Welcome to our latest edition of STEM Smaointe. This e-bulletin will support teachers and pupils in meaningfully engaging in Maths & Science activities in the outdoors. Research tells us that outdoor learning is beneficial for pupils in a number of ways; it helps children develop self- confidence and enhance both their physical and mental wellbeing. It nurtures creativity and problem-solving skills. It stimulates, inspires and motivates pupils in their learning. Learning outdoors allows children to recognise their independence alongside an interdependence and connectedness with the world around them. Outdoor learning can reinforce and enrich what happens inside our classrooms.

Throughout these activities we have highlighted the skill of Observation. Skills are the means through which pupils engage with and develop their understanding of mathematical and scientific concepts. By nurturing knowledge, skills, values and dispositions, pupils will grow as confident and competent learners.

This edition is divided into the following sections:

STEMTASTIC People: Éanna Ní Lamhna
Measuring Maths Outdoors
AutoMathic
Brilliant Birds
Magnificent Minibeasts
Assessment: Science Journals

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STEMTASTIC People

In this first section of STEM Smaointe, we will take a look at some of the amazing people in our world contributing to STEM and the innovative developments that change our world for the better. By exploring the lives of those working in STEM, we can spark curiosity & interest in our pupils while also providing them with role models, who can inspire them towards what they too can achieve. This helps to create and maintain engagement in STEM and increases the likelihood that they will become innovators in the future.

On reading Éanna’s biography suggested discussion questions could include;

● What did you learn from this person?

● What questions would you like to ask Éanna?

● Can you name another person now or in history who also works/worked as a botanist or an environmentalist? (famous, local or family member) Describe their role.

● Éanna Ní Lamhna is a botanist. Can you research further information about this career?

● Can you think of any other careers that involve the environment?

● What other fun facts can you find out about this person from your own research?

Why not explore careers in STEM with your class! This will give pupils an understanding of the importance of STEM in their lives and the lives of others. Consider interviewing local people, past pupils, parents and others in your school community.

Mathematics

Measuring Maths Outdoors

Taking maths outdoors will allow pupils to apply their knowledge and skills in the local environment, to help make the maths they are learning more meaningful and memorable. This will help to encourage a positive disposition towards maths. 'Throwing Teabags' and 'Pouring Puddles' will provide a context for pupils to use their measurement skills in the school playground.

To explore more opportunities for learning in the outdoors, please watch our STEM in the Open Air webinar.

STEM in the Open Air Webinar Resources

PDST Measures Manual

Tomhais: Lámhleabhar an Mhúinteora

Junior Classes

Throwing Teabags

‘Throwing Teabags’ is a fun activity, which can be completed outdoors to help develop the pupils’ understanding of the concept of length. This activity has been adapted from Beanbag Throw, p.48 of the PDST Measures Handbook for Teachers (Lch 48: Tomhais - Lámhleabhar do Mhúinteorí). Pupils will need chalk, pen and paper and a teabag. The activity could also be completed using beanbags.

Ask pupils to estimate how far they will be able to throw their teabag. They should share their estimates and explain their reasoning to their friends. When they have thrown their teabags, they measure the length of their throw using non-standard units such as feet or hand spans and discuss the results in relation to their estimates. In a multi-grade room, older pupils could use standard units of measurement. Sample questions could include:

What was the difference between your estimate and the actual distance travelled by the teabag?
Why did you choose that estimate?
If you threw the teabag again, would your next estimate be longer or shorter? Why?

This activity will generate lots of data for pupils to record. The method of recording will depend on their age and level of understanding. Infants and younger pupils could work with the teacher to collate and record their data using their footprints, as shown in this image.

Integration:

Integrate with PE by asking the pupils to investigate the difference in the length of their throws when using their dominant or non-dominant hand. Does it make a difference if you throw overarm or underarm?

Integrate with Science by investigating the effect of water on the distance travelled by the teabag. Can they throw a wet teabag further than a dry teabag? Does the amount of water absorbed by the teabag make a difference?

Senior Classes

Pouring Puddles

‘Pouring Puddles’, adapted from p193 of the PDST measures manual (Lch 224: Tomhais - Lámhleabhar do Mhúinteorí), is a great activity to complete outside, to develop the skills of estimating, measuring and reasoning.

For this task, the pupils need chalk, string, measuring tape, a variety of containers and a large, flat, dry space outside. Pupils choose a container and measure and record the amount of water needed to fill it. They then estimate the size of the puddle the container of water will make, explain their estimate and draw their prediction with chalk. After pouring out the water, they compare the actual puddle with their estimate. String can be used to find the length of the perimeter of the puddle, before recording their results. Pupils should create graphs to explore the relationship between the amount of water poured and the length of the perimeter of the puddle.

Go raibh maith agat to Rang 5, Scoil Raifteirí, Co Mhaigh Eo, for sharing this video, which tells their story of 'Pouring Puddles'.

Extension:

The activity could be repeated using a variety of different sized containers. Pupils could work systematically from small to large containers and reflect on previous results, to develop more accurate estimations and more coherent reasoning.

- If a small container made this puddle, what would the next puddle look like if the next container is slightly bigger than the last one?
- Is the puddle likely to be smaller or the same size? Why do you think that?

Provide each group with a bottle containing the same amount of water to make puddles.

Does each puddle have the same perimeter?
Can you explain why the puddles have the same/different perimeters?

Integration:

Integrate with Science by investigating if the addition of substances to the water changes the size of the perimeter of the puddle.

Would a salt water puddle have the same perimeter as a freshwater puddle?
Would adding sugar have an effect?

Pupils will need to ensure the substances added do not create a slip hazard in the playground.

AutoMathic

We all encounter many cars and other vehicles in our daily lives, but what do we notice about them?

Is it the colour or the design of the car that captures your attention?

Have you ever looked closely at a number plate and spotted the maths opportunities provided by the random collection of numbers?

This activity encourages pupils to take the time to notice the different numbers, and work flexibly with them,

Junior Classes

AutoMathic

Encourage pupils to think about number plates that are familiar to to them, and ask them to consider what they notice about number plates in Ireland.

Present pupils with one of the images shown and pose the following questions;

What do you notice about the numbers shown? (Pupils may speak about odd/even numbers, frequency of numbers etc)
What is the largest/smallest number you can see on the number plate?
Can you make a number sentence using the numbers on the plate? (Pupils may respond with simple sentences like 1 + 7 =8)

Extension;

Introduce a second image of a number plate, and ask pupils to notice what is the same, and what is different.
Take part in an AutoMathic Number Trail in the staff car park, being mindful of health and safety considerations, and ask pupils to record all of the numbers that they see on number plates. Is there any number that you notice appears a lot? Is there any number that you have not seen at all?
Are there any opportunities to represent your Number Trail findings using a pictogram?
For an additional activity, have a look at the NZ Maths website, and challenge yourself with the Number Plates challenge;

https://nzmaths.co.nz/resource/number-plates

Senior Classes

The above activity can be adapted for the Senior classes with appropriate questions such as;

What do you notice about the numbers shown? (Pupils may speak about odd/even numbers, frequency of numbers etc)
Can you make a number sentence using the numbers on the plate? (Pupils may respond with simple sentences like 1 + 7 = 8. If pupils are encouraged to mix up numbers and use them as they wish, they may notice that we can say 72 + 11 = 83)
Is there a number sentence you can make using all of the numbers in the image?
Encourage pupils to devise their own code using the numbers in the image, and challenge their friends to crack the code
What is the largest/smallest number you can make using all of the numbers shown?

Extension

Introduce a second number plate to pupils and ask them to consider the questions above, using both sets of number plates.
Challenge pupils to take part in an Automathic Number Trail in the staff car park using the template here.
Present pupils with the answers to different number sentences, and challenge them to figure out what the sentence was.
Are there any opportunities for using data to record the different numbers that you encounter on your Number Trail?
For an additional activity, have a look at the Maths Week website and challenge yourself with the Daily 24 puzzle

https://www.mathsweek.ie/2019/24-puzzle-archive/

Science

Brilliant Birds

Observation & Discussion

Begin your thematic approach to birds with an opportunity to observe, discuss and reason with this Odd One Out activity from Explorify. This activity is suitable for all class levels. Look closely at the three images above and ask everyone to come up with as many similarities and differences as they can. Everyone needs to decide which one is the odd one out and why. Encourage a reason for every answer and there is no wrong answer!

To access this resource and many more like it, you will need to create a free account at the link below;

Explorify

Garden Birds Bingo Cards

Observation & Classification

Junior Classes: Garden Bird Bingo

Develop skills of observation & classification in your Junior classes with this excellent resource from the National Botanic Gardens. What birds can you spot in your school garden or out your window? Cut out the colour cards and circle each bird you see. The first to get 3 in a row wins. Tá bhileog gníomhaíochtaí seo ar fháil i nGaeilge fresin.

Support

If you are in an area that has little birds or if you are working with pupils for whom English is an additional language, introduce the birds through pictures in class. Begin with playing games of Snap and Go Fish (cutting up the bingo cards provided) to develop recognition of different varieties. Extend to flashing 2/3 birds to the group and have them call put the name, gradually adding one new bird at a time. Finally share short videos of birds in the wild for children to play the bingo game with confidence.

Extension

Extend this activity to compare the variety of birds in school with those at home, in the town or by the sea. Children from other countries could share images of a bird indigenous to their homeland and together pupils can compare and contrast similarities and differences.

Observation & Classification

Senior Classes: Birds of a Feather

Encourage observation skills in Senior classes using the identification sheets in the link below. Choose an identification guide most relevant to the local environment of your pupils. Pupils will make observations and refer to their observation guide to inform their choices. Pupils should use their observations to explain their reasoning.

Extend this activity by gathering bird feathers and creating a class identification guide, matching feathers to images of the correct bird.

Can these feather be classified in any way?
Which feathers provide the best camouflage?

Observe and draw individual feathers noting patterns, colour and size. Record these observations in your science journal.

*For guidance on how to become a good birdwatcher, see the excellent resources from Birdwatch Ireland at the link shown.

Extension

Bird Song:

Extend your observation skills to include sound and see can you identify a bird from its birdcall or song. Birdwatch Ireland has some lovely recordings of Irish bird sounds available here. Learning birdcalls and songs is a great way to identify birds that hide in dense foliage and birds that come out at night. This birdcall identification activity can also help children learn to identify birds that look alike but may not sound alike. Encourage pupils to use their observations to explain their reasoning. Data could be recorded of the type of bird song heard on school grounds or the time of day when pupils hear particular birds.

Bird Sounds

Birdwatch Ireland: Teacher & Pupil resources

Bird Identification Sheets

Caring for our Earth: A Science Week inspiration pack

Support:

Reduce the length of the zip line / reduce the weight of the cargo.
Concentrate on one aspect of the zip line. Make the zip line for the ready-made cargo or make the cargo basket for the ready-made zip line.

Extension:

Increase the length of the zip line/weight of the cargo.
Make a pulley system for the zip line.
Restrict or limit the number/ amount of materials available to make the zip line.

STEM Challenge

Design & Make a zip line to carry precious bird eggs from a tall tree in danger from fire

This activity is taken from ‘Caring for our Earth: A Science Week inspiration pack’, created by the PDST Primary STEM team along with The Ark’s long-standing collaborator Dr Niamh Shaw. Details within the pack illustrate excellent opportunities to integrate science with drama. See section 3; ‘Treasuring our Earth’ for the initial story spark to trigger a potential design and make activity.

Chaila Chaffinch and her 3 new eggs are trapped on a tree on a windy night with a small fire starting in the grass below. In your group, can you design and make a zip line to carry precious bird eggs from a tall tree in danger from fire?

CRITERIA:

(The class can choose their own criteria to challenge themselves!)

Samples could include:

• Length

• Weight of precious cargo

• Landing pad

• Angles

• Must be safe

• Eggs must land without being damaged

DESIGN & MAKE PROCESS:

Explore:

• The force needed to create movement on a zip line.

• The ‘best’ angle for safe transport of items.

• The ‘best’ material to use as the wire.

Plan:

• Draw a plan of what the zip line will look like.

• Label the drawing with materials needed.

• Gather materials.

Make:

Make the zip line. (Try to stick to the chosen criteria. If something is not working out, adjust the plan first and then modify the zip line.)

Evaluate:

• What did the pupils learn? (Friction? Gravity?)

• Was their zip line successful?

• What would they change if they had to build another zip line?

Magnificent Minibeasts

Minibeast Hunts

STEM Smaointe 1 shared some lovely ideas for Minibeast Hunts using useful identification cards from the National Botanic Gardens and Woodlands Trust. To access these click here.

Ladybird House

Junior Classes:

Ladybird Home and Minibeast Palace

Minibeasts need somewhere safe to live, hibernate and lay their eggs. Many schools have Bug Hotels in their school gardens. But if not, this lovely activity from ‘Tree Tools for Schools’ guides children in building a simple but snug home for a ladybird. Pupils are encouraged to work collaboratively to forage for natural materials to design and create their minibeast homes. Guiding questions could include;

I wonder where is a suitable spot to build a ladybird house without being disturbed by people or predators?
Will your minibeast be affected by weather in this location?
How will you prevent your leaves and twigs from blowing away in a strong wind?

Whether it's a Pine Cone Palace or Towering Twigs, pupils can now return to this spot with their magnifying glasses to observe minibeasts in their own habitat. Observations can be recorded orally on digital platforms such as Seesaw or through drawings in their Science journal.

Support

● Support pupils with English as an Additional Language with identification cards (see link above) to learn the names of minibeasts.

● Encourage culturally diverse learners to share images of minibeasts from their country such as the Splendid Scarab from Syria or the Firebug from the Ukraine. Perhaps they can build a multicultural palace for all the minibeasts!

Senior Classes: Micro Hike

Remember the film ‘Honey I Shrunk the Kids’? Well why not shrink yourself down and imagine the world from the perspective of an insect, by taking part in a Micro-hike!

A micro-hike encourages pupils to observe their local environment from the perspective of a small minibeast. Each group is given 1 metre of string to stretch out and a magnifying glass. They lie on their stomach and slowly observe the environment through the magnifying glass along the piece of string. Carefully move the grass aside and peer down every crack or crevice in the ground to truly see the world from a minibeast perspective.

Challenge your pupils to think creatively with guided questions such as ;

● As a minibeast, what challenges might you face along this terrain?

● How much land could you travel over in a day?

● What food will you eat and where will you source it?

● Where will you rest in the evening?

Capture their observations using cameras, drawings and written descriptions. This will encourage pupils to examine their environment from a different perspective and to observe the micro environment at their feet.

*For a step by step guide to your first Micro-hike take a look at the Nature Geek’s experience here.

Extension:

● Record your journey as a minibeast using your observations for guidance along a 1metre strip of paper. Compare your map with your partner.

● Classify your observations under 3 headings; Plants, Animals and Terrain. Compare different sections of the school's grounds to see how these differ. Consider other environments outside the school gates and how they too might differ.

● Integrate with Creative writing, describing your amazing adventure when you were shrunk down to minibeast size.

Assessment

Science Journal Prompts Jnr

Science Journal Prompts Snr

Science Journals

The practice of keeping a science journal promotes scientific understanding. Pupils can keep track of their thinking and understanding in their journal. Journals can contain general observations about science or can be more specific and focus on a particular concept. Depending on how the science journal is used, it can incorporate many assessment strategies such as teacher questioning, teacher observation, teacher designed tasks and tests, and peer and self assessment. A science journal can take many different formats, be it in soft copy using a book or online using a digital tool.

A science journal encourages pupils to:

Reflect on what they have learned and put it in their own words
Discuss science with others (pupils and teacher )
Identify areas of strength and weakness
Evaluate what they have learned.

Click on the buttons to access suggested science prompts.

Apply for school support to avail of context specific support for assessment by clicking on the link below.

Leideanna Dialann Eolaíochta Sóisearach

Leideanna Dialann Eolaíochta Sinsearach

STEM Summer Course

Curiosity and Creativity: Practical STEM for Primary Classrooms

The PDST Primary STEM team are delighted to introduce their new face to face summer course, which will support teachers in developing pupils’ skills, thinking, culture and values in STEM. Participants will adopt an integrated approach to identify and establish links to STEM skills and content across the curriculum. They will also explore a practical toolkit of learning experiences and assessment approaches, which highlight inquiry-based and playful approaches to STEM. These rich STEM tasks are designed to meet the needs of all pupils in all classroom contexts. Participants will work and reflect collaboratively on their STEM teaching, to enhance their classroom practice for the future.

To book your place, contact your local education centre.

School Support

PDST Primary STEM Advisors are available to offer your school bespoke support. If you wish to apply for same, please visit www.pdst.ie/schoolsupport. You will need your school roll number and password (schoolsupport2021).