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Love the addition of teacher in role of this lesson. It will certainly grasps children’s engagement from the beginning. Also love the walk and point idea and could definitely see this working across a variety of topics.
I would base this project on the natural and local historical heritage of Clonaslee Co. Laois, integrating the beautiful Slieve Bloom mountains with the history of Brittas Castle. For a 3rd/4th class, pupils would begin by exploring the story behind Brittas Castle, a 16th- century tower house built by the Dunne family, and discuss what life may have been like during that time. They would then use both the castle and the surrounding area and landscape as inspiration for a cross- curricular creative arts project. In visual arts, pupils will create drawings or paintings of the castle and mountain area using a selection of media. To incorporate creative writing, they could write diary entries, legends or short stories from the viewpoint of someone living in Brittas Castle. In drama the class could create short scenes based on life in the castle or local folklore. Music could be used to compose simple soundscapes inspired by rivers and wildlife of the Slieve bloom mountains. This project would encourage creativity, appreciation of Clonaslee’s natural beauty and cultural heritage.
This is a fantastic idea. Love the use of lego and building materials as from working in a boys school it really plays into their interests. The key questions are brilliant and really engaging.
response keeps putting Span coding in,
I would use the suspension bridge in Birr Castle Demesne as the vision or inspiration as it is local enough to where my home house is located. I do frequently use places around my home to compare to the children’s area in Dublin in STEM subjects. I would organise a whole-class STEM challenge where pupils work together to design, build, and test a model bridge. The bridge must hold the weight of objects. The challenge would encourage creativity, problem-solving, engineering skills, and the practical application of mathematical concepts. I would aim to set this challenge for a 3<sup>rd</sup>/4th class level. Throughout the challenge, mathematical thinking would be used by encouraging pupils to measure bridge spans and heights using centimetres, estimate and compare lengths, identify 2-D shapes such as triangles and record the weight each bridge can support. Pupils would write their findings using tables and bar charts before investigating their designs and suggesting how to improve. This hands-on activity would develop problem-solving, teamwork and engineering skills while also showing how mathematics can be used in a practical real-life context.
<span class=”TextRun SCXW82522981 BCX4″ lang=”EN-GB” xml:lang=”EN-GB” data-contrast=”none”><span class=”NormalTextRun SCXW82522981 BCX4″>I would </span><span class=”NormalTextRun SCXW82522981 BCX4″>use the</span><span class=”NormalTextRun SCXW82522981 BCX4″> suspension bridge in </span></span><span class=”TextRun SCXW82522981 BCX4″ lang=”EN-GB” xml:lang=”EN-GB” data-contrast=”none”><span class=”NormalTextRun SCXW82522981 BCX4″>Birr Castle Demesne</span><span class=”NormalTextRun SCXW82522981 BCX4″> </span></span><span class=”TextRun SCXW82522981 BCX4″ lang=”EN-GB” xml:lang=”EN-GB” data-contrast=”none”><span class=”NormalTextRun SCXW82522981 BCX4″>as </span><span class=”NormalTextRun SCXW82522981 BCX4″>the vision or inspiration as it is local </span><span class=”NormalTextRun SCXW82522981 BCX4″>enough </span><span class=”NormalTextRun SCXW82522981 BCX4″>to where </span><span class=”NormalTextRun SCXW82522981 BCX4″>my home house is </span><span class=”NormalTextRun SCXW82522981 BCX4″>located</span><span class=”NormalTextRun SCXW82522981 BCX4″>. I do </span><span class=”NormalTextRun SCXW82522981 BCX4″>frequently</span><span class=”NormalTextRun SCXW82522981 BCX4″> use</span><span class=”NormalTextRun SCXW82522981 BCX4″> places around my home to compare to the children’s area in Dublin in STEM subjects.</span> <span class=”NormalTextRun SCXW82522981 BCX4″>I would organise a whole-</span><span class=”NormalTextRun SCXW82522981 BCX4″>class STEM</span><span class=”NormalTextRun SCXW82522981 BCX4″> challenge where pupils work </span><span class=”NormalTextRun SCXW82522981 BCX4″>together </span><span class=”NormalTextRun SCXW82522981 BCX4″>to </span></span><span class=”TextRun SCXW82522981 BCX4″ lang=”EN-GB” xml:lang=”EN-GB” data-contrast=”none”><span class=”NormalTextRun SCXW82522981 BCX4″>design, build, and test a model bridge</span></span><span class=”TextRun SCXW82522981 BCX4″ lang=”EN-GB” xml:lang=”EN-GB” data-contrast=”none”><span class=”NormalTextRun SCXW82522981 BCX4″>.</span><span class=”NormalTextRun SCXW82522981 BCX4″> The bridge must hold the weight of objects.</span><span class=”NormalTextRun SCXW82522981 BCX4″> The challenge would encourage creativity, problem-solving, engineering skills, and the practical application of mathematical concepts.</span><span class=”NormalTextRun SCXW82522981 BCX4″> I would aim to set this challenge for a </span></span><span class=”TextRun SCXW82522981 BCX4″ lang=”EN-GB” xml:lang=”EN-GB” data-contrast=”none”><span class=”NormalTextRun SCXW82522981 BCX4″>3</span></span><span class=”TextRun SCXW82522981 BCX4″ lang=”EN-GB” xml:lang=”EN-GB” data-contrast=”none”><span class=”NormalTextRun Superscript SCXW82522981 BCX4″ data-fontsize=”12″>rd</span></span><span class=”TextRun SCXW82522981 BCX4″ lang=”EN-GB” xml:lang=”EN-GB” data-contrast=”none”><span class=”NormalTextRun SCXW82522981 BCX4″>/4th class level.</span></span><span class=”TextRun SCXW82522981 BCX4″ lang=”EN-GB” xml:lang=”EN-GB” data-contrast=”none”><span class=”NormalTextRun SCXW82522981 BCX4″> Throughout the challenge, mathematical thinking would be </span><span class=”NormalTextRun SCXW82522981 BCX4″>us</span><span class=”NormalTextRun SCXW82522981 BCX4″>ed by encouraging pupils to measure bridge spans and heights using centimetres, estimate and compare lengths, </span><span class=”NormalTextRun SCXW82522981 BCX4″>identif</span><span class=”NormalTextRun SCXW82522981 BCX4″>y</span> <span class=”NormalTextRun SCXW82522981 BCX4″>2</span><span class=”NormalTextRun SCXW82522981 BCX4″>-</span><span class=”NormalTextRun SCXW82522981 BCX4″>D shapes such as </span><span class=”NormalTextRun ContextualSpellingAndGrammarErrorV2Themed SCXW82522981 BCX4″>triangles</span><span class=”NormalTextRun ContextualSpellingAndGrammarErrorV2Themed SCXW82522981 BCX4″> and</span><span class=”NormalTextRun SCXW82522981 BCX4″> record the weight each bridge can support. Pupils would </span><span class=”NormalTextRun SCXW82522981 BCX4″>write</span><span class=”NormalTextRun SCXW82522981 BCX4″> their findings</span><span class=”NormalTextRun SCXW82522981 BCX4″> using </span><span class=”NormalTextRun SCXW82522981 BCX4″>tables and bar charts before </span><span class=”NormalTextRun SCXW82522981 BCX4″>investigating </span><span class=”NormalTextRun SCXW82522981 BCX4″>their designs and suggesting </span><span class=”NormalTextRun SCXW82522981 BCX4″>how to improve</span><span class=”NormalTextRun SCXW82522981 BCX4″>. This hands-on activity would develop problem-solving, teamwork and engineering skills while </span><span class=”NormalTextRun SCXW82522981 BCX4″>also </span><span class=”NormalTextRun SCXW82522981 BCX4″>showing </span><span class=”NormalTextRun SCXW82522981 BCX4″>how mathematics can be </span><span class=”NormalTextRun SCXW82522981 BCX4″>used </span><span class=”NormalTextRun SCXW82522981 BCX4″>in a practical</span> <span class=”NormalTextRun SCXW82522981 BCX4″>real-life context</span></span>
<span class=”TextRun SCXW187419642 BCX4″ lang=”EN-GB” xml:lang=”EN-GB” data-contrast=”none”><span class=”NormalTextRun SCXW187419642 BCX4″>A seasonal biodiversity project would run throughout the school year, with </span><span class=”NormalTextRun SCXW187419642 BCX4″>children taking part </span><span class=”NormalTextRun SCXW187419642 BCX4″>in outdoor investigations every two weeks to </span><span class=”NormalTextRun SCXW187419642 BCX4″>observe</span><span class=”NormalTextRun SCXW187419642 BCX4″> and record changes in the school environment</span><span class=”NormalTextRun SCXW187419642 BCX4″>, focusing particulary on the school garden</span><span class=”NormalTextRun SCXW187419642 BCX4″>. Using Curious Minds course resources such as biodiversity identification guides, habitat survey templates, seasonal recording sheets, and nature journals, </span><span class=”NormalTextRun SCXW187419642 BCX4″>children </span><span class=”NormalTextRun SCXW187419642 BCX4″>would </span><span class=”NormalTextRun SCXW187419642 BCX4″>try and </span><span class=”NormalTextRun SCXW187419642 BCX4″>identify</span><span class=”NormalTextRun SCXW187419642 BCX4″> plants, birds, insects, and trees while collecting weather data and photographing habitats.</span> <span class=”NormalTextRun SCXW187419642 BCX4″>Recording sheets would include species checklists, habitat surveys, weather charts, tally sheets, and observation journals. The</span><span class=”NormalTextRun SCXW187419642 BCX4″> biodiversity</span><span class=”NormalTextRun SCXW187419642 BCX4″> project would integrate Science through </span><span class=”NormalTextRun SCXW187419642 BCX4″>the </span><span class=”NormalTextRun SCXW187419642 BCX4″>habitat studies, Geography through mapping, Mathematics through measuring and graphing data, English through report writing and reflective journals, Visual Arts through nature sketches, and Digital Technology through data handling and presentations.</span><span class=”NormalTextRun SCXW187419642 BCX4″> This type </span><span class=”NormalTextRun SCXW187419642 BCX4″>of project will </span><span class=”NormalTextRun SCXW187419642 BCX4″>encourage</span><span class=”NormalTextRun SCXW187419642 BCX4″>problem solving, critical thinking and exploration for the children. </span></span><span class=”EOP Selected SCXW187419642 BCX4″ data-ccp-props=”{"134233117":false,"134233118":false,"201341983":0,"335551550":1,"335551620":1,"335559685":0,"335559737":0,"335559738":0,"335559739":160,"335559740":279}”> </span>
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This reply was modified 3 months, 3 weeks ago by . Reason: Keeps inserting span coding
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If I were planning this lesson on mapping for my class, I would begin the lesson with discussing maps with the class and looking at google maps and google earth on the interactive whiteboard. I would use physical maps as a stimulus. The main body of the lesson would include the class working in small groups and explore school grounds and use printed base maps to record observations. The different groups would be responsible for creating one or more map layers. The groups will be looking at different variables including tree and plant species, shaded areas, seating areas etc. Each group must label their maps with symbols, colours and notes. The groups will reconvene in the classroom and design a map using iPads and google my maps. The class will look at all digital maps and discuss observations and patterns.
I like the mention to the children dictating lessons as I find in my school that STEM is definitely the subjects that gain most engagement from pupils. My class last year was so engaged and interested in everything in science, history and geography and were so curious about all topics.
I would apply a lot of the concepts learned in this module to my own teaching practices next year. I liked the curious mind framework in particular. I like this concept as it encourages children to be curious, exploratory and develop problem- solving skills. I think having the template for the children to write down ideas is really useful as they can refer back to it throughout the lesson. I think it allows for more independent thinking also. I will also adapt the concept of writing down the new vocabulary from the STEM lessons throughout the lesson by not just listing the words but by posing questions to see if children can name the word. I like this concept as it integrates vocabulary work from literacy into STEM lessons.
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