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Hi Hilda,
I would also agree that recording data online with the younger classes may not be very beneficial in terms of learning and that the curios minds framework for enquiry would be more prominent in their learning. I think focusing on what they see in front of them and scaffolding younger children to look at something and notice and describe what they see and think critically is much more valuable. Then perhaps as part of a conclusion of a lesson the teacher can upload the data together with the class on the interactive whiteboard.
Responding to bullet point 1
Using identification resources from the module, I recorded species in my local environment with the National Biodiversity Data Centre. A frequently observed species near our school is the grey heron, often seen flying overhead or near nearby water, indicating a suitable wetland habitat.
To involve my class in citizen science, I would introduce students to simple identification guides and observation techniques. Students could carry out a biodiversity walk around the school grounds, recording plants and animals they observe. In particular, we could focus on identifying and recording trees in the school grounds and surrounding areas as part of a citizen science project. Using age-appropriate tools and apps, students could upload their findings to the National Biodiversity Data Centre. This would encourage careful observation, data recording, and environmental awareness. Follow-up activities could include discussing habitats, biodiversity, and the importance of trees in supporting local ecosystems.
Hi Mary,
I will be working in a special class in the senior end of the school in September for the first time and I am really looking forward to having an enquiry based approach. It is lovely to hear that you have a positive experience of instilling curiosity among the pupils and allowing hands on investigations. Thanks for sharing.
Responding to bullet point 3
In a previous lesson, I introduced the topic of space using an image of the Leviathan Telescope, which engaged students and led into a lesson on orbiting and planetary motion. To further explore the question “How does a telescope work?”, I would design a follow-up inquiry-based lesson focused on light. The class would be divided into two groups to investigate different aspects of how telescopes function. One group would explore how light travels through prisms, observing how it bends and separates into colours, linking this to lenses used in refracting telescopes. The second group would investigate reflection using mirrors, experimenting with angles and how light can be directed, connecting this to reflecting telescopes. Each group would record observations and present findings. A subsequent lesson would involve students planning, designing, and making a simple telescope to apply their learning in a practical context.
When planning this lesson, I would use the Curious Minds framework to guide learning through questioning and exploration. I would begin by sparking curiosity with the question: “What is a map and why do we use it?” This invites children to share their own ideas and experiences. I would then deepen their thinking by asking: “What can we find on a map?” I would use you tube to show the video on making a 3D map to inspire the children. I would have materials ready and from here, I would move to a hands-on activity where students create a map of a familiar place, such as their school playground/ classroom. I would also ask for their suggestions on symbols to use, encouraging creativity and ownership. To support this, I would use Google Maps to explore the local area and Geohive to show simple visual data. Finally, we would reflect by comparing their maps with digital ones, helping them understand representation of the world around them better.
I love this idea. What a fantastic way to engage pupils in meaningful hands on learning. The combination of outdoor exploration and digital mapping is really inspiring. I can see how it builds not only environmental awareness but also collaboration and critical thinking skills. I would love to try something similar with my class, perhaps starting with simple grounds survey and gradually introduce digital mappin
I love this idea. What a fantastic way to engage pupils in meaningful hands on learning. The combination of outdoor exploration and digital mapping is really inspiring. I can see how it builds not only environmental awareness but also collaboration and critical thinking skills. I would love to try something similar with my class, perhaps starting with simple grounds survey and gradually introduce digital mapping.