Forum Replies Created
-
Posts
-
I think this is a great question as our school is lucky to have lots of space and green areas. Pupils could compare temperatures and record plants, insects and birds. Working in groups and giving pupils different roles would encourage them to get involved.
How does litter in our local area affect the environment?
I would look at how litter in our local area affects the environment. As our school is close to the seaside, we could explore how litter affects the beach, sea, wildlife and the local community. We could visit different areas around the school and coastline to see what types of litter are most common and where it collects. We could then discuss how litter can impact plants, animals, water quality and the appearance of the local area.
To encourage pupils to take part, I would start by asking them what they notice about litter in the area and whether they think it is a problem. Pupils could work in small groups to collect and record information, take photographs and share their ideas. I would give them some choice in what they investigate so they feel more involved. We could then share our findings with the school and discuss simple ways we could reduce litter and look after our local environment.
I agree that activities in the ‘Nose High Up in the Sky’ resources are very well structured and engaging. I think the children would really enjoy the activities as they are engaging and hands-on.
Before engaging in this course I had never heard of the EO Browser. However, after watching the tutorial I discovered that the EO Browser is a really useful online tool that allows us to explore real satellite images of the Earth. Instead of just looking at pictures in a textbook, children can use satellite imagery to investigate places and see how they change over time. It is quite easy to use because you can search for a location, choose a date and then view different images and visualisations. There is also an Education Mode, which makes it more suitable for use in the classroom.
In a Junior Infant classroom, I would keep the activities simple and focus on places that children recognise. For example, we could look at Tramore and explore the beach, coastline and surrounding area. We could compare images from different times and talk about what we notice. This could link with SESE and help develop observation and questioning skills. I could also use EO Browser when discussing weather, seasons, plants and how our local environment changes.
I totally agree with your point Owen. All these resources are excellent in their own ways but it’s important we adapt them to suit the class.
I found the HOME film very effective as the images showed both the beauty of our planet and the damage caused by human activity. The other videos in the module also highlighted the importance of protecting nature and using resources responsibly. I found Greta Thunberg’s TEDx talk interesting and powerful, although I think some of the information could be too serious for Junior Infants.
For my Junior Infant class in Tramore, I would introduce climate change in a simple and positive way. I would first find out what the children already know and use familiar examples from their surroundings, such as the beach, weather, animals and plants. I could use short Paxi videos and pictures to explain the topic in an age-appropriate way.
I would focus on actions children can take, such as recycling, reducing waste, saving water and electricity, and looking after plants and animals. The topic could also be linked with SESE, SPHE and Art through discussions, investigations and creative activities. This would show children that small actions can make a difference.
I agree the video is a great way to introduce the topic to children as it is attention grabbing and very accessible for young kids.
I thought Climate Reporters was a good way to introduce young children to the idea of climate change. The video made the topic easier to understand, and the temperature tool gave children a chance to see how changes in greenhouse gases can affect the Earth.
For my Junior Infant class, I would make the activity much more practical and age-appropriate. I would use simple language, pictures and lots of discussion rather than focusing on complicated scientific terms. We could begin by talking about the weather we see around us and how it can change. I could also use examples that are familiar to the children, such as going to the nearby Tramore beach, seeing litter or noticing changes in the weather.
The children could work together in small groups and maybe pair up with an older class to look at pictures and decide whether something is helpful or harmful to our environment. We could then talk about simple actions they can take, such as turning off lights, recycling and putting rubbish in the bin. This would help them understand that even small actions can make a difference.
After reading Liston’s (2018) paper Unravelling STEM, I understand that STEM should be more than teaching Science, Technology, Engineering and Mathematics as separate subjects. It should be an integrated approach that encourages children to develop problem-solving, creativity, collaboration and critical-thinking skills. I particularly agree with the idea of connecting learning to children’s real-life experiences and surroundings, as this is something I already try to do in my classroom. Inquiry and problem-based learning are also areas I feel I have developed well. However, I recognise that I often teach STEM subjects separately rather than connecting them, which is something I would like to improve. I think the new curriculum specification will provide more opportunities for this.
Activity 1: Weather or Climate?
I would introduce clear definitions of weather and climate before giving children statements to sort into the correct category. This would ensure they understand the difference.
Activity 2: Weather Detectives
Children would observe a rainy day, looking at clouds, puddles and signs of recent rain. We could repeat this on four Mondays and compare our observations to identify patterns and changes in the weather.