I have taught and used similar resources in the past when reaching about plants and animals, flora and fauna of the local environment, however I also know realise that my teaching can be further enhanced and improved using these resources. If utilised to their maximum a fantastic biodiversity project could run right throughout the year. As I am already teaching such topics, proper planning and integration could and should be maximised. I would use the Wildflower Walk, Minibeast Safari and the relevant keys and images that go with these. The biggest resource I would use is Birr Castle Demesne itself. I plan on using all of these resources and visiting the location itself and hopefully observing some of the flora and fauna mentioned in this module.
Some great ideas here for your Biodiversity Flag. We are at a similar stage abd I agree that there are so many resources on this module specifically to help with this.
I really enjoyed reading this lesson as it seems very straight forward to follow fir the teacher but also very engaging and interesting for the class. I like the use of the outdoor classroom and tablets when making and recording the 3D maps.
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
For this lesson described I feel that it lends itself very naturally to integration across the curriculum, maths, oral language, procedural writing, visual arts, science, geography etc. Firstly I would show the children a variety of maps- map of classroom/ school, local ameneties, local town. map of Ireland. I would ask them to compare them and ask them what they notice about thee maps. I would then expose the children and explicity teach them map related language such as scale, directions, etc. I would then set an activity for the class. I would ask them to draw a map and write a set of directions to a local ammentiy e.g. Birr Castle- somewhere they should all be familiar with and in close proximity to the school. Working in groups then the children could swap maps and directions to check their accuracy. Pictures, symbols and a key would be encouraged. Following this the children could use online tools such as Google Maps or Geohive to check accuracy too.
This lesson plan is aimed at a 3rd Class group of children. Having previously thought a lesson on light with reference to lenses and mirrors in the past with 6th Class children; I am very mindful now on how to pitch this lesson to younger children and in fact instil a sense of interest, wonder and curosity and not merely scientific fact.
Class background- I am teaching in a school in the local area of Birr Castle and many of the children would be quite familiar with the telescope, having seen and visited it many times with the school and family. This familarity most likely centres around the appearance, size and scale of the telescope. Through this lesson I am to expose the children to the history, technology and science that makes this telescope work.
Introduction: Build on children’s prior knowledge, ask them about their knowledge of the telescope- Have you ever seen it? What does it look like? How does a telescope work?
Step 1: Explain to the children that telescopes use both lenses and mirrors. Ask them about these. Elicit knowledge and understanding.
Step 2: Investigation: Children working in pairs- give them mirrors to investigate, look at themselves, explore mirror writing, mirroring each other’s actions. Similarly give them lenses to look at a variety of objects.
Step 3: In pairs children share their learning and observations.
Step 4: Children design and make a telescope.
Conclusion: Use their telescopes to investigate and observe things in their environment.
This lesson I feel would ideally be taught over a number of lessons to maximise children’s learning. I would then bring the class to visit the telescope at Birr Castle so they can further inquire, explore and investigate having this new information.
I also agree with Danielle’s comments. Dr Maeve Liston’s points about a holistic approach to STEM as oppossed to Science, Technology, Engineering and Maths singly is food for thought. I would always be eager to carry out active learning, investigation and experiments in Science lessons but now see that there are so many more opportunities to apply STEM thinking to other subjects.