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Combined SESE and ICT Assignment
Transcript of Combined SESE and ICT Assignment
Strand: Natural Environments
Strand Unit: The local natural environment Objectives The child will be enabled to:
investigate and become familiar with natural features in Kindlestown woodland environment including names, location, appearance, flora and fauna, hill, valley, mountain, lowland, beach, bay and headland
estimate distances and establish cardinal directions
observe and explore the ways the woodland affects lives of trees, plants, animals, the environment
investigate the ways these features have been used by humans and the changes which have occured as a result
The children will develop their geographical investigation skills:
Questioning - processes in the woodland environment
Observing - observe, describe, discuss the woodland environment, trees, views, birds, flora, fauna
Predicting - uses of forest products
Investigating and experimenting - food chain and food webs, their relationship and dependence
Estimating and measuring - collect data (how old a tree is?) distances, height of trees
Analysing - sort, group, classify data and information on the types of plants in the woodland environment, species of birds, availability of food and berries, patterns and relationships within the environment
Recording and communicating - record and present findings and conclusions Methodology
The children will analyse and record different species of trees in the woodland environment. Using a figure - legend they will identify the trees by comparing the leaves
-name the tree
-group the trees into native and non-native
I will organise map work and landscape sketching
-using maps provided (aerial and woodland trail maps) I will instruct the children to draw an outline map of Kindlestown woods asking the children to identify key reference points such as the entrance, car park, path route, top of the hill, viewing point. The children will use the reference maps and compass provided to identify their current location on their map.
I will differentiate this task by asking children to map their immediate surroundings and position themselves correctly within the map identifying the cardinal reference points, N,S,E,W.
The children will sketch the landscape or immediate surroundings from the viewing point, incorporating the different aspects of the woodland and surrounding hinterland below. A viewfinder may be used to facilitate reference points for the children's drawing. Organisation
I will largely accommodate group work during this woodland investigation and observation study
I will organise the children in groups of six facilitating pair-work within each group. I will encourage the children to conduct think-pair-share methods increasing the conversation and questioning involved in each task.
I will signal which trees are to be identified by previously attaching coloured ribbons to different tree species.
The work will be conducted within a boundary area with instructions clearly delivered to the children to stay within the working area.
The map work and landscape sketching will take place within an identified sheltered, flat area within the woodland.
The children will sit in their groups sketching the view from the viewing point.
I will organise each task to operate in rotation, each group travelling from task to task under direct supervision. Resources
I will have previously compiled a blank workbook in the classroom with the class in preparation for the trip.
The children will note all their map-work, drawings, sketches, observations, ideas, questions, analysis, findings, results, grids within this booklet. It may be a journal of their field-trip findings and conclusions.
Each child will be equiped with a clear ziplock sandwich bag containing pencils, colouring pencils, rular, rubber, sharpener etc.
Each group will be provided with:
-aerial map and outline map of Kindlestown woods
-OSI map of the area
-figure legend of tree and plant species
-digital camera, if possible Content
Strand: Environmental awareness and care
Strand Unit: Plant and animal life, Environmental awareness, Science and the environment
This fieldtrip will enable the children to
-identify positive aspects of natural environments through observation, discussion and recording.
Kindlestown woods offers potential for
-colour, shape, texture within the rural area
-diversity of plant and animal life
-human activities which have positive or adverse effects on the local environment Objectives:
The child will be enabled to:
Observe, identify and investigate the animals and plants contained within Kindlestown woods
-differentiate between tree and plant species
-identify the flora and fauna of the woodlands
-discuss simple food chains that exist here
Identify the interrelationship of the living and non - living elements of the woodland environment
-plants, animals, water, air and soil in habitats
Recognise peoples actions upon the environment and their impact
-planting and felling trees in Kindlestown, removal of hedgerows
-protection of flora and fauna, protected animal species of Kindlestown woodland, particularly Irish bat species
-air, water and soil quality of the environment
The children will develop their ability to work scientifically using the science process skills of:
-animals, plants and their immediate and surrounding woodland environment, how do plants and animals depend on eachother?
-observe, describe, classify the flora and fauna of the natural environment
-observe, describe characteristics of the woodland environment including shapes, size, colour, pattern of tree species and interrelationships between these elements
-suggest results of cause and effect
e.g. What would happen if one species was removed from the environment? Predict and investigate the effect on species presence and food web consequence
Recording and communicating
-data collection and presentation of findings, oral, written, pictorial, graphical representations Methodology
The children will observe and record features of the woodland habitat including location, different materials that make up the habitat such as wood, soil, stone, water
-measure the size of the habitat
-make a sketch of the area
-record the climate of the habitat (temperature, sunlight or shaded area, wind exposure or sheltered
-identify which animals or mini beasts and plants are contained within the habitat and investigate the relationship between them, their food web
I will ask the children a series of questions including:
-Is this a good place for these animals, insects, plants to live? Why? Why not?
-Are these animals and plants always found together?
-How do the animals, insects rely on the plants in this habitat?
-Where do the animals find shelter?
-Can you see evidence of these animals e.g. fur, feathers, droppings, food remains, tracks?
Investigate and Identify plant and tree species:
The children will work as a botanist and estimate the numbers of plants in the habitat using a simplified scale such as: most common, plentiful, many, some
-Under each heading, children will describe or sketch plants, flora and fauna an tree species
-I will encourage the children to collect leaf samples from a variety of trees to aid in the identification process, clearly stating to pick one leaf from the trees between each group of six
-I will instruct the children to make a table of identification highlighting the characteristics of the trees, plants, flora and fauna found
e.g. leaves/needles, deciduous/evergreen/berries/no berries, leaf shape, bark colour, smooth/soft
Further development (upon returning to the classroom)
-analysis of the functions of each part of a plant in growth (root, stem, leaves, flowers)
-role of trees in nature
e.g. shelter animals, using wood for building materials, bind soil in the ground, most important role of trees is to purify the air (Investigation and introduction to photosynthesis) Organisation
-I will organise the children in groups of six facilitating pair - work within each group
-The habitat to be investigated (the immediate and surrounding area of a tree trunk) is located in a sheltered, enclosed area of Kindlestown Wood facilitating easy visualisation of working groups
-The children will rotate from each working station of historical, geographical and scientific investigation, analysis and learning together
-A designated time period for each station activity will be established. Strand: Local Studies
Strand Unit: Building, sites or ruins in my locality
Kindlestown Castle Objectives
The children will be enabled to
-work as a historian following a historical trail, examining changes and continuity in the natural environment, using maps, photographs from the past and present and actively assessing whether land use in the past is the same as current land usage
-actively explore some features of the local environment; Kindlestown Castle
-investigate various aspects of the site including appearance now and formerly, purpose of construction
-present findings using a variety of media and timelines
-work as an archaelogist and outline an archaelogical investigation Methodology
I will plan a historical trail taking in the surrounding county area, allowing the children to observe different styles of boundaries (such as walls, fences, hedgerows), changes in field and land use, flora and fauna
I will encourage the children to observe closely the view of the coast from the viewing point and notice instances of change and continuity. I will instruct the children to compare their visual currently to an old map representation and indicate on the map places where change and/or continuity have occured e.g. road location/layout
The children will classify the types and relative size of the fields within the surrounding countryside, noting the type of boundary. I will instruct the children to compare this coastal field classification and field usage identification to that of a Western landscape further along the historical trail Organisation
I will organise the children in groups of six, facilitating pair - work within each group.
The group will follow the trail guided by teacher/adult, supervising at all times.
The children will work co-operatively as a whole group facilitating active discussion. Resources
The children will record all observations in their work booklet (as before)
-old black and white map of the area detailing field boundary, relative size, road line
-digital camera Resources
The children will record all observations in their work booklet (as before)
-figure legend allowing for identification of mini beasts, plants, trees
-pooter or bug-catcher
-digital camera Integration
An investigation and analysis of Kindlestown Woods and resulting findings, deductions and conclusions offers potential for further study and integration within other subject areas of the Primary School Curriculum. Gaeilge
The names of the tree species may be identified 'as Gaeilge'
Oaks - Sessile Oak and Common Oak; Dair Ghealach agus Dair Ghallda
Irish Yew - Lúr
Ash - Fuinseog
Holly - Cuileann English
The woodlands offers potential for literacy, language development and learning by utilizing new descriptive vocabulary describing the landscape, seascape, introducing new geographical and scientific terminology.
The woodlands scene may act as inspiration for class poetry, story telling and writing work. Visual Art
The richness and variety of colour, tone, texture of leaves, bark, grass, hedgerows, flora and fauna contrasting with bleak grey stones and rocks offers huge potential within visual art.
Leaf printing, colour, shading, tone are easily visualised within the woodland Music
The crunch of leaves underfoot, squelch of wet moss and billowing wind through the trees, the creaks of some of the trees' bark as they sway in the wind produces the untouched sound of nature. The birds various songs and the sound of their flight as their wings flap. The sound of nature may be re-created and composed within the classroom setting using various instruments. Mathematics
Analysis of most common tree species, creating graphs, charts quantifying the habitat population overall and percentages of species sub - populations may be calculated. Physical Education
The woodlands offers the potential for numerous games and outdoor and adventure activities including creating and playing games, adventure activities, forest walks, orienteering and adventure trails. Objectives Content History Assessment
Assessment of and for learning will be performed during the field-trip through
pupil observation, including questioning and suggestions
interactions with eachother
pictorial and written accounts of the historical differences between land use now versus land use previously
ability to identify boundaries on historical maps relating to modern maps
construction of a timeline of the days of Kindlestown Castle and Albert de Kinley Assessment
Assessment of and for learning will be performed during group and individual tasks.
The project booklet provided to each child is a key tool in identifying the children's development and application of the geographical skills and concepts learned on the field-trip.
Assessment of mapping ability, spatial awareness, locality will be noted through the children's representation on a KWL chart. Assessment
The attainment of scientific analysis and ability to work as a scientist will be monitored.
The children's ability to distinguish and identify species will be recorded in their field-trip booklets providing ease of assessment.
Observation skills are recorded as the children note materials of the woodland habitat.
Broader scientific thinking skills are assessed by the children's ability to identify the interrelationships between species in the habitat and broader implications within the food web, identifying animals of prey and habitat disruption. Further development (upon returning to the classroom)
-analysis of food chain
-animals of prey, their influence on the habitat References
All photographs by Martina O' Regan
Magner, D. (2011), 'Stopping by Woods'. Dublin: The Lilliput Press
McLoughlin, J., Magner, D. (2007), 'Glimpses of Irish Forestry'. Dublin: The Tree Council of Ireland
National Council for Curriculum and Assessment (DES), (1999). Primary School Curriculum; Geography. Dublin: The Stationary Office
National Council for Curriculum and Assessment (DES), (1999). Primary School Curriculum; History. Dublin: The Stationary Office
National Council for Curriculum and Assessment (DES), (1999). Primary School Curriculum; Science. Dublin: The Stationary Office
Pakenham, T. (1996), 'Meetings with Remarkable Trees'. London: Orion Publishing Group
www.askaboutireland.com (Accessed September, 2012)
www.coillteoutdoors.ie (Accessed September, 2012)
www.delganyheritagevillage.com (Accessed September, 2012)
www.npws.ie (Accessed September, 2012)
www.treecouncilofireland.ie (Accessed September, 2012)