Forum Replies Created
-
Posts
-
Activity 3 is a highly engaging and hands-on opportunity that promotes practical pupil involvement. I can easily see this activity being enjoyed by my 4th class pupils, as well as by older classes. In my classroom, I would begin with a KWL chart to assess the pupils’ prior knowledge and stimulate curiosity. Following this, I would show the Paxi video to the class, allowing time afterwards for a guided discussion to deepen understanding and draw out key concepts.
During our allocated ICT tablet time, I would have pupils work in pairs to explore the ‘Teal’ simulation tool. This approach encourages collaborative learning while allowing students to independently investigate the resource and its real-world applications. Through this, pupils not only develop their inquiry and digital literacy skills but also see the relevance and potential of ICT in a meaningful and contemporary context.
The paper, Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and Mathematics (Liston 2018), discusses the process for STEM lessons and the need for them to utilise skills such as collaboration, innovation, inquiry and communication amongst peer groups. In my classroom, STEM education based on the fundamental knowledge associated with
Hands-on practical learning whereby the pupils do the thinking and the doing.Activity 1:
Liston utilises the idea of real-life contextual learning for the pupils to ensure it encapsulates its full value. The use of enquiry based learning and pupil application across a variety of curricular areas.Activity 2:
In my classroom, the “Weather Detectives” activity again insists that students themselves are using their skill sets to apply practical and useful methods of enquiry along with creating their own instruments for practice. Here, collaboration, communication and innovation is key.
Research Question: does the amount of rainfall in an area affect our geography vegetable garden?
Sixth class pupils can do this Climate Detective project in collaboration with younger classes, whereby the sixth class pupils get paired with younger pupils and mentor the project with them.this would fit perfectly with our active school greens garden that we currently have running. Here, the pupils would compare the plants growing in a shaded dry area to that of an exposed wet one. This would include measuring rainfall, exploring local weather forecasts, recording findings and depicting such findings on charts (bar charts). This would allow for a cross curricular opportunity. Another opportunity for thematic planning would be history (Famine and potatoes) geography (different climates of origin for store bought fruits) and life cycles. This would not only take a classroom approach, but a whole school one too!
The produce collected from the gardens would then be picked and prepared for all pupils to taste! They can then be proud of the food they have sourced and know the logistics of weather and its affect on the process.
The EO Browser is a great interactive and engaging classroom resource that invites pupils to explore the range of satellite images included. Here, not only are the pupils using picture evidence t analyse the world they live in, but they are also exploring the incredible modern day possibilities of ICT in aiding scientific advancements. In the classroom, I would make it as conversational as possible with the pupils themselves meeting their own conclusions about the images, whilst also sharing these insights with their peers. Insights such as live happenings around the world such as natural disasters would be explored in this capacity. With use, and good teacher modelling, the pupils would become familiar with, and confident in using the resource in an active and independent way. As our school places great emphasis on the role of technology, this would align with both the curriculum aims and our school plan.
I agree! This makes an informal and enjoyable link that the children them selves are creating! Also makes a lovely generational link for pupils
Yann Arthus-Bertrand’s documentary film “HOME” visits the issues associated with environmental damage and climate change. I think it is key to highlight the idea that all humans have a role to play in caring for the environment and that as humans, we all have a common duty to leave the earth as we found it, to ensure it thrives in the future. The film visits topics such as rising water levels, deforestation and pollution, all which occur due to human activities. A nice idea would be to put one pupil in the hot seat from 500 years ago and another pupil from today. Here the class would throw questions to each pupil based on the impact they have on the environment and compare their answers. For example, cars did not exist 500 years ago, so the modern day pupil will admit that by using a car, they are inadvertently damaging the environment in comparison to the pupil representing life 500 years ago. Similar topics would be hand washing clothes vs washing machines, fast fashion, the use of plastic and modernisation of last for commercial use. This places emphasis on the everyday activities that harm the environment without us knowing so.
Hi Fionnuala, I totally agree with placing emphasis on the fact that the role we play in our environment now has an outstanding effect in the future. Similarly, I love the idea of modelling innovation to the younger ages
Activity 3 is a great and engaging activity to ensure hands on practical pupil engagement levels. I personally would see this activity being enjoyed by my 4th class pupils as older classes. I’m my classroom, I would complete a KWL chart with the class to find out what their prior knowledge is. I would then play the Paxi video for the class and allow a discussion to unfold from its content. I would then utilise our Ict tablet time allocation to allow pupils to explore the ‘Teal’ simulation tool in pairs to explore its properties. Here, the pupils themselves are exploring the resource as well as seeing its potential in a real life purposeful context. This not only enables independent exploration skills but also emphasises the contemporary value of ICT in the classroom in a paired activity capacity
Hi Aine,
I completely agree with the wide range of skills being utilised in this activity ensuring the pupils remain focused, engaged and interested!
The paper, Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and Mathematics (Liston 2018), discusses the process for STEM lessons and the need for them to utilise skills such as collaboration, innovation, inquiry and communication amongst peer groups. In my classroom, STEM education based on the fundamental knowledge associated with
Hands-on practical learning whereby the pupils do the thinking and the doing.Activity 1:
Liston utilises the idea of real-life contextual learning for the pupils to ensure it encapsulates its full value. The use of enquiry based learning and pupil application across a variety of curricular areas.Activity 2:
In my classroom, the “Weather Detectives” activity again insists that students themselves are using their skill sets to apply practical and useful methods of enquiry along with creating their own instruments for practice. Here, collaboration, communication and innovation is key.
