Engineers Week Biodiversity and Waste Design Challenge - Classroom Resource Booklet - Science Foundation Ireland
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Engineers Week
Biodiversity and Waste
Design Challenge
Classroom
Resource Booklet
29 Feb – 6 March 2020
DPSM/ESERO
Framework for Inquiry
THEME Overall theme
Strand:
CURRICULUM Maths:
Strand Unit:
Curriculum Objectives:
Skills Development:
Considerations
ENGAGE for inclusion
THE TRIGGER WONDERING EXPLORING
INVESTIGATE
CONDUCTING THE SHARING: INTERPRETING
STARTER QUESTION PREDICTING
INVESTIGATION THE DATA / RESULTS
TAKE THE NEXT STEP
APPLYING LEARNING MAKING CONNECTIONS THOUGHTFUL ACTIONS
REFLECTION
DPSM/ESERO
Framework for Inquiry
THEME BIODIVERSITY AND WASTE DESIGN CHALLENGE
Strand: Materials, Living things, Environmental Awareness and Care.
Strand Unit: Properties and Characteristics of Materials, Plants and Animals, Environmental Awareness.
CURRICULUM Curriculum Objectives: Investigate how materials may be used in construction, observe, discuss and identify a variety
of plants and animals in different habitats in the immediate environment, come to appreciate the need to conserve
resources, develop a sense of responsibility for taking care of and improving the environment, identify and help to
implement simple strategies for protecting, conserving and enhancing the environment.
Skills Development: Design and Make: Explore, Plan, Make, Evaluate. Working Scientifically: Questioning, Observing,
Estimating and Measuring, Analysing, Recording and Communicating.
ENGAGE Considerations
for inclusion
THE TRIGGER WONDERING EXPLORING
Consider
Video clip – The great pacific garbage patch How much waste do we Carry out a waste audit in your school potential area
https://youtu.be/VEnOt1DbmNA produce in our school every https://greenschoolsireland.org/ of difficulty
day? resources/theme_category/litterand- for students
Green Schools Biodiversity
waste/school_type/primary/steps_ with Special
https://greenschoolsireland.org/themes/ What types of waste are
category/templates/ Educational
biodiversity generated?
Investigate your school grounds Needs (SEN).
Video clip – The All Ireland Pollinator Plan What happens to that waste?
and see what is already there for
for schools https://pollinators.ie/schools/
How much of that waste biodiversity. Go on a minibeast hunt
could be reduced, reused or or count and identify the birds that
recycled? visit.
INVESTIGATION – DESIGN AND MAKE SOMETHING FROM RECYCLED
MATERIALS TO ENHANCE BIODIVERSITY IN THE SCHOOL GROUNDS
CONDUCTING THE SHARING: INTERPRETING
STARTER QUESTION PLANNING
INVESTIGATION THE DATA / RESULTS
(EXPLORE) (PLAN)
(MAKE) (EVALUATE)
Could we reuse some Consider the materials Choose a team leader. Were you happy with your
of our plastic and other you have. How can original design?
Collaborate – make sure
waste by designing and you make the best use
everyone in the team is involved Did you encounter any
making something to of them?
and has a role to play. problems?
help biodiversity in the
Ensure that you are re-
school grounds? Think critically - If something How did you overcome those
using waste materials
doesn’t work out, consider how problems?
Look at some ideas that would otherwise
to make it better. Modify your
to get inspiration (see have gone in the waste Would you do anything
original design if you make
links in final section). or recycling bin and differently next time?
changes (you might want to use
not creating more
it again).
waste.
Draw a plan before you
begin construction:
Consider the size,
how you will attach
materials, etc.
DPSM/ESERO
Framework for Inquiry
Considerations
TAKE THE NEXT STEP
for inclusion
APPLYING LEARNING MAKING CONNECTIONS THOUGHTFUL ACTIONS Consider
potential area
Is your design working? Has it made a difference to biodiversity in your school? How would you find out? (identify of difficulty
bird species feeding at your feeder, look for signs of minibeasts at your bug hotel, see how well your flowers / herbs for students
are growing in your greenhouse compared to those outside). with Special
Educational
Record animals and plants spotted with the National Biodiversity Data Centre
Needs (SEN).
https://www.biodiversityireland.ie/record-biodiversity/backyard-biodiversity/species/
Did your actions make you think more about the waste being produced in your school?
Did you divert much waste from your waste bin or your recycling bin?
Reuse and recycling are important, but it is far better to reduce waste. This means buying and producing less waste.
Can you identify ways to reduce waste in school and at home?
Useful Links
SEAI – Design and make a greenhouse https://www.seai.ie/
community-energy/schools/schools-documents/3rd_and_4th_
Class_Chapter_2.pdf
Making and using ecobricks https://www.sealrescueireland.
org/2019/12/02/ecobricks/ and https://www.ecobricks.org/
Make a wormery https://verticalveg.org.uk/how-to-make-your-
own-wormery/
Plastic Free 4 Schools https://www.changex.org/ie/
plasticfree4schools/guide
My Waste https://www.mywaste.ie/
The All Ireland Pollinator Plan https://pollinators.ie/
Did I meet my learning objectives?
Are the children moving on with their science skills?
Are there cross curriculum opportunities here?
REFLECTION
What went well, what would I change?
Did I take into account the individual learning needs of my students with SEN?
What differentiation strategies worked well?
INVESTIGATION
Make a bird feeder
and a simple bird bath
Suitable to Facts about birds and food in winter
do in class During bad weather many of our birds need our help to stay alive as it can be hard to find
insects, worms, seeds, and berries. We can help by feeding the birds.
or at home
Equipment
500ml empty plastic bottle with cap, child’s scissors, pencil, twine (50cm), sunflower seeds.
How to make your bird feeder
1) Prod the bottle with your scissors to make several holes all around the bottle.
2) Make two holes opposite each other about a third of the way up the bottle.
3) Push the pencil through both of these holes. This will act as a perch for
the birds.
4) Make two holes opposite each other near the top of the bottle.
5) Thread the twine through the two holes. Make a loop to hang off a branch of
a tree.
6) Fill the bottle with the sunflower seeds and put the lid on the bottle. You can
also fill the bottle with peanuts (not dry roasted or salted peanuts).
Well done, this is your bird feeder.
Hang your bird feeder on a tree where you can view the birds from your house
or classroom. Make sure to hang the bird feeder out of reach of any cats! Be
patient, it may take the birds a couple of days to start eating from your feeder.
Enjoy watching the birds feed. Expect to see birds like chaffinches, bluetits and
sparrows feed from your hanging feeder.
Facts about birds and water in Winter
Every day we all drink water and use it to wash ourselves with. Like us, to stay healthy birds need water to drink. Birds
also need water to bathe in. Birds must keep their feathers clean in order to keep them warm in winter. During cold
weather birds fluff up their feathers. By doing this they trap air which helps to keep them warm. Sometimes during the
winter puddles can freeze over, so birds find it hard to get enough water.
INVESTIGATION
Make a bird feeder
and a simple bird bath
How can we help?
Fill a soup bowl, upturned dustbin cover or flowerpot base with water. This is ideal for birds to drink from and bathe in.
Keep the water clean and fresh to avoid disease.
Hygiene
Wear gloves when cleaning water containers. Always wash your hands when you finish.
Challenge
Keep a family diary for a month noting the kind and number of each type of bird observed in your garden or school
grounds. Encourage a friend’s family or class to do the same. Compare your results. BirdWatch Ireland provide
information about common birds found in Irish gardens. Go to www.birdwatchireland.ie
Joke
Why is the sky so high?
So birds won’t bump their heads.
DPSM/ESERO
Framework for Inquiry
PROMOTING INCLUSION
When planning science activities for students with Special Educational Needs (SEN), a number of issues need to be considered.
Careful planning for inclusion using the framework for inquiry should aim to engage students in science with real purpose.
Potential areas of difficulty are identified below along with suggested strategies. This list is not exhaustive, further strategies are
available in the Guidelines for Teachers of Students with General Learning Disabilities (NCCA, 2007).
ENGAGE
POTENTIAL AREA OF DIFFICULTY STRATEGIES
Delayed language • Teach the language of science demonstrating meaning and/or using visual aids (material,
development/poor property, strong, weak, textured, dimpled, absorbent, force, gravity).
vocabulary/concepts • Have the student demonstrate scientific phenomena, for example gravity —using ‘give me,
show me, make me,’ as much as possible. Assist the student in expressing ideas through
scaffolding, verbalising a demonstration, modelling. Use outdoor play to develop concepts.
INVESTIGATE
POTENTIAL AREA OF DIFFICULTY STRATEGIES
Fear of failure/poor self- • Model the speculation of a range of answers/ideas.
esteem/fear of taking risks • Repeat and record suggestions from the students and refer back to them
Understanding Time and • Practice recording the passing of time, establish classroom routines that draw the students’
Chronology Fine/Gross attention to the measurement of time.
Motor Difficulties Short Term • Teach and practice the language of time.
Memory
• Allow time to practice handling new equipment.
• Allow additional time for drawing diagrams, making models etc.
• Give students the option to explain work orally or in another format.
• Provide the student with visual clues/symbols which can be used to remind him/her of
various stages of the investigation.
TAKE THE NEXT STEP
POTENTIAL AREA OF DIFFICULTY STRATEGIES
Developing Ideas • Keep ideas as simple as possible, use visuals as a reminder of earlier ideas. Discuss ideas
Communicating Ideas with the whole group.
• Repeat and record suggestions from students and refer back to them.
• Encourage work in small group and in pairs.
• Ask students to describe observations verbally or non-verbally using an increasing vocabulary.
• Display findings from investigations; sing, do drawings or take pictures.
• Use ICT: simple written or word-processed accounts taking photographs, making video
recordings of an investigation.
REFLECTION
• Did I take into account the individual learning needs of my students with SEN? What differentiation strategies worked well?
• Did I ensure that the lesson content was clear and that the materials used were appropriate?
• Was I aware of the pace at which students worked and the physical effort required?
• Are there cross curriculum opportunities here?
• Are the students moving on with their skills?
• Did the students enjoy the activity?
More strategies, resources and support available at www.sess.ie
Curriculum Links
BIODIVERSITY AND WASTE DESIGN CHALLENGE
English / Irish
• Procedural writing: how to make a bird feeder
• Class discussion on waste and biodiversity issues
• Read simple wildlife identification guides and keys and explore scientific language
Books:
Atlas of Mammals in Ireland
The Wildflowers of Ireland by Zoë Devlin
Insects of Ireland by Stephen McCormack and Eugenie Regan
Wildlife identification swatches from National Biodiversity Data Centre
https://www.biodiversityireland.ie/
Geography
• Construct a habitat map of the school grounds to see what places are good for biodiversity and where
improvements could be made
• Construct a rain gauge or anemometer out of waste materials and use it to record the weather
https://www.sfi.ie/engagement/discover-primary-science-and-maths/resources/greenwave/
The Arts
• Paintings, drawings, collage based on biodiversity in the school grounds
• Drama: Drama based on wildlife in the school grounds
PE
• Outdoor and Adventure Activities – woodland walks, orienteering, outdoor challenges
Other
• Further wildlife themed activities from all curriculum areas from
https://naturedetectives.woodlandtrust.org.uk/naturedetectives/
Science Foundation Ireland Three Park Place Hatch Street Upper Dublin 2 Ireland t: +353 1 6073200 Primaryscience@sfi.ie
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