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I completely agree with your insights on Dr. Maeve Liston’s “Unravelling STEM”. It’s wonderful how the integration of STEM across subjects not only enhances understanding but also fosters critical thinking and problem-solving especially in the younger pupils. The emphasis on the Engineering Design Process and the practical activity of the “Weather Detectives” worksheet is excellent for young learners. It’s inspiring to see how these hands-on experiences can make STEM concepts accessible and engaging, encouraging curiosity and long-term observation in children from a young age. Hopefully this practical long term approach to teaching weather will capture the children’s interest and perhaps stretch over into the next class level where they can further develop their vocabulary and knowledge on the topic.
Having reviewed the paper “Unravelling STEM: Beyond the acronym of Science, Technology, Engineering, and Mathematics,” I found it truly enlightening. It reinforced my belief that critical thinking, active learning, and a hands-on approach are vital for children to thrive in STEM. I really enjoyed this module, especially the resources “Nose Up High in the Sky” and “Weather Vs Climate.” They provide fantastic teaching tools with their video links, worksheets, and hands-on activities.
Currently teaching 5th class, I’ve covered weather and climate before, but the idea of creating a weather station accessible to the whole school had never crossed my mind. I’m excited to incorporate this next year. I plan to set it up at the front of the school away playground activities but not hampered by the buildings around it to make sure results are accurate. I would like to invest in the proper equipment like outdoor thermometers and anemometer but I also want the students build their own instruments in groups so they can compare results.
This won’t be a standalone project; the students will use the station daily or weekly to record and analyse data, making STEM a continuous part of our learning. I also see this as a wonderful opportunity to engage the entire school, with younger and older students contributing to and learning from the project. Perhaps each class can record the data on a different day of the week. I can’t wait to see how this hands-on, collaborative approach will enrich our understanding of weather and climate, and foster a love for STEM in all our students.