Investigate materials used to construct homes

People who help us in our community

Scoil Nano Nagle, Clondalkin, Dublin second class

This unit of work on homes lends itself to meaningful investigation of the materials used to construct a home, identification of materials and their uses. The teacher explores the stages involved in building a house and the people who work at each stage of construction. A house plan is used to introduce Maps, globes and graphical skills. Photographs are later used to reconstruct the sequence involved in constructing a house.  Problem solving and active learning are the key methodologies used by the teacher.  Station teaching as a means of classroom organisation is also exemplified. The children use simple construction toys to make models of houses and buildings and the development of spatial language is fostered through questioning and discussion.

This unit integrates meaningfully with the SESE Science strand materials and strand unit -Properties and characteristics of materials.

Use of photographs

When visiting and exploring an environment is not possible photographs and photo packs can be very useful to enable the children to learn about another place using at least some of the investigative methods which children might have developed in the local area. Good packs will include a wide variety of subjects covering human, natural and environmental features.  In this video having developed an appreciation of homes locally the children look at homes globally. They discuss the influence of climate and available materials on the types of homes in different countries.

Other activities using photographs could include the children working in groups of 3/4, each group to get four or five photographs from one set, i.e. natural environmental features and people. Each child then contributes one question about each photograph as they are passed around in a circle. Each question can be recorded on post-it notes or on a page attached onto the end of the photograph. Once questions have been composed, each set may be moved onto a different group to suggest answers. Groups may then use a jigsaw style format to report back to the class with their findings.

Using the photographs of the contrasting place, examine the similarities and the differences  between  this  area  and  our  own  locality  under  the  various  sub headings as outlined under the strand unit Living and working in a contrasting part  of  Ireland.  Children  may  explore  their  own  local  area  under  the  same heading and compare and contrast both locations