TEACHER'S LEARNING CANVAS

LESSON RESOURCES - PRINTABLES  - EXTENSION ACTIVITIES -AT HOME LEARNING TASKS

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Lesson Plans and Ideas………......................................2 Extension Activities………...............................................7 At Home Learning Tasks…................................……..8 Printables..............…….......................................................…9

N O W H I R I N G

Introduction:  Infants-2nd Ask the class to imagine that an alien has come to earth. They have neverseen a house and would like someone to explain to them what it is. Havethe children work in pairs to come up with a simple way to explain what ahouse is. Once they have had a few minutes to chat, the teacher shouldassume the role of the alien as part of a drama exercise. Ask the childrendifficult questions, such as "Does a house have to be on land? Can youhave a house on water? Can you have a house on wheels?"  Encouragethe children to come up with a definition that encompasses all types ofhouses.  3rd - 6th Ask the class to work in pairs for 5 minutes to list as many types of housesthat they can. Once they have completed this, compile a master list onthe board. Discuss the differences between the houses, including whereyou are most likely to find them and why. Finally, using this list asinspiration, ask the class to create a definition for the word house. Itshould be one that encompasses all types of houses. 

Subject:

Strand:            Materials; 

Strand Unit:  Properties and Characteristics

                             of materials

Integration:   History, Visual Arts.                       

    

Lesson: Ancient Houses

[Suitable for infants - 6th class]

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Read Aloud: Since humans have walked the planet they have looked for shelter toprotect themselves and their families.  The first humans built temporaryshelters from animal skins, sticks and mud, or they lived in caves. Theseearly humans would move around in search of food, and so they did notbuild houses that would stay standing for a long time. However, this allchanged when humans began farming. Now they did not need to movearound in search of food, because they could grow much of it themselves.Humans soon began to build permanent houses which were surroundedby land that was good for farming. The first permanent houses were madefrom mud bricks which were dried in the sun. Eventually humans began touse a combination of materials, adding stone and wood to their houses.  Activity: Make an Ancient House You will need:  (For older classes part of this activity can be to sourcematerials that would have been available in the stone age.)           - Sticks                        - Soil                     - Stones                  - Sand         - Leaves/ Moss          - Water                 - Wool                     - Grass 1. Explain to the children that today they are going to make a miniature     house using materials that were available during the Stone Age. 2. Ask the children to think about what type of house people in the Stone     Age would have had. Would they have had windows? What shape               would they have been, etc. 3. Get the children to plan their ancient house by drawing it first. For 3rd -       6th class they can complete this plan the day before they build the           house. Part of their homework can be to source the necessary                     material, being mindful that they only collect items that would be                 available during the Stone Age.

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4.  Once the class have planned their houses, have them examine the      materials available. Encourage a discussion around the materials,      asking the children to eliminate any which don't meet the criteria. If            you're teaching younger classes, you may wish to put in some rogue          materials such as tinfoil, or plastic, and see if they can successfully              eliminate them. 5.  Allow the class as long as they need to build their houses, encourage        them to problem solve and change their original design if their plans          fail. Encourge the sharing of resources, including materials and ideas.  Conclusion: Allow the children to present their houses to the rest of the class.Encourage them to explain how they built their house, and to mention anychallenges they had to overcome. For older classes, the final houses could be displayed collectively as anancient village. The students may wish to build other things, includingpeople and animals to add to the village. These extras can be made usingmodern materials if necessary.

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Lesson: Become an Engineer

[Suitable for 3rd – 6th class]

Subject:

Strand:

Strand Unit:  

Integration: Maths, SPHE.

Introduction:  This lesson will help children to connect Science and Engineering, andunderstand how  the scientific process is applied by engineers. Read Aloud:  " What is engineering? Engineering is the process of designing and building astructure or a product using scientific thinking. There are many different typesof engineers. For example, a civil engineer designs bridges, buildings and roads,an electrical engineer builds computers and robots and a chemical engineercreates vaccines, food products and even make-up and sun cream. Today weare going to use the scientific process to become chemical engineers andfigure out how to keep an apple from turning brown."

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Activity: The Brown Apple Experiment You will need:  -   Apples (all the same brand)                 -  Water                  -  Lemons         -   Cups/small bowls                                 -   Salt                     -  7up                  1. Ask the question: What happens when you cut an apple in half and leave it      out in the air? The children should point out that the apple turns brown.  2. Explain to the class that the apple turns brown because the inside of the         skin is now exposed to air and reacting with oxygen. This browning of the         apple is called oxidation.  3. Tell your class that today they are going to become Chemical Engineers          and create a solution which will stop or slow down the oxidation process.  4. Divide your class into groups of no more than six children. Give each group     two apples, a small amount of the liquids listed above, and 4 cups/ small         bowls. 5. Ask them to create three different solutions. Remind them that they must      measure each solution, and keep account of what each solution contains.     For example, 20ml of water and 10 ml of lemon juice.  6. In the fourth cup/bowl, the children should put nothing. This will act as a        control. Explain to the children that you need a control to make sure your        results are reliable and to have something to compare to. You may also    wish to have 4 other cups with just one ingredient solutions in them. 7. Once the three solutions have been made get the groups to cut their two        apples in half. Half an apple should go into each solution, with one half            acting as a control and being placed in the empty cup/ bowl.  8. Leave the solutions for 30 minutes, and then check the apples. Repeat this     check every 30 minutes for two hours. If a school camera is available the         children could take pictures of the apple slices at each time point.  5

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Conclusion: Ask each group to present their results to the class. Once all groups have presented their results the class should then decidewhich solutions worked the best. The experiment could be repeated the next day to allow each group ofchemical engineers to improve upon their solutions, or focus on a specific setof solution ingredients.  Some groups may wish to test the solutions against different brands ofapples, or examine whether any of the solutions impact the taste of theapple.  - 

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Extension ActivitiesThese activities can be given to individuals or

groups of children who wish to explore more about how things are made!

1. Over hundreds of years different inventions have come about because    an engineer or scientist wanted to fix a problem. Traffic lights were            invented after Garrett Morgan witnessed a terrible car crash, and the        telephone was invented after Alexander Graham Bell wrote to his father    about wanting to talk to people without leaving the room. Can you            research one invention that fixed a problem, and present your project        to the class? 2. In HOW IT'S MADE Mullingar ETNS completed 4 engineering                    challenges (see pg. 25). Can you complete one of these challenges? 3. Create a timeline of inventions on a roll of wallpaper. Try and include     30 inventions. Some things you may want to include are: the first               bridge, the wheel, the radio, the internet, the teddy bear, the iPad, etc. 4. In HOW IT'S MADE Dr. Shane Bergin told us about Albert Einstein and t     time travel. Can you research 10 facts about Einstein and create a fact       file for your classmates.  5. Some times younger children find it hard to understand what adults do.     Write a short story that teaches Junior Infants about the work of an           engineer. Make sure the story is short, easy to understand and includes     drawings or pictures. 7

Do more at home!!Only a small amount of a child's life is spent under

their teacher's guidance. Therefore, it is reallyimportant that children's learning extends beyond

the classroom door! Encourage your class tocomplete mini projects at home, and to figure out

the answers to these questions! 1. Can you think of a simple everyday problem that needs fixing or    improving? Design a new invention that could be used at home, in school    or in the workplace to help. Make sure to draw the invention and write in     detail about how it works.   2. 3D printers are being used all over the world to print everything from food     to car parts. Can you find out about an interesting item that has been 3d         printed? 3. In HOW IT'S MADE we read about houses in the past and present. Can you     imagine what houses will be like in thr future? Create a poster showing             what you think our houses will look like in the year 2050. 4. Researcher La Daana Kanhai told us how plastic is not so fantastic (see          page 18). Can you make a poster illustrating the dangers of plastic and              microplastics to sea life? 8

3D printers can print anything.If you had your own 3D printer

and endless materials,

what would you print?

 Draw and label it below.

Step by StepIf you want to become a scientist or an engineer it is

important that you can break things down into

simple steps. Complete this step by step guide to

show how to make something. For example, how to

make a paper plane.

Step One

Step Two

Step Three

Step Four

Step Five

Plastic Not- So Fantastic!Six ways to reduce plastic in your life...

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