Forum Replies Created
-
Posts
-
I would use the Rocket building activity with the junior end of the school for building Rocket Mice. I would motivate the children by showing pictures, videos or stories. I would create a sense of wonder by asking a starter question, I wonder how a rocket takes off. The pupils could predict, brainstorm, and then discuss forces that can cause movement e.g the wind, blowing paper etc. Then the children would construct their simple rocket mouse from paper and recycled bottles. We would conduct an investigation on which bottle pushes the mouse the furthest, how long it takes to drop to the floor etc. Then there could be a reflection on what conditions would change the flight of the mouse e.g. smaller bottle, heavier paper/card etc.
There is a lot of opportunity for cross-curricular links in this lesson, Art (construction), English (language, procedural discussion), Maths (measuring, counting, comparing), PE (darts/archery,) Drama (being something that can fly)
I like the topic of ‘Animals in the Cold’, as weather and suitable clothing for the type of weather, is a topic that is explored, every year in the infant classes. We look at the weather and the seasons. However, we do not always look at how animals keep warm. Most children have seen the movie Happy Feet, so I would show selected pieces from this movie and this can be the stimulus for starting discussion around how the penguins and polar animals keep warm in the snow and ice. I would show the pupils pictures of the animals and ask them to describe what they notice about the animals such as fur, feathers, size etc. I would ask them to predict how the animals keep warm. Then we would look at the coats of animals and discuss layers of fat and the function of these in keeping the animals warm. To demonstrate waterproofing I would put Vaseline on one of the pupils hands and have them play with water and ask what do they notice about the hand with Vaseline v the hand without. Then as a follow on activity, we could predict and explore the properties of materials. This involves enquiry based, hands on checking which materials were absorbent and which were waterproof, and in groups, design a raincoat for a teddy bear.
SSE is a great way of identifying both the good and the not so good practices in our school. We need to do SSE in STEM in conjunction with the new Maths curriculum. There is a function on Aladdin to send surveys to parents or google forms are an alternative form of information gathering.
Conor I love your idea for Drama and having the children engage in speaking like Aliens. I also like the idea of engaging the pupils in a discussion as to why the Earth is so special.
I really like the ideas in Space and Aliens for infants. I would use the story Aliens wear underpants to motivate and inspire the children. I would have the children think about and discuss what aliens would look like and the features they would have. They then could draw or sketch out their Aliens and apply colours as they see fit. The continuation of the lesson would involve using clay, paints and recycled materials. To integrate in to Maths we could group the finished Aliens by similarities such as number of eyes, ears, arms legs, thus using the language of early maths skills, sorting and classifying. The Aliens could be displayed on an uneven surface, which looked like the moon’s landscape, and the children could predict, sketch and make spacecraft and imaginary houses for their imaginary aliens in other art lessons. The children could colour and cut out star shapes, stick string of various lengths with sellotape to the stars and I could hang from the ceiling over the display to represent the galaxy. This would be done over a number of weeks.
Hi Rachel,
Using permanent structures for observing shadows is a great idea, as well as using their bodies. The main advantage is that the permanent structures don’t move unlike children, so can be observed from the same position each day, at intervals.
The activity I would do with a class is The Sun and Shadows, as we are located in the southeast and we have some nice sunny days! I like the idea of teaching about Ultra Violet light and the benefits and harm it can do. It is a nice hands on activity based learning where the children can imagine and improvise. I would teach the shadows by discussing what the children know about shadows and I would preferably bring them outside with chalk, and in pairs to draw their shadows, and to have them discuss and observe differences in their shadows depending on where they were standing and where the sun is. I would bring them out later in the day to stand in the same place, draw their shadow again, discuss differences and why this happens. It would be a lovely activity to make the bear/fish/landscape and have children explore with flashlights.
Hi Orla,
ESERO and Curious Minds have the best teacher resources for Inquiry based approaches, which I will be promoting and informing my colleagues of on return to school.
My Name is Martina and my space fact is ‘Shooting stars blaze a range of colours depending on the elements they’re made of’. I am curious to engage in this course to expand my knowledge on space and to find resources that can help in teaching of space related topics. I like the lesson and resource for Investigating Gravity on Curious minds that uses the Inquiry Framework, outlining strand, strand unit, learning objectives and skills development. It would be a good hands on lesson for junior classes. The prompt could be teacher dropping an item and then engaging class in discussion, and then to wonder and question leading to brainstorming of falling objects, pushing/pulling, and exploration. Ask for predictions. Teacher ensures that there is materials available to use for class, dropping from various heights, dropping two objects to see which lands on floor first, paper vs stone etc. Groups of children could work together, exploring, recording, questioning, predicting, communicating and then presenting information to class. Pupils could try further investigations at home with other materials and report to class. Then as teacher, reflection on the inquiry, as to what worked well, what should change for next time, and seek opportunities for cross curricular integration.
Hi Odhran,
I like the idea of cooking demonstrations or even using tuna or salmon for making sandwiches and investigating the nutrients of the ingredients would be a good hands on lesson.
I have found this module very interesting and compounded the difference between macro and micronutrients for me! I wasn’t aware of the extent of the nutritional value of sea food, being complete foods as they contain all the nutrition necessary for human growth and development, especially iron, omega 3 and Vitamin D. I have used the food pyramid for looking at healthy foods before but I will be promoting seafood now for the protein section of the pyramid, especially with the information in the BIM Seafood Nutrition Handbook. Exploring food labels from packaging or on computers could work well with more senior classes and make them more aware of nutrition and sustainability of seafood. The sample of the lesson is an interesting approach. Food theme can be integrated in to many curricular areas, starting with the example of the Salmon of Knowledge in History, and then science looking at the components of food, to maths, looking at the amount of weight of seafood we should consume, to name a few.
Hi Gráinne,
There is a lot of good sustainable practices going on in your school, and I think you have given me some ideas for our school next year. I think it would be possible to collect plastic bottles form homes where they do not bring them back, and recycle them to supermarkets and it would be a fundraiser too.
In our school we have gained many Green School Flags, the last being Recycling Theme. We have an emphasis on recycling in the school and we have a ‘Maker Space’ where we collect recycled materials and make them in to projects especially for STEM. We have hot food for every child and we encourage parents to ensure they cancel food if the child is going to be absent to reduce food wastage. We encourage pupils to walk or bike to school and use various slogans for days such as Walk on Wednesdays etc. Our taps are push down so go off automatically and we have light monitors – pupils who ensure that all lights are switched off when the pupils leave the classrooms. We also have door monitors who ensure all exit doors are shut when classes go to the yard to reduce oil usage for heating. We also send clothing which is not collected to a local charity shop, so parents can buy cheap uniforms. Pupils engage in a Beach Clean up also in conjunction with the county council. But there is always more we can do to encourage sustainability.
I have learned a lot about food labels – Origin Green, ASC, MSC, so I will be taking more notice of food packaging labels and only purchasing sustainable. Pupils will research food labels and hopefully they will start the discussion at home so parents can be more aware.
Hi Jennifer,
I think many posts here echo the lack of information in text books for aquaculture. But the ARC resources are certainly a stimulus to provoke thought and discussion on the topic of aquaculture and as the pupils are at the senior end, a lot of project work using technology and other curricular areas could be exhausted.
