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There are some really lovely ideas here. I like how you’ve balanced contemporary music with famous works of art and some classic lullabies and poems. I think children would really enjoy recognising songs they may have heard when they were younger, like Twinkle Twinkle Little Star, but then looking at the lyrics in more detail and appreciating them in a new way.
I also love the suggestion of comparing the different ‘Starry Night’ paintings. That could make for a great visual art lesson as well as a chance to explore how artists interpret the same theme in different ways.
Consider how many Songs / Poems /Art can you think of to connect us with the Night Sky?
There have been so many great examples already mentioned. I’m going to try to include some examples that have not already come up.
The school I teach in is very multicultural and we are very proudly a yellow flag school. So I’d like to mention some art from around the world.
For poetry, students could study Ode to a Star by Pablo Neruda. With the introduction of the new primary languages curriculum, you could even look at a few Spanish words like estrella for star and noche for night. It’s a nice opportunity to mix poetry with language learning.
For a song, there are some lovely Nigerian lullabies in Yoruba that feature the moon. And as part of our intracultural week celebrations every year, we invite parents in to share their traditions and their culture. So this would be nice if we could incorporate that in some way.
And then for art, an artist that I have featured in my classroom before is Lebanese-American painter Etel Adnan. She paints minimalistic landscapes that often just consist of a few bold lines. For example, I’ve done art with my third class pupils where they just use three lines on the page to draw a crescent moon with one line, a horizon line with another line, and then the curve of a hill or a mountain with the third line and then use bold colours in their painting.
I really like your approach of starting with what’s already in the children’s immediate environment. Making a biodiversity map together is such a visual and accessible way for pupils to connect with their school grounds. I think it’s great that you build in the idea of noticing what might be missing as well as what’s present.
Your focus on inclusion and keeping it practical really comes through. I think this would work really well with my own class too and I’d love to try something similar as part of our SESE work.
How you would engage your learners to explore biodiversity in your local area and the possible impacts of light pollution on local biodiversity.
Where I teach in north county Dublin, biodiversity can be explored in many ways. We have a variety of plants, insects and birds to explore on our school grounds. We are also near the sea so we can explore coastal habitats. As a Green Flag school, we already place strong emphasis on environmental awareness. We have a strong foundation in this area already but have not yet focused on nocturnal biodiversity, so I think that would be a great next step. Pupils could learn about nocturnal biodiversity, with a focus on moths and owls and how light pollution affects these species. Moths are drawn away from flowers by bright lights.
When I taught sixth class previously, I had the pupils make short iMovies on biodiversity and its threats, in relation to our Green School Flag renewal. I would now include topics like local light pollution and its impact on wildlife. Using iMovies to create projects on this topic encourages collaboration, promotes digital skills and creativity, all while deepening pupils’ understanding of biodiversity and the importance of protecting dark skies.
Detail how light pollution is impacting your local area and how you would engage your learners to explore this.
Where I live and work in north county Dublin, light pollution is ever increasing as the town continues to expand as more houses are being built. New housing developments are filling in the space between townlands and streetlights and security lighting and shop lighting all contribute to a brighter night sky. It’s harder to see stars at night and the light pollution is having a documented effect on insects, moths and birds that rely on natural darkness.
Teaching this topic with my 3rd class pupils, I would start by introducing light pollution and the four types: sly glow, glare, clutter and light trespass. I would then explore the different kinds of streetlights with the class, examining their design. Then we would discuss how the direction, colour and brightness of light can affect people and wildlife and the environment.
For homework, I would ask pupils to go outside their house after dark (only doing so with a parent/guardian accompanying them!) to observe their locality. They could record the types of streetlights near their house and describe their design. They can also record if they could see any stars in the sky. The next day we would share our findings in class.
This is a really nice activity. It’s a hands-on and engaging way to teach about light pollution. I’d love to try something like this with a class. I think having them work indoors first to recognise constellations is a smart way to prepare them. Comparing their data to other places in the world sounds really motivating for pupils. Overall, it seems like a fun project that teaches science and problem-solving. It also gives pupils a deeper appreciation of the night sky.
Create a short teaching resource using Stellarium
Using Stellarium to identify and observe stars and constellations visible from Ireland in real time, and understand how the night sky changes over time.
Introduction
Explain that Stellarium shows the stars we’d actually see in our sky. Launch the website on the IWB. Set the time to the current time. Explore the tool and ask pupils what we can see. As we move around can we identify any planets or stars. Move the time slider forward to night time and observe how stars and planets move or new items appear.Activity
Our school uses iPads so pupils can launch the app on the iPads in pairs to explore the sky. Encourage the pupils to move the time slider to observe the sky at different times or seasons and note how stars move or new ones appear. Ask pupils to make note of one constellation that interests them and sketch it in their copybook.Extension Activity
Using the iPads and the Ducksters website can research more about constellations and the planets.
https://www.ducksters.com/science/physics/constellations.phpI like the activities you’ve listed for observing the moon and I can imagine if the list of dates was displayed on a poster in the classroom, I’m sure the children would check it themselves and remind the class when it’s time to observe. That sense of ownership would help keep them engaged and I’m sure they’d look forward to comparing their drawings and observations.
Reading Liston’s paper, I really resonated with the idea that simply using technology does not mean children are engaging in STEM learning. Too often activities are mislabelled as STEM just because they involve tech. The engineering design process needs to be at the heart of the activity for it to be truly labelled a STEM activity.
ESERO 30 Day and Night in the World
Introduction
Discussion of diurnal and nocturnal animals. Using the IWB to display photos, we discuss how some animals are awake at night and how they can have different physical traits that help them adapt to the darkness. This discussion will lead us to investigate the difference between day and night in the world.Activity
Taking a globe, the class will find Ireland and Australia and place small stickers to mark them. Using a torch to represent the sun, and making the classroom dark, shine the torch on Ireland to show Ireland in daytime. Have a pupil slowly rotate the globe to model a cycle of day and night. When Ireland turns away from the light and enters night, the opposite side of the Earth, Australia as marked on our globe, enters daylight. When the torch/sun is shining on Australia, it is nighttime in Ireland.This activity is a clear, hands on demonstration of day and night around the world. By modelling day and night with the globe and torch, pupils are observing, questioning, and investigating, key components of STEM learning.
I really like your use of shadow tracing as a way to make the movement of the sun visible to the children. I teach 3rd class and they love any excuse to get outside, so I think it would work really really well with them. You could also have the children measure the length of the shadows, bringing in some practical, hands on maths.
Introducing coding and computer science in primary schools equips students with essential skills for the future. Early exposure to coding fosters critical thinking, problem-solving, and creativity, laying a strong foundation for advanced learning in various fields. My experience with coding in the classroom has shown me the profound impact it can have on young learners. The Hour of Code, for instance, has been an excellent introduction that my pupils have consistently enjoyed. It demystifies coding and makes it accessible, sparking interest and excitement.
Similarly, participating in the European coding competition through Codementum was a highlight, with my students placing third. This experience not only boosted their confidence but also demonstrated the practical application of their skills in a competitive environment. Scratch coding for animation, has provided a platform for creative expression, allowing students to combine storytelling with logic and design.
Introducing coding can present challenges, such as limited resources and a lack of teacher training. To overcome these, I believe schools should invest in professional development for teachers, ensuring they have the skills and confidence to teach coding effectively. Additionally, integrating user-friendly platforms like Scratch or Minecraft Education can make coding more accessible and engaging, helping to bridge the gap and provide all students with the opportunity to benefit from these 21st century skills.
Exploring the People of the Tigris and Euphrates Rivers in Minecraft
Curriculum Areas Explored
The main curriculum area explored is history.
The project also covers aspects of the English, geography and visual arts curriculums.Learning Outcomes
Subject: History
Stands: Early peoples and ancient societies
Strand Unit: Early societies of the Tigris and Euphrates valleysStudents will gain an understanding of the daily life, architecture, and societal roles within the ancient civilisations of the Tigris and Euphrates Rivers. They will develop skills in historical research, digital design, and collaboration. Additionally, they will improve their ability to communicate historical concepts through various media, including oral presentations and digital reconstruction.
Student Roles
Project leader: Combine the research on the topic and ensure everyone has the information they need. Time keeping.
Architects: Design and plan the construction of mud-brick homes and other structures.
Builders: Recreate these structures in Minecraft
Documenters and presenters: Create portfolios and document the building process, including the historical context.Supporting Work
This project follows on from completing the lessons on The People of the Tigris and Euphrates Rivers in the class textbook Small World History Third Class. The class textbook can be used for research, as well as teacher approved links shared using Wakelet. Students will brainstorm how to represent these societies in Minecraft, and sketch out their build designs on paper.Build Challenge or Project Prompt
Using Minecraft, recreate a Mesopotamian city along the Tigris and Euphrates rivers, focusing on accurate depictions of mud-brick homes, ziggurats, and the layout of the city. Each student should have the opportunity to build different parts of the city based on their research. Once completed, students will present their city to the class, using a portfolio, explaining the significance of each structure and how it reflects the lives and culture of the people who lived there.This project encourages students to engage with the material by using creative and collaborative skills to bring ancient history to life in a digital format. By the end of the project, students should have a solid understanding of the topic.
How can digital tools create engaging and interactive learning experiences?
By incorporating multimedia elements such as videos, podcasts, and interactive maps, teachers can cater to various learning styles, keeping students motivated and engaged. Interactive platforms like Google Classroom, Google Forms, Kahoot, Quizziz etc facilitate real-time collaboration and feedback. Game-based learning can motivate pupils and it promotes active engagement with a topic.Apply School Self-Evaluation Guidelines to improve your teaching.
I can identify areas for improvement by reflecting on the effectiveness of the digital tools I use in the classroom. Using the SSE guidelines I can select a focus, such as improving digital literacy or integrating more pupil centred digital activities, set achievable goals and monitor progress.How does developing your use of digital technology impact your school?
Developing the use of digital technology in school can improve pupils’ problem solving abilities and critical thinking skills. Integrating digital tools also can strengthen collaboration between pupils.During the 2023-2026 period, schools have the autonomy to choose the focus of their School Self-Evaluation (SSE). Align your SSE with the Digital Strategy for Schools to 2027 for best practices.
The formal inclusion of STEM as a core area of the new primary school curriculum aligns with the Digital Strategy for Schools. By prioritising digital skills in SSE, schools can assess their current technological resources and plan strategically for professional development and technology purchases, ensuring they are well-prepared for the upcoming curriculum changes.Use the Digital Strategy to guide decision-making, instruction, and professional development.
Selecting digital skills as a focus for SSE enables schools to evaluate their existing equipment and infrastructure. This can help make informed decisions regarding CPD and the procurement of new technologies.Part 1
Saving the Three Little Pigs’ Houses with Computational Thinking
Prompt: The Big Bad Wolf is back in town and he’s huffing and puffing again. The Three Little Pigs need your help to save their houses. Can you use your computational thinking skills to design a plan and protect their homes from the tricky wolf?
Resources Needed:
The story The Three Little Pigs.
Building materials: craft sticks, paper, straws, cardboard, playdough, tape, glue, scissors, markers, etc
Images of different house structures for inspiration.
Read the story of “The Three Little Pigs” together as a class. Discuss the different houses the pigs built and how the wolf tried to blow them down. Emphasise the importance of making strong and secure houses.
The task is to build new, wolf-proof houses for each pig using everyday materials. You’ll need to follow these steps: Plan, Build, Test, Improve, Reflect.
Plan: Think about the materials you want to use for each house and how you can make them strong. Brainstorm and draw your ideas on a piece of paper.
Build: Using the materials provided by your teacher, start building your houses according to your plans. You can use items like craft sticks, paper, straws, cardboard, and playdough.
Test: Once your houses are ready, it’s time to test them against the Big Bad Wolf (the teacher or another student). Try to blow down each other’s houses with a gentle puff of air (from your mouth) just like the wolf did in the story. Did your house stay standing?
Improve: If your house falls, think about why it fell and how you can make it stronger. Revise your design and rebuild the house, making improvements based on what you learned.
Reflect: Gather as a class to share your experiences. Discuss which houses withstood the “wolf’s” blow and why. Talk about the changes you made to your designs and how they helped make your houses stronger.
Part 2
Key Findings and Reflection
Bers, Strawhacker and Sullivan’s paper highlights how digital tools can enhance collaboration and social development among children. There is an increase in peer collaboration while using computers in the classroom, which is inline with the constructivist approach to learning.
Engaging children in design, creation, and invention with materials enhances learning.
There is an overlap between computation thinking and mathematical thinking and skills.
Activities with “Low floors, high ceilings and wide walls” provide learning environments that are accessible, adaptable and inclusive.
Unplugged computer science activities have been shown to be effective in teaching computational thinking and are often a good place to start with younger students.
Professional development opportunities for teachers are essential.
Computational thinking is an essential skill in the modern world and should be integrated in every child’s learning across the curriculum.
In this 2nd class lesson, students will learn about basic 2D and 3D shapes, while exploring stability, and balance in structures. Through hands-on activities, they will recognize, name, and discuss characteristics of 2D and 3d Shapes. Using marshmallows and toothpicks, students will create both 2D shapes and 3D structures, like cubes and pyramids. The lesson promotes hands-on learning, peer collaboration, and problem-solving. Students explore concepts of stability as they work. They then present their creations to the class and recap the main objectives of the lesson. This lesson promotes STEM skills, fosters creativity and critical thinking, while also highlighting real-world applications in fields like architecture, engineering, and science. Assessment includes observing engagement, participation, explanations, discussions, and problem-solving abilities.
https://docs.google.com/document/d/1WPSUkaQQWstksH1eOhxNdPIREfSlQf7Bot8HCoWkBXU/edit?usp=sharing
