[Carmel Wright]

Hi Niamh,

Thanks for sharing!

I really like your step-by-step approach to exploring this topic, beginning with comparing the light-polluted skies they see to what is possible to observe at the Kerry Dark Sky Reserve, etc.

By carrying out a star counting observation and recording task in their own home, they will come along in their STEM skills, and begin to see how light is preventing us from seeing the great beauty and bounty of the star scape above.

Its impact on wildlife cannot be overlooked, and even on plants…we can’t protect nature without protecting the night’s darkness. Through this lesson, learners will build their understanding of this relatively new pollution type, and, as you said, link science with real-life issues- an invaluable aspect of a meaningful STEM lesson.

[Carmel Wright]

Hi Niamh,

Thanks for sharing.

I really like your idea of getting grandparents involved in this activity and even coming in as guest speakers to share their stories and memories about piseógs and more. Every locality has such a wealth of folklore just waiting to be shared and retold. Duchas.ie is a treasure trove for this activity, but nothing really compares to hearing it first hand.

It’s a lovely, inclusive idea to ensure other cultures are represented in this too, and to reflect on how they compare-is there a common theme? Etc.

By making this into a whole school presentation, there may be even more conversations and engagement in this topic in other classes, resulting in further additions to the project. If this folklore could be gathered in a book, as you suggested, it would be a great way to capture and bring renewed interest to this too often overlooked topic.

• This reply was modified 6 months, 1 week ago by Carmel Wright.

[Carmel Wright]

Hi Adrienne,

Thanks for sharing.

I really like your approach to this lesson, ensuring the foundational understanding is in place with activities from module one, making use of Paxis videos to consolidate information before moving onto the moving and provocative film, Home.

As the film is quite long, it may be easier to watch in 30 minute episodes. To keep learners engaged, I sometimes ask learners to watch it and take notes: What are the three most interesting facts they discovered when watching it? By the end of the film, all learners should have some specific points to add to the discussion.

Great to see your emphasis on this being a child-led exploration of the topic, with a focus on what they would like to find out.There is so much information out there! I recommend An Taisce’s Climate Ambassador website for extra resources, video links and locally relevant information too! Resources – Climate Ambassador

• This reply was modified 6 months, 1 week ago by Carmel Wright.

[Carmel Wright]

Hi Kenneth,

Thanks for sharing and welcome to the course.

I like your plan to elicit weather information from learners by connecting it to their personal experiences, with a global perspective, capturing information on local insights, and internationally. It’s so important to gauge where learners are in terms of existing knowledge, and it’s wonderful to see you plan for this within the lesson.

Great to see your plan for learners to consider how to improve the station equipment and location over time.

By recording data for a longer period of a month, learners are likely to encounter a challenge or two, and these are great learning opportunities. If the equipment falls over/is tampered with, etc., it’s the perfect starting point for curious minds to brainstorm and apply solutions.

[Carmel Wright]

Hi Mark,

Thanks for sharing, and welcome to the course.

You make a great point about getting help-many hands make hands-on activities easier and smoother to run, and SNA’s/ANA’s provide invaluable support to learners, helping to ensure that everyone can enjoy and participate in STEM activities. Considerations for inclusion are a vital aspect of the SFI Curious Minds/ESERO Framework for Inquiry.

I like your idea on comparing proverbs on an international level-it would be interesting to see how they compare.

As the teacher, you alone know what your learners are capable of and what is most suitable for their abilities. This approach could be particularly practical with younger learners, as you mentioned in the post, by using drawings instead of words. As you can see from this activity, it can be rolled out across many levels and adapted to present a suitable level of challenge for its participants.

[Carmel Wright]

Hi Niamh,

Thanks for sharing and welcome to the course!

You have developed a comprehensive plan to deliver this class using the inquiry framework, taking into account how to adapt the activity for both junior and more senior classes. I like your idea to use toothpicks and jellies to construct constellations-I am sure your learners will find this a lot of fun(and tasty!).

As you have outlined so well, there are numerous opportunities to incorporate cross-curricular links, ranging from art to history. This makes for a wonderful theme to explore and run, and October is a particularly good time for this, with Space Week underway from October 4-10th.

[Carmel Wright]

Hi Adrian,

Thanks for sharing. It sounds like you are spoilt for choice in your locality, with two bridges nearby to explore and discuss. I like your idea to compare the two bridges, from design, like the arches mentioned, to materials used, and functionality. It could even span into a discussion about future bridge designs and their considerations. If you are lucky enough to have an engineer parent in the locality, they could be invited to come in and give a talk on the topic.

Great criteria for this project, with defined weight bearing and length to incorporate maths and lots of measuring/testing. As you have experience with this activity already, you know what to expect and how exciting this is for learners!

[Carmel Wright]

Hi Kate,

Thanks for sharing, and welcome to the course.

I am delighted to read that your learners benefit from a daily walk in your school-what a wonderful way to incorporate a movement break in the fresh air and observe biodiversity throughout the seasons. By asking questions, learners will become conscious of the need to be observant throughout the walk to best prepare for mapping the area, and pay attention to the details we all so often overlook!

It’s wonderful to see how you plan to make this a truly child-led experience, with autonomy over how this activity will run in groups, pairs, etc. Presenting to the class will develop their communication skills and extend this activity, providing learners with an opportunity to compare maps-how do they differ? Do they all include the same features? Etc.

By concluding with an exploration of Google Maps, learners can see how their locality is presented and the real-life application of maps.

[Carmel Wright]

Hi Brid,
Thanks for your post and welcome to the course.
I am delighted to read that you found this module beneficial for preparing and carrying out a map-making lesson with your senior infants class.

I really like your idea of tying in the seasons on the map and getting the learners to reflect on how the map may change-a nice opportunity to discuss deciduous and evergreen trees too.

I think it’s great that you plan on extending the activity to incorporate the use of technology and provide learners with further challenges once they have completed their initial task.

[Carmel Wright]

Hi Brian,

Thanks for sharing and welcome to the course!

I can see from your reflections on STEM in your classroom that this corresponds to Dr Liston’s approach and perspective, with a multidisciplinary approach, rather than siloed, and hands-on, student-led inquiry-based investigations.

I really like your ideas/suggestions for improvement, and of course, all of the activities are a starting point for teachers, who can refine and revise them to meet the unique needs of the class based on time availability, etc.
Presenting findings to peers and even the process of measuring and recording results at the weather station can be a great way to develop learners’ communication skills and engage school-wide interest.

[Carmel Wright]

Hello Rebecca,

Thanks for your post and welcome to the course! The resources in this module are a great way to incorporate ICT into a lesson, and as you have seen, navigating them is pretty intuitive with a little bit of practice.

I love your idea to come together to discuss group ideas and suggestions to lessen the impact of climate change. By bringing learners on a journey of discovery in their local community, they will be empowered to see the changes already underway, and perhaps even result in more changes!

If you are very lucky, you may even have a member of a local environmental group/parent give a talk to your class. There is so much happening, it’s just a matter of opening our eyes to what is underway in our local communities: a lovely idea and way to connect locally.

[Carmel Wright]

Hi Dearbhail,

Thanks for your post and welcome to the course!

I am delighted that you are finding the resources on this module helpful and useful for a fun and investigative approach-the good news is that there’s plenty more to come in the next four. I hope you find them equally beneficial to add to your toolkit of options for the coming year.

Connecting with other classes around the world is a great way to foster a sense of global citizenship and a greater understanding of the issue on a global scale.

Setting up a weather station is a superb activity, and as you have outlined, there are many ways to extend this activity across multiple disciplines and develop learners’ STEM skills. It’s got potential to have an impact school-wide, with peer learning, like you mentioned and reaching the wider school community through creating videos, etc.

[Carmel Wright]

Hello Audrey,

Thanks for your post and welcome to the course!

I am glad that you can see the benefits of using the Paxi video with your young learners-it really does cover a lot in a simple, straightforward manner.

Creating awareness is such an important starting point for environmental issues. Climate change is an issue that needs to be handled carefully with young learners, exploring the problem, its impact locally and globally, but also focusing on the positives, the many actions underway around us. Great to include ideas to reduce carbon footprint. Like you said, one step at a time…

[Carmel Wright]

Hi Colm,

Thanks for your post and welcome to the course!

I am delighted to read how Dr. Liston’s paper is reshaping your lesson planning to ensure true integration and real-world relevance. By using the Engineering Design Process EDP you are using the “glue” of STEM.

I can see how you have given this some thought in your own class plans, with circuits and coding activities integrating disciplines and following the EDP. Through delivering classes in this way, learners will develop their STEM skills, nurturing their curiosity and problem-solving abilities.

I hope you gain some new ideas from this course that you can apply in the coming academic year.

[Carmel Wright]

Hi Nicola,

Thanks for your post and welcome to the course!

I can see that you have given her ideas consideration and reflected on how you apply her principles in the classroom, moving away from a siloed approach, and towards a meaningful STEM education.

Project-based learning is a great way to achieve this, and I really like your examples, designing a sustainable school garden and coding an app to monitor energy pollution. It is a wonderful opportunity for learners to take the lead, explore and find the answers themselves, reflect on how to improve and develop a mindset that will serve them well in whatever future career they choose-you say it so well, as you conclude with “it’s about equipping them to question, create and contribute meaningfully to the world.”

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