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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?
I would focus on our native trees
During term one I would take the children outdoors to observe and examine how the trees and their leave change colour. We would collect, identify, sort, classify and record the types of leaves using the record sheets from the national tress website. We would discuss how trees begin and grow through seed dispersal.
As a follow up art activity, the children can make leaf rubbings, paintings of autumn trees.In the second term we would return outdoors to observe the trees in Winter. I would bring to their attention why some trees are bare and why others are not for example fir trees/Christmas trees. Back in the classroom we can further discuss deciduous and evergreen trees and look at pictures on the internet, discuss their shape and size linking into maths the children can draw their Christmas tree and make stick trees.
During the last term we would visit the same trees again to observe the buds appearing and discuss what is happening with the new growth. Later we would revisit to collect and record the new green leaves using our record sheets. Back in the classroom the children can sort, classify and match to our autumn leaves. For a follow up activity, they can paint a summer tress with blossoms or make a colourful collage tree.
This is a good idea to start locally when introducing maps especially for younger children. The use of iPads and digital technologies is another great way to extend the lesson and capture their interest.
Creating a biodiversity map using layers
Explore
Watch a video about Biodiversity in Ireland, such as ‘This is Ireland’ produced by the Irish Forum on Natural Capital for the National Biodiversity Conference in 2019 to start a discussion about Irish Biodiversity and the work of scientists in monitoring and protecting it. Take a look at some online maps such as Geohive (see list of maps provided). Learners can try turning on and off layers to see what information they can find about their local area, including rivers and catchment areas.
Plan
Ask learners to think about their local environment. Without looking at a paper or online map what features do they think will be important to include in their map? Begin with an ideas session, where learners select a local study area, which will be mapped. Base maps for the area could be found online or in class atlases. If looking online, a good place to start is google maps, or search for images of maps of your local area. You may need to select the image search function on your online search tool. Once the study area has been selected, learners should consider what layers they will need to produce from under the ground upwards. Chose layers to be included based on available resources and ease of measurement. Examples could include: Rock Type – online maps of geology are available from Google Maps or Geohive. Substrate – what type of surface is on the ground? (clay/ soil/ leaf litter/ sand) Water Sources (is there a stream/ river/ lake or coastal area) Vegetation – ground level Vegetation – 1 metre in height Vegetation – over 1 metre in height Animals Human developments Birds Flight paths (examples of free flight tracking applications include Flightradar24) Cloud type on the day (a field guide to clouds that can be purchased from the Field Studies Council or downloaded from an app store if you have access to a smart device with a camera) Light intensity (using a light meter app)
Make
Working in pairs or small groups outside, learners will produce a paper map of their layer within the study area. Each pair/group should be working from the same base map. A compass should be used to mark in north, and the length and width of the area should also be marked. Once groups are happy with their maps, they can transfer the details to an acetate sheet using markers. Once the sheets have dried, the learners should present their layer to the class and explain how it was created and what it shows. Once the learners have had time to observe and examine each layer, the layers can be combined to show all the trophic levels and non-living factors. Use a combination of layers to show just the rock type and vegetation, or birds observed and the human development. Images of layers can be placed on display within the school or on the school website.
Evaluate
Were you happy with your map layer? Was it easy to gather the information you needed? Was it easy to plot the information on your map? What was difficult about drawing your map layer?
Were the class able to draw conclusion about the local area by combining the map layers. e.g. did the type of land use affect the number of birds seen? Compare your maps to old paper maps of the local area, or online mapping toolsI would totally agree Laura and I will also be using this great resource: Curious minds ESERO framework because of its structured and comprehensive lesson plans.
Make your own telescope 3rd/4th class
Introduction
Prompt: I would read this information about telescopes and show pictures of different telescopes. Then watch the video on the birr castle telescope.
A telescope is an instrument that enables you to see distant objects in greater detail. The word telescope comes from the Greek. It means ‘far-seeing’. A tele scope contains at least two lenses. The telescope was invented in 1608. We don’t know exactly who made the first telescope. It was either Zacharias Jansen or Johannes Lipperhey. They both lived in the city of Middelburg in the Netherlands. The telescope was seen as a useful instrument in wartime to be able to see your enemy while he was still a long way away. Galileo Galilei was the first person to use a telescope to look into space. He discovered that the Moon has craters and that Saturn has rings. He also proved that the Earth is not at the center of the universe
Wondering
I would organize the children into pairs. Each pair of children thinks about drawing the design for their telescope. What requirements does a telescope need to meet? Discuss the requirements: a telescope must allow you to see a distant object in more detail (it needs one or more lenses) you must be able to focus a telescope (it must be adjustable) the telescope needs to be sturdy.
Exploring
Each child then makes his or her own telescope. Help the children as they draw the design for their telescope. When all the drawings are completed, encourage the children to show them to rest of the class. Discuss them together and provide comments. Can anything be improved? Allow time for children to make improvements where necessary. Make sure they do not spend so much time on their drawing that there is no time left for the actual construction of their telescope. Check that any adapted design drawings are satisfactory. Hand out the materials for making the telescopes. Help the children where necessary as they make their telescopes.
The children can discuss the answers. When the children look through their telescope, they see objects in more detail. The telescope contains two convex lenses, so the image they see will be upside down. If necessary the children can make improvements to their telescope so it works betterI like the idea of keeping a weather diary in class as it is a very practical and it would capture their interest by recording it daily. it would make them more observant of changes in their environment. It can also be linked to other areas of the curriculum especially geography and maths.
Locally the past storms have caused serious damage to structures and trees. There have also been increased flooding in areas and on the other hand farmers can experience very dry periods of weather earlier and earlier in the year which in turn effects the production and harvesting of crops and the generation of grass growth for animals. Three actions we could consider could be to monitor the use of electricity in our school and extend this to pupils’ home as well, conserving energy where possible. Enforce our recycling policy of reduce, reuse and recycle by organizing groups to monitor it in school. The third action could be to plant a school organic garden with native trees and a wildflower patch to attract bees and insects to support biodiversity. Encourage the children to find other ways to control pests rather than using chemicals in the garden. Development Education fosters inclusion and empathy, supporting a positive school culture. Whole-school projects can link directly to an SSE’s focus on leadership and collaborative practice, it also supports SSE by promoting active learning, global citizenship, and wellbeing. It encourages pupils to think critically about real world issues which enhances learning and classroom engagement.
This is an incredible story about a boy who just encountered the right people at the right time and was given a second chance at life. It is wonderful to hear of such a good luck and kindness story.
New Horizon is a community group which has been working with International Protection applicants in Athlone since 2000. Their main focus is on almost 500 residents in Direct Provision sites in the Athlone area. They also work with Beneficiaries of Temporary Protection, Ukrainians living in state-provided accommodation in the area. They are a group of voluntary, unpaid workers with very limited state funding. They welcome asylum seekers and refugees and wish to help and support them as they start to rebuild their lives. Our school and community have taken many actions to help all families feel very welcome and integrate into our school communities. We have many students from other countries and we create a welcoming environment for all of our pupils by exploring different cultures and traditions. We hold a multi-cultural day every year where every student can bring in food, dress in their traditional dress and showcase any talents and share information about their culture. Students work on projects from their countries which are displayed on the day. The local town has also begun to have a multi-cultural festival day. This fits well with our School Self-Evaluation because it helps us focus on respect, inclusion, and caring for others. Development Education supports this by helping students understand global issues and how to act locally to make a difference.
I think starting a school garden would be very meaningful to children as they would experience how easy it is to grow their own fruit and veg and maybe continue this skill into adulthood and help to contribute to more sustainable food systems
To encourage students to take action in support of the Sustainable Development Goals (SDGs) in Ireland, aligned with ESD to 2030 Priority Action Area 5 l we could investigate as a school how we could become more efficient and less wasteful in the environment around us linking into our green school policy of how we can make improvements to reduce, reuse and recycle. Project groups could investigate clothing, food, plastics etc. As part of this project, I would also guide the children to explore where our discarded and unwanted clothes end up. Encouraging students to explore supply chains and make more conscious consumer choices. Discuss the of use of fast fashion and investigate how and where these products originate from and if child labor is involved in the manufacture of these goods. Look at the excessive plastic packaging, particularly when ordering items online and how the pollution from overconsumption contributes to climate change and biodiversity loss. Through projects, children can research the causes and effects of climate. Using a whole school approach and encouraging SSE, children could create posters and signs for the local community to encourage others to take action.
This is so true as I would have encountered when discussing occupations in the classroom. The traditional roles are still considered either male or female. Some story books and picture books would still be promoting certain gender roles.
I have observed gender stereotypes in the junior classes during play time where girls will choose role play with the toy kitchen and dolls, whereas the boys will play with lego, bricks and cars etc. In the older classes few girls will choose sports such as rugby or soccer. whereas boys show little interest in art and craft. Through Developmental Education I would hope that this would change their mindset and pupils would gain an understanding as to what they believe ‘gender’ is through interactive child led lessons. If this happens at a young age child will begin to understand that they can do anything they wish to do and it is not defined by their gender.
I agree that children are overwhelmed with information from the media. As a child it must be frightening to be exposed to images of war and poverty and watch children like themselves being in these situations. I really liked the idea of suggestion boxes for students to share their ideas.
The themes in the paper “The role of global citizens in today’s world” seem very relevant for students in our classrooms. I teach in a multicultural school where children are well informed on current topics and issues related to their own countries such as war, poverty and climate change. As teachers we must help students understand the complex mixture of privileges and disadvantages within other societies and help children understand the importance to care and empathize with others. Our aim as a school should help children develop the skills to be empowered citizens and realize the importance of action both locally and globally for the good of common humanity through student led initiatives, such a projects and workshops, using the internet to connect with schools abroad to foster active global citizenship and partnership