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Engaging students in constructing and using a sundial can be a fascinating and hands-on way to explore both history and science. To begin, introduce the concept of a sundial by explaining its historical significance as one of the earliest tools for timekeeping, using the sun’s position in the sky.
For the activity, have students work in groups to design and build their own sundials. Start by selecting a location on the school grounds that receives direct sunlight for most of the day, such as a playground. Guide students to mark the spot where they will place their sundials and explain the importance of having a flat, level surface. Provide materials like cardboard, wooden sticks, and markers. Each group will use a stick and a flat surface marked with hour lines.. Encourage students to observe their sundials at different times of the day, recording the shadow positions and correlating them with clock time. By constructing and placing a sundial, students become active participants in their learning process.
Climate change is increasingly affecting my local area, evidenced by more frequent extreme weather events, such as intense storms and flooding. These changes not only disrupt daily life but also have long-term impacts on local agriculture, infrastructure, and ecosystems. Rising sea levels are a particular concern, threatening coastal areas and putting pressure on local communities to adapt.To engage my pupils in exploring these impacts further, I would implement a multifaceted approach that combines education, hands-on activities, and community involvement. Some of these activities would include Local Research Projects: Children could research how climate change affects our community, such as changes in weather patterns, the health of local flora and fauna. They could speak to local farmers and discuss the climate impacts on agriculture.
Reduce, Reuse, Recycle: Emphasise the importance of reducing waste by practising recycling and reusing materials. This can be implemented in the classroom through a creative reuse of materials for projects. Energy Conservation: Promote energy-saving practices such as turning off lights and electronics when not in use, and using natural light whenever possible. Sustainable Transportation: Encourage walking, cycling, or using public transportation. Organize events like “Walk or Bike to School Day” and discuss the carbon footprint of various transportation methods. By integrating these actions into the classroom, students can learn practical ways to combat climate change.
I agree I two love the tree-planting idea. It is a fun, creative incentive where children get the opportunity to give back to their natural environment in a beneficial way.
The bake sale was a fantastic initiative to show the children in the school that as a community you were welcoming the new Ukrainian families. The families would be delighted to see and feel the support for them.
In my community, several organisations are actively working to support refugees, such as the Irish Refugee Council and Doras. These organizations provide a range of services including legal assistance, housing support, language classes, and social integration programs. They play a crucial role in helping refugees rebuild their lives and integrate into the local community. To support these efforts and foster a welcoming environment for refugees, schools and students can take several impactful actions: Volunteering and community events including cultural performances, food fairs, and storytelling sessions where refugee families can share their experiences and cultures.
Quality education is a very important Sustainable Development Goal. All children should have equal access to education however that is not the case. I agree is vital that greater efforts should be made to prevent the recurring poverty cycle.
Topic: Clean Water and Sanitation (Sustainable Development Goal 6) Clean water and sanitation are fundamental to children’s health and well-being, impacting their lives both locally and globally. In Ireland, children generally have access to safe drinking water and adequate sanitation facilities. However, local issues such as pollution can threaten water quality, leading to health problems. Globally, many children face severe challenges due to lack of access to clean water and sanitation. In regions like Africa and South Asia, millions of children suffer from waterborne diseases, malnutrition, and missed educational opportunities because they spend hours fetching water instead of attending school.
To encourage students to take action in support of SDG 6 teachers could try to integrate lessons on the importance of clean water and sanitation into the curriculum. Use interactive Science activities, such as water testing experiments to help students understand the global and local water challenges.
Hi Orla, I agree with the colour remark. Especially amongst the younger children they categorise certain colours like green/blue as boy colours etc.
Gender stereotypes significantly influence young students’ behavior, self-esteem, and interests. I witnessed a situation in my classroom where children choosing activities during free play time. A group of boys immediately gravitated towards the construction toys and kits, while most girls opted for the arts and crafts section. One girl, who expressed interest in joining the boys, hesitated after another girl remarked, that was for the boys.
This scenario illustrates how gender stereotypes can discourage children from exploring diverse interests, limiting their potential. The girl’s initial interest in construction toys was stifled by the stereotype that such activities are “for boys,”. This is just one example highlighting the impact of peer influence in reinforcing gender norms.
