[Paula Coleman]

fabulous idea Gina to use the Beebots – gret integration of technology and problem solving skills

[Paula Coleman]

This is by far my favourite module of the course and one I feel most comfortable facilitating .Our school grounds have so much to offer in terms of biodiversity and participating in real world citizen science projects makes it al the more engaging . It about bringing biodiversity  to the fore and its amazing how aware you become . ive seen so many butterflies over the last week and Ive even seen a “hairy Mary ”  ( no idea what the correct term is for this black hairy caterpillar – I havent seen one since I was a child !! If we dont facilitate nature some  children will grow up oblivious to the life around them

[Paula Coleman]

I agree too , Stem needs to be project or theme based and ass the various subjects into it rather than seeing it as a standalone. Often there is too much reliance on textbooks to the detriment of active learning and learning in the environment . Its all about confidence and starting small and building on it. The sense of achievement is great when an active outdoor learning lesson goes to plan but it does require significant work on the part of the teacher  but …. once the work is put it you can re use the lesson again and again. Beats a book anyday !

[Paula Coleman]

What a fantastic project! Its so close to my heart as aI did this project with two schools in 2000 as part of a millenium project. The result was a 350 page book of the history and traditions of our areas and how we are all connected by the past.  It’s so inspiring to see how the pupils connected with the history of the school and the wider community in such a meaningful way. Interviewing past pupils, especially someone who was 99, must have been an unforgettable experience for them. The combination of  storytelling and creative work culminating in a beautifully illustrated book really highlights the dedication and curiosity of the students. This kind of project not only preserves important memories but also strengthens the bond between the school and its community—truly wonderful!

[Paula Coleman]

Our town has a wide and varied cultural history and as a school we have explore carious aspects in the past . It would be good to  try to incorporate this project into a whole school cultural , historical and scientific project  as follows

Exploring the Scientific & Natural Heritage of Castleblayney

Natural Heritage: Lough Muckno, Forest Park, Mindszenty Park, flora & fauna, whooper swan migration, tallest trees, deciduous vs. coniferous, native species.
Scientific Heritage: Ice House (food preservation), bridge engineering, measuring trees and structures, lake ecology.
Cultural & Historical Heritage: Hope Castle & Annexe, Market House, Alms Houses, French-style houses on Church Street, Famine Workhouse & Graveyard, Lord Blayney’s tomb.
Folklore & Identity: 1938 Folklore Collection stories, myths of the Swimming Pig & Hope Diamond, origin of the name Castleblayney, tourism links.

Science & Geography

Measure tallest trees (geometry/angles).
Classify deciduous vs. coniferous and native vs. non-native species.
Birdwatching log: ducks, swans, whooper swans (migration).
Water quality testing and plant surveys in Lough Muckno.
Explore Ice House → science of preservation.
Study bridge structure → forces, strength, span.
History & Folklore

Research Castle stories from the 1938 Folklore Collection.
Investigate the Market House, Famine Workhouse, Graveyard.
Study Castle’s use as a hospital in 1950s.
Explore Lord Blayney’s tomb, Alms Houses, French-style houses.
 Art

Draw or paint Hope Castle, the bridge, Market House, or trees.
Leaf/bark rubbings for tree studies.
Mural combining myths, wildlife, and heritage landmarks.
Clay models of swans, ducks, or the Swimming Pig.
Tourism posters advertising Castleblayney.
Drama

Re-enact folklore stories (Swimming Pig, Castle legends).
Freeze-frame “life in the Famine Workhouse.”
Short role-plays about building the bridge or using the Ice House.
Storytelling circle based on the Hope Diamond or ghost tales.
 Music

Learn local/traditional Monaghan songs.

Visit the Music Wall of Fame in Castleblayney and Learn about the history of Music in the town . Learn about the life and songs of  famous country singer Big Tom
Compose soundscapes for the forest and lake (birdsong, water, wind).
Percussion rhythms inspired by bridge building.
Perform famine songs, linking with history.
Write a class song/rap about Castleblayney’s nature & heritage.
 Maths

Measure trees, bridge span, distances around town.
Estimate and record weights (Ice House science link).
Create tally charts and graphs of bird sightings.
Use bar charts to show different tree species.

Timeline (Whole-Year Project)
Autumn

Heritage walk (Castle, bridge, Market House, Lord Blayney’s tomb, Alms Houses).
Begin folklore storytelling project (1938 collection).
Art: drawings of landmarks; Drama: folklore re-enactments.
Birdwatching log begins.
Winter

Ice House study → science of preserving food.
History: Famine Workhouse & Graveyard.
Drama: freeze-frames of workhouse life.
Music: famine songs; Art: posters about hardship/hope.
Spring

Tree study (deciduous vs. coniferous, native species).
Flora/fauna surveys in Mindszenty Park.
Art: leaf rubbings, heritage mural.
Drama: role-play “building the bridge.”
Music: nature soundscapes.
Summer

Lake ecology study; focus on whooper swans & migration.
Creative projects: clay swans, Swimming Pig dramatization.
Tourism focus: design posters & brochures.
Final Heritage Fair: displays of science data, art mural, drama sketches, music performances.

Divide into heritage teams (Nature Detectives, Tree Team, Folklore Collectors, History Detectives, Birdwatchers, Tourism Promoters).
Outdoor learning at least once per month (forest, park, lake, town sites).

End-of-year whole-school showcase for parents and community, with exhibition and live performances.

[Paula Coleman]

the Mary McAleese bridge is a great  example of  a fantastic engineering feat. The design of the bridge lends itself to art , history Maths as well as Stem

[Paula Coleman]

Building Bridges with  2nd Class
Theme: Designing and Making – Inspired by Hope Castle Bridge

Aims
To explore what bridges are and why they are important.
To design and make a simple bridge using classroom materials.
To use basic maths skills such as measuring and comparing.
Resources required 
Photo of Hope Castle Bridge.
Building materials: Lego, cardboard, straws, lollipop sticks, masking tape , A4 paper and other recyclable materials
Toy cars or small blocks for testing.
Rulers, pencils, simple recording sheet.

I would begin by showing the class  a picture of Hope Castle Bridge.
and asking them  What is a bridge for? Where have you seen one?
Talk about strong shapes (arches, triangles).

The children will then be encouraged to  sketch a simple bridge design
and in groups to decide what materials they will use.

How wide is it? Will a toy car fit?

to test the strength of the bridge the children will place a toy car or blocks on each bridge and count how many blocks the bridge can hold.
They will record  the results with tally marks

Pupils will be encouraged to  share their bridges and to talk about which bridges were strongest and why.
This design and make project can be integrated with Maths under the strands:
Measurement: measure width/length with a ruler.
Counting & Tallying: blocks or cars the bridge holds.
Comparing: which bridge held more/less.
Shapes: noticing triangles or arches in designs.

The activity will be assessed according to the levels of engagement and teamwork during building.

[Paula Coleman]

Breeda   love the art ideas youve included in your lesson plans on the Night Sky . Ive just thought of another. Van Gogh starry night . !

[Paula Coleman]

The following is a lesson for 6th class on. The night sky

Ask pupils: What do you see in the night sky?

Gather ideas about stars, moon, planets, and constellations.

Explore the Sky using online resources such as Stellarium or NASA Skywatch to show the night sky.

Point out how it changes during the night and across seasons.

Identify well-known constellations (e.g. Orion, the Plough). encourage students to observe the night sky from their homes / windows

Discuss how people long ago used stars for navigation and stories.
Discuss the invention of the telescope .
Introduce the PPt of Birr Castle and the telescopes there

Have Pupils sketch a constellation from an image and an telescope with labels

Match star patterns to names on worksheets.

Give pupils a skywatching recording sheet.

At home, note moon phases or brightest stars over a week.

Share observations in class.

Link night sky study to science (space), history (navigation), and culture ( literacy ” myths/stories). and art . Design and make a telescope

[Paula Coleman]

Hi Veronica

I understand your concern re keeping children engaged outdooors and the health and safety aspects . I wonder would it be possible to collaborate with your SET on the theme of report writing – english genre and use this as a way of getting another adult to assist . Or if you had an EAL teacher , they could be encouraged to accompany you ? Just a thought

[Paula Coleman]

How I would create a Seasonal Biodiversity Project Plan using this modules resources

Initially we would have a discussion about the  vocab associated with this module – biodiversity , habitat  etc. then we would use identification guides, spotter sheets, and biodiversity trail packs to help children recognise trees, plants, insects, and birds across the seasons in the school area .
Using recording sheets/charts for tallying, drawing, or photographing findings is a grear way to integrate maths and art and ict.
we could create a class biodiversity calendar to track seasonal changes (flowering, leaf colour, bird visits, etc.) and to plan ahead when to visit the various locations – If it is planned , it is more likely to happen .

The following are some of the resources required
Plant and animal ID charts (trees, flowers, minibeasts, birds).
Recording sheets for observations (drawings, tick boxes, notes).
Clipboards, pencils, magnifying glasses, and cameras/tablets.

I would take the children out at least once a month for observations especially in seasons / months of lots of change.(September, March, May).
There are many areas that would integrate well with this module of Biodiversity such as

Science: lifecycles, habitats, plant/animal needs.
Maths: graphing results, measuring growth, tally charts.
Geography: local environment studies.
Art: drawing plants, leaf rubbings.
English: nature diaries, poems, report writing.
SPHE/Wellbeing: mindfulness walks, care for the environment.

[Paula Coleman]

In second class  this is how I would introduce the concept of maps and mapping .

 

Ask children: What is a map? Why do we use them?
I would share examples of where they might see maps (books, phones, cars). Explain the word Atlas  ?

Taking this idea from another poster , we would do a walk collecting items or taking photos from the school area,  I would print these photos out ( laminate and reuse) and display them on a large sheet of paper , from there and using the 3d version , i would get the children to draw their own maps .

 

I would then Open Google Maps on the whiteboard.
After showing  our school,  I would then zoom out to see the town, county, and country.
Following this I would use GeoHive to look at different map views (aerial, street).
Point out landmarks the children recognise.

The children  would draw a simple map of the classroom or school yard.
Add symbols for doors, desks, windows, playground, etc.

Using a visualiser the children could  present their maps to the class.
If it was possible we could compare their maps with google  maps.
I think its important to show the children  that maps can show the same place in different ways. 2 d, 3 d .

[Paula Coleman]

Brid  _ I love the idea of making a 3s map with your senior infants initially and the way that you would aim to change it for the seasons . They could then replace the 3d map with a 2d version .

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