[Sinead Tevlin]

I investigated the activities in the ‘Nose High Up in the Sky’ resource. I think it is very well-structured and something children would enjoy. It is accessible to all learners and children would be engaged during the activities. It allows for subject integration too which helps with thematic planning. The different activities provide the children an opportunity to practice skills such as observation and prediction. It provides the children with opportunities to share their ideas and thoughts with the rest of the class. I like the hands-on element of the activity which allows the children to really delve into what they are learning. It is a resource that could definitely be built on when the activities are completed.

 

[Sinead Tevlin]

I do agree that it was quite long and children, especially in my class would lose interest quickly. I mentioned in my own post that it would be better in smaller segments for it to be more engaging. I agree that it is more suitable for secondary school and there are more suitable and age appropriate videos for children out there.

[Sinead Tevlin]

HOME is an excellent starting point for global citizenship, our own responsibilities in looking after the environment and how our actions can impact on the environment. It helps students to see the causes and impacts of climate change. I think the visuals are striking and really show how beautiful Earth is but also showing our impact on changing it. It will definitely inspire children to reflect on their relationship with our environment and understand their role in protecting our planet. I do think at times, there can be information overload so it would need to be broken into smaller segments to allow for discussion and consolidation. Greta Thunberg’s TED Talk showed the reality of climate change. I am not sure how suitable it is for the classroom even though children are aware who she is. I think it may be too advanced and quite negative for children.
The Paxi videos are more appropriate for the age group I am teaching and definitely more engaging. From there then, I can start working on climate change through in depth lessons across the curriculum.

 

[Sinead Tevlin]

I agree Susanne that activity 3 is a good activity to allow students think like scientists. It allows for predicting, collaboration and critical thinking. I also agree that it would need scaffolding as some of it could be difficult for learners. I also mentioned that it should be linked to locality too to make it more meaningful.

 

[Sinead Tevlin]

I think the paxi video is engaging way to introduce the topic. It would be more useful in younger classes but could also be used in the older classes. I think it is visually appealing and it is good at providing a clear explanation on the green house effect but also how the green house effect is impacting the world we live in.

In terms of the prediction tool, this is more suited to older classes. It allows for older classes to investigate and interpret data. It is a very practical activity and allows for a hands-on experience for learners. It also would be good for collaboration in small groups.

The tool would definitely need modelling and scaffolding by me as it could be difficult for some students. Otherwise by organising the groups to be mixed ability, peer learning can take place. I would also like to link it to locality too where possible.

 

[Sinead Tevlin]

I also agree with Ornaith and Ciara and think it is a great idea to make activity an ongoing investigation. By completing it over weeks and months, children can really identify the difference between weather and climate. As mentioned by Ciara, differentiated recording sheets would allow all learners to be able to gather data. It is also a great activity to push students be encouraging them to link with Met Éireann and local weather reports.

[Sinead Tevlin]

After reading Unravelling STEM by Liston, my understanding is that effective STEM education is not about teaching Science, Technology, Engineering and Mathematics as individual subjects, but instead is about creating meaningful learning experiences. Students should be encouraged to problem-solve by thinking critically, investigating and importantly through collaborating. When I think of my own classroom, I must reflect on how I have taught STEM as separate subjects and instead should create more of a link. I do encourage students to ask questions and make predictions, specifically during Science.

For Activity 1: Is it weather or climate?

I think it was a good activity to look way to identify the differences between  weather and climate. I liked how it encouraged discussions and observing for the students which allows for lots of interaction. It also allows for opportunities to build critical thinking skills.

Activity 2: Weather Detectives

This activity is also very engaging and children are encouraged to predict, record and interpret their collected data. Students are able to work collaboratively which also requires good communication skills. I think students will really enjoy this activity. I also think it is an activity you could complete throughout the year on an ongoing basis.

A weather station would be a great addition to the school yard. Children could work together to create a rain gauge and a wind vane. I also think it would allow for older kids to collaborate with younger kids. I think it could be linked with Gaeilge and have students announce the weather every day as Gaeilge to the school. Linking with other subjects would be great. Also by creating a display, older students can work on creating graphs and analysing data. Younger children can draw the weather of the day.

I think these activities are engaging and will be a solid activity to complete in class. They also link the subjects of STEM well and encourage hands-on learning.

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