STEM Smaointe 5
Welcome to
STEM Smaointe 5
15th October 2020
The supports in this e-bulletin have been chosen with the key considerations in light of Covid 19 restrictions. The methodologies and suggested learning activities outlined below are in response to the Returning to school Curriculum guidance for primary school leaders and teachers document and our classroom environments of bubbles and pods.
This edition is divided into the following sections:
Talk and Discussion
Virtual Manipulatives
Science in a Bubble
Outdoor Learning
We would love to see STEM Smaointe in action so please tag us in any work you share on Twitter. Our handle is @PDSTPrimarySTEM #stemsmaointe
See Contact Us for information around further supports. For further guidance in using this site visit our home page.
STEM ar Scoil
The STEM ar Scoil live webinar series supports STEM engagement in both school and blended learning contexts. It will focus on key elements in the teaching, learning and assessment of STEM such as thematic planning, integration, inquiry and playful pedagogies. Each workshop will explore ideas and resources, designed to ignite enthusiasm for rich STEM learning. For further information on the series and to register click here.
Contents
Click on a heading to take you directly to this section
Talk and Discussion
"Talk and discussion should continue to be used in a way that enables pupils to describe their learning, express their understanding of mathematical concepts and topics"
(DES, 2020, p. 23).
As part of our STEM ar Scoil online workshop series, STEM in a Bubble explored Talk and Discussion, click the link below to access a recording of the workshop.
Ag Plé le Pictiúir
Talk and discussion enables pupils to describe their learning, to express their understanding of particular concepts and also to demonstrate an absence of understanding. In this section, we explore Ag Plé le Pictiúir where visual images are used to ignite rich Mathematical discourse in the classroom.
The info-graphic offers a suggested approach in engaging in Ag Plé le Pictiúir (click on the image to take you to a printable version).
In this instance we will explore Same but Different. Choose an image and encourage your pupils to follow the format below:
Look: Pupils look at the image. Invite the pupils to consider any similarities and differences between the images. How are the items the same? How are they different? Are there similarities between some of the items? There are no wrong answers but a reason is essential!
Think: Allow the pupils time to think individually about the questions posed.
Pair: In pairs, pupils discuss their ideas. This can be done orally or pupils can do so on post-its or whiteboards.
Share: Facilitate a whole class discussion on the similarities and differences between the images. Encourage your pupils to re-voice their partner's suggested similarity or difference. Similarities and differences can be recorded centrally. This shared discussion acts as a valuable assessment opportunity.
If time allows, pupils could return to the image and proceed with Look, Think, Pair and Share again.
Consider using the concrete materials around your classroom to create images for talk and discussion. Pupils could also be encouraged to create their own images.
For further resources to facilitate Ag Plé le Pictiúir with your pupils click on the links below.
By clicking on the images below, you can access a large version of all the images in the Talk and Discussion section of the site.
Virtual Manipulatives
"While the use of physical manipulatives may be more restricted owing to health and safety and hygiene requirements, alternative versions of resources including notation boards, hundred-squares, Dienes cut-outs and virtual manipulatives could be utilised in supporting children’s mathematical understanding in the 2020/21 school year" (DES 2020, p.23).
To support teachers, this section of STEM Smaointe will spotlight some virtual manipulatives* and associated activities to aid teaching, learning and assessment in Mathematics.
*Virtual manipulatives below are suggestions and do not represent an exhaustive list. Please note, they were freely available for use as of Oct. 15th 2020.
Click for associated activities
Five - frames and ten - frames are models which help pupils anchor to 5 and 10. A five - frame is a 1 X 5 array and a ten - frame is a 2 X 5 array. The virtual manipulative allows you to adjust accordingly. It is recommended that pupils work with a five - frame before progressing to a ten - frame.
Five/Ten Frame Flash: Flash a five/ten frame to the pupils and ask them how many dots they saw. How many dots did you see? How many empty boxes did you see? Where were the dots? How many were on the top row and how many were on the bottom row? Did you have time to count? How did you get your answer?
One More/Less Challenge: Flash a five/ten frame and ask the pupils to place one more/one less counter on their frame. E.g. Teacher flashes 3 and asks pupils to place one more counter on their frame. Pupils place 4 dots on the frame. Question the pupils as to how many empty boxes there are and how many more they would need to make 5/10.
Build a Set:
Five - Frame: Teacher calls out a number to the pupils e.g. 3 and they show that amount on the five - frame. Ask them to place the counters in a different way and ask questions about their arrangement. It has a space in the middle. It is 2 and 1.
Ten - Frame: For numbers greater than 5, encourage pupils to fill the first row first. E.g. Place 7 counters on your frame. Question the pupils about their arrangements. How many empty boxes have you got? What does this tell us about 10? I have 3 empty boxes so that tells me that 7+3=10. Turn the tablet upside down, what does this tell us about 10 now? 3+7=10
Guess What? One player secretly arranges some counters on a ten-frame. The other player asks questions that can be answered yes or no, trying to gain enough clues to work out the arrangement of counters, e.g. Is the top row full? Is it an odd/even number? Is there an empty box in the bottom row?
Image taken from Mathsbot.com
Click for associated activities
Dienes blocks are base ten materials that help pupils to represent numbers in expanded form. Two examples of virtual versions of Dienes blocks are linked above. Here are some suggested activities that could be explored using these virtual manipulatives:
Show me: Pupils use the Dienes blocks to visually represent some of the following numbers: numbers with the same digit in a different place (7, 70, 700 etc.), two/three/four digit numbers and numbers with 0 as a placeholder (307, 7,089 etc.). The following questions may be used to reflect on this activity: Show me 67. How did you build your number using the blocks? Did anyone do it a different way? Can we think of another way to say the number 67? If we put 0 in front of the two digits, in between the two digits or at the end of the two digits, would this change the number? Show me that number
More or Less: As an extension of the previous activity, pupils are once again asked to visually represent a number using the virtual manipulatives. Next, encourage pupils to show what this number would look like if it had 1 more or 1 less, 10 more/less, 100 more/less, 1000 more/less. Pupils then reflect on how this changed both the visual representation of the number and the number in standard form e.g. 67 changed to 77.
Place Mat (Notation board): A virtual place mat/notation board can be used for organising Dienes blocks into thousands, hundreds, tens and ones. This enables pupils to understand the links between the visual representation of a number and the number written in standard form. Pupils can represent a number by placing the appropriate digits into the correct columns and then record the number using words and symbols. This way, pupils are using the base ten name as well as the standard name for any number. For example, the number 546 in base ten language is five hundreds, four tens and six ones or 500 + 40 + 6.
Place Mat Activity:
The teacher chooses a number and displays an arrangement of base ten materials to the class using this virtual manipulative.
Pupils write this number down in base ten language (words and numbers) and in standard form. For example a pupil may write the following: The number teacher showed using Dienes blocks has three hundreds, two tens and 4 ones, this is 300 + 20 + 4 which is 324.
The teacher then changes one piece (the hundred, the ten or one), for example, change 546 to 576. Pupils then write this new number in base ten language (words and numbers) and in standard form.
This activity can be repeated in pairs/pods/bubble whereby one pupil completes the teacher’s role.
Science in a Bubble
Junior and Senior Infants
Autumn Colour Wheel
Strand: Energy and Forces Strand unit: Light
In this activity, pupils have an opportunity to observe the autumnal colours in their local environment by sorting and classifying leaves. Teachers may wish to gather autumn leaves in advance or bring the pupils outdoors to find and collect the leaves for themselves.
Consider using a seasonal stimulus, an example of which can be found here to introduce this activity to pupils. This could be followed by engaging the class in talk and discussion based on the suggested questions below:
How do we know when it’s spring/autumn?
Does the temperature get hotter or colder in the spring/autumn?
What does spring/autumn look like?
Invite the pupils to sort their autumnal items according to colour. This could be completed individually, in pairs or in pods. Encourage pupils to explain the reasoning behind their sorting choices.
What colours did you find?
Have you any dark/light colours?
Do you notice anything about your brown collection? Are they all the exact same shade of brown?
The Autumn Colour Wheel/Roth Dathanna an FhĂłmhair activity sheet can be accessed by clicking on the image.
First and Second Class
Transform your Observations
Strand: Living Things Strand unit: Plants and animals
In this activity, pupils will develop their observation skills. Invite pupils to choose an autumn leaf from the selection available to them and follow these steps:
Observe: Pupils look closely at their chosen leaf. What shapes/colours can you see? Can you see lines? What do you notice about the lines?
Sketch: Based on their observations, pupils sketch their leaf.
Imagine: Using the colours, shapes and lines from their sketch of the leaf, pupils will use their imagination to transform their sketch into a new creation.
The Transform your Observations/BĂ Cruthaitheach le do Bhreathnuithe activity sheet can be accessed by clicking on the image.
Third and Fourth Class
P. 1 - 2
Falling Leaves
Strand: Energy and Forces Strand unit: Forces
In this activity, pupils will investigate falling leaves. Invite pupils to choose three different leaves from the selection available to them. Explain to pupils that the question that will be investigated is 'Which leaf will fall to the ground first?' and encourage discussion around how this investigation could be completed within pairs/pods in the classroom. Remind pupils of the importance of ensuring a fair test, the following prompts could be used:
What will we keep the same?
What will we change?
What will we observe?
What will we measure and how?
Before testing, pupils should record and explain their predictions for the investigation. Pupils carry out their investigations in pairs or pods. Upon completion of the investigations, pupils can discuss their findings with the whole class and discuss any variance in results. A sample investigation sheet/imscrudĂş eolaĂochta to guide pupils through this investigation can be accessed by clicking on the images.
Lch. 3 - 4
Fifth and Sixth Class
Leaf Gliders
Strand: Energy and Forces Strand unit: Forces
In this activity, pupils will use autumn leaves to explore forces and motion by designing and making a leaf glider. Pupils will investigate the effect of gravity on objects through varying the shape and structure of their leaf gliders. The leaf gliders can be created using real leaves or could also be made by tracing around different autumn leaves and creating paper cut-outs.
Suggested resources: autumn leaves, paper, scissors, glue-stick/paper-clip.
Before beginning the design process, allow the pupils time to explore the leaves in the context of these suggested questions:
Which leaf will work best as a glider and why?
How could the leaf be folded or transformed to help it glide?
How will we test/compare our gliders?
Engage in whole-class discussion around what pupils discovered. This will enable pupils to begin to plan their leaf glider designs based on their findings. The plans can be devised individually, in pairs or in pods. Encourage pupils to explain the reasoning behind their designs. Next, pupils will use their plans to make their leaf gliders. Paper-clips and/or glue-sticks can be used to support leaf glider structures, however, pupils should consider how this could affect gliding ability. Invite pupils to create a range of leaf gliders by varying the shapes, structures and weights. Before testing the leaf gliders, pupils can predict which leaf glider they think will travel the furthest and why. Pupils can then evaluate their leaf gliders based on the following suggested questions:
How did your leaf glider predictions compare with your actual results?
Which glider travelled the furthest? Why do you think this glider travelled further than the rest?
If you could go back to the design stage, what would you change?
Adapted from Leaf Glider Challenge
Outdoor Learning
"Planning for more frequent use of this outdoor space across the curriculum will help children to adhere to social distancing, engage in physical activity and build their sense of wellness and contentment." (DES, 2020, p. 13)
To watch this webinar and to access the resources from it click on the image above.
Updated 22nd October 2020.STEM in the Open Air
As part of the STEM ar Scoil online workshop series, STEM in the Open Air takes place on Tuesday 20th October at 7 p.m.
Break down the walls of your classroom and consider the learning opportunities for STEM that the outdoors provide. Enhance your STEM senses through trails, investigations and challenges in the open air.
Register here. Please note spaces are limited.
Junior Classes
The Leaf Man
This activity has been inspired by the story of The Leaf Man by Lois Ehlert. This story follows a group of autumn leaves as they are blown by the wind over fields, past orchards and across lakes and rivers. The leaves start out in the shape of a man and take on different configurations as they travel. A read aloud of this story can be found by clicking on the link below.
For this activity, encourage pupils to gather different materials such as twigs, stones and leaves, making their own creations on the ground. The teacher can choose to take photos to record the pupils’ creations. The following questions may be useful to encourage pupils to explain their creations: What items did you collect? Where did you find your items? What colour are the leaves you found? How would you describe their texture?How many did you find? Why did you sort them this way? Could you design any other creations using the leaves?
Alternatively, pupils could design their creations on a large adhesive sticker or card with glue/double-sided sticky tape while outdoors and these can then be brought back into the classroom.
The Leaf Man: Integrated Learning
Click here to view how this activity could be integrated with different areas of the curriculum (p.1).
Middle Classes
This activity was adapted from: https://www.ymca.net/summer-buzz/six-simple-outdoor-stem-activities
Create a Sun Clock
In this activity, pupils will explore how shadows are formed and affected by the Earth's movement and how a sun clock can be created by tracking shadows throughout the day. Encourage pupils to discuss how often they will track their shadows and to plan the times of the day that they will record their shadows. To create the sun clock, pupils will begin by standing in a spot in the school yard with access to direct sunlight and their partner will trace around their shadow with chalk and note the time at which this was completed. Pupils should also mark their standing spot with an 'X' as they will return to this exact spot to record their shadows at different times during the day. As an alternative approach to completing this activity in pairs, pupils could complete the activity independently by placing an object in the same spot in the school yard at different times and record the shadows created. Encourage pupils to consider which object would work best for this activity, for example, is the object transparent, is it self-standing etc.
Here are some suggested questions to guide talk and discussion in this activity:
Why did the shadow move across your shadow clock?
Can you predict where you think the next shadow will be?
Did the length of the shadow change?
At what time was the shadow the longest/shortest?
When would shadow clocks not work? Why would they not work?
Create a Sun Clock: Integrated Learning
Click here to view how this activity could be integrated with different areas of the curriculum (p.2).
Senior Classes
Design a Maze
This activity uses the design and make process to create an outdoor maze. Before beginning this task, stimulate the pupils' curiosity and interest by making observations about different mazes. A selection of mazes in Ireland can be found here. Consider collaboratively devising criteria for the maze.
Explore: Allow the pupils time to explore the natural materials available to them in the outdoors. If materials are very limited in your school environment consider providing the pupils with chalk. Encourage pupils to consider if they will use a scale in their maze design and to explain and justify their choice.
Design: Pupils work on the design of their maze. Encourage pupils to sketch and label their designs to include the route, dead ends, etc.
Make: Pupils get to work on creating their maze on the school yard. Ask pupils to record any changes to their design and reasons for these changes. Pupils should estimate the length of their maze before measuring and should consider what measuring equipment to use. Consider photographing the completed mazes.
Evaluate: Invite pupils to evaluate their designs in terms of the criteria that has been devised. Did you make any changes to your design, why/why not? Is there anything you would change or do differently next time? Why? What shape combinations/tessellations would you recommend to a maze designer who has never made one before? Give a reason for your recommendation.
Design a Maze: Integrated Learning
Click here to view how this activity could be integrated with different areas of the curriculum (p.3).
