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I like the idea of using the locks along the canal as a focus for a lesson. As we are also close to the canal, this could be a good way to grab children’s interst and deepen their understanding of how the locks work. Also near us there is different history and local lore based around the different locks.
For 5th and 6th Class, I would base a creative project around the Royal Canal, using the local natural heritage as a starting point for exploration and learning. As we are within walking distance to this we could begin with a local walk along the canal, where pupils could observe the water, plants, wildlife and surrounding landscape. They could take photographs, make sketches and record interesting observations.
Back in the classroom, pupils could use their experiences to create artwork inspired by the canal, such as landscape paintings, collages or observational drawings. For Creative Writing, they could write a poem, short story or diary entry from the perspective of someone travelling along the canal in the past or a piece of wildlife living along its banks. Music could also be incorporated by creating a soundscape using recordings or imitations of birds, flowing water and other sounds heard along the canal.
The project would allow pupils to develop creativity while learning about and appreciating their local natural heritage. It may also be beneficial for students to notice and compare the wildlife along the canal at different times of the year. Comparing September/October with January/February and then again with May/June.Sounds great! Especially like your idea of comparing the old and new – integrating local history and the history of Shakleton’s expedition all in one!
As I am based near Mullingar for a 5th and 6th Class lesson, I would use the Joe Dolan Bridge in Mullingar as inspiration for a STEM-based bridge design challenge. I would begin by exploring photographs of the bridge and discussing its purpose, structure and the forces acting on it. (One of the longest bridges in Ireland!) Pupils would then work in small groups to design and construct their own model bridge using materials such as lolipop sticks, straws, card or paper. This could then be tested by holding weight on their bridge. An exension activity might be to see which group can make the longest bridge.
Mathematical thinking would be integrated throughout the activity. Pupils could measure lengths and angles, calculate perimeter and area, estimate the amount of material required, and use scale to create their designs. They could investigate 2D and 3D shapes, symmetry and geometric patterns. Groups could also test how much weight their bridges can hold, record their results and compare the data.
This hands-on activity would develop problem-solving, collaboration and critical-thinking skills while connecting Mathematics, Science and Engineering to a familiar local landmark.
I would register the school garden with the All-Ireland Pollinator Plan by completing the online registration process and recording the actions taken to support pollinators. This would provide an opportunity for the whole school community to become involved in protecting biodiversity. I think the Green School Committe, and School Garden Committee could be imperative to this plan.
To register the school, I would visit the All-Ireland Pollinator Plan website and complete the relevant registration form with details about the school grounds and the actions planned. Some simple actions could include planting native wildflowers, allowing areas of grass to grow longer – no mow May, planting pollinator-friendly flowers and avoiding the use of pesticides. The school could also create bee hotels, insect habitats and sheltered areas where pollinators can feed and nest. These are a great source of interet especially for the younger children.
Pupils could be involved in planting, maintaining the garden and observing and recording different pollinators. These activities could be linked to Science lessons, helping pupils understand biodiversity and the importance of protecting pollinators.No Mow May is a great way to see the wildflowers flourish. Allows the children to expand their identification of different flowers and plants too.
Planning and conducting a map making lesson for younger classes:
Introduction: Prompt “If a friend from another country wanted to find your school, how would they know where to look?”
Wondering/Explore: Show an aerial map and ask the children can they locate their school. In pairs with ipads children will search the school address on google maps – going between satellite and map view. Discuss what’s the same/different. Zoom in out to explore the local area- what can they see. Discuss what a key is.
Do similar with Geohive – exploring the local area.
Main Activity: Students make their own map of the basketball court in the playground. They must include a title, three symbols, and together we will label NSEW.
Short reflection at the end of the lesson, how do their maps compare to Google Maps and Geohive. What was a difference between Google Maps and Geohive. What is the key for in a map.
This is a great idea! So much learning going on, and I’m sure the children enjoy getting invovled in it. A great way to record and see change over time too.
I also think that it is important for the children to get the opportunities to think critically, work collaboratively, and problem solve. STEM lessons give meanignful chances for teachers to incorporate these skills.
Assignment: Describe how you would apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement
I am going to use the structure Engage, Investiagate, Take The Next Step. I like the idea of breaking these three different parts of structuring a science lesson into clear smaller steps. This has given me a clear way to plan and structure science lessons going forward with 5th and 6th class.
To begin, I will include the three parts of engagement; prompt, wondering and exploring. I particlarly like this and find as a teacher it can be difficult not to go straight into teaching the content but this requires us to slow down and let the students take agency in their learning.
As regards investigate; this will include the starter question, predicting, conducting the investigation, and interpreting the data/results.
Finally then, to conclude the lesson/block of work I would consult the ‘take the next step’ section. Apply learning, make connections, and thoughtful actions.
It is also important for the teacher then to reflect on what worked well and what may be necessary to change going forward.