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I would use the Bridge in our local village as inspiration for our classroom design and make project. We would firstly watch the YouTube video on what makes a good engineer. We would then explore the different range of materials that we could use to make this structure and discuss the materials suitability as a class and individually. We would talk and plan how we would create the structure through discussion, drawing pictures and modelling by the teacher. We would then brainstorm what tools we would need to create the structure such as scissors, glue etc and compile these together. We would talk about safety and sharing materials before they are distributed. We would then present our structures to the class when they are completed and evaluate each others work critically but kindly. Each group would present their structure to the class and explain how it was made etc. We would reflect as a group on what we could do better next time.
I would use the Church in our local village as inspiration for our classroom design and make project. We would firstly watch the YouTube video on what makes a good engineer. We would then explore the different range of materials that we could use to make this structure and discuss the materials suitability as a class and individually. We would talk and plan how we would create the structure through discussion, drawing pictures and modelling by the teacher. We would then brainstorm what tools we would need to create the structure such as scissors, glue etc and compile these together. We would talk about safety and sharing materials before they are distributed. We would then present our structures to the class when they are completed and evaluate each others work critically but kindly. Each group would present their structure to the class and explain how it was made etc. We would reflect as a group on what we could do better next time.
There are lots of resources and websites in this module that you could use to conduct a seasonal biodiversity project throughout the school year. Beginning at the start of the school year, each class would complete some lessons on the meaning of biodiversity and develop an awareness of its importance. I really loved the checklists provided by Carlow sports partnership, depending on the class level being thought these could be downloaded and used as they are or adapted to suit. I really like the idea of taking photos of flora and fauna in your locality and using this as a checklist for children. Following on from this, classes could create maps as shown in module 2, using online resources such as Google earth and Google maps. This would integrate well with the geography skills of developing a sense of space and place as well as with orienteering and map making. I loved the suggestion in one of the videos of making it a little competitive and giving points for items found and maybe putting in something that isn’t in the area also to encourage children not to just tick every box.
I would use Úna Halpins : Making a 3d Map pf your walk with the younger classes to create a lesson on map making. We would firstly look at this video before we went on our Nature environment in the village where our school is located. I would ask some Wondeing questions before we set out on our walk such as what do we know about our local area, what do we thin k we will see on our walk, will we map our whole walk or just part of it. We will then set out and explore our local area while answering questions such as do we need to cross many roads? Is there many hedges, trees, bridges? We will then plan our map together as a class and create it in groups/ individually depending on the needs of the class. We will then evaluate each others work at the end .
I would us the investigation of light and sound in my classroom in line with the STEM Education Policy statement. I would use wondering questions in relation to light when looking at the telescope such as ‘ What is a lens?’ and ‘ What is a mirror?’. I would then use Wondeing to engage the pupils and use prompts such as ‘does light always travel in straight lines?’ and ‘What is a mirror?’. I would then move onto the Exploring aspect and explore binoculars, magnifying glasses, telescopes etc. I would use the rainbow spinner to further develop the childrens curious minds. I would use starter question, prediction conducting the investigation as a class and individuals and finally interpreting the results. These questions would include what happened when it spun, what colour combinations worked best and what happened when we spun it faster. I think the students would thoroughly enjoy this process