STEM Smaointe 6
Welcome to
STEM Smaointe 6
19th November 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
STEM in Our World
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See Contact Us for information around further supports. For further guidance in using this site visit our home page.
STEM ar Scoil
Release your creativity with this festive exploration of integrated approaches in teaching, learning and assessment. The changing of the seasons offers opportunities to examine thematic approaches to STEM from an imaginative, skills-based perspective.
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 Would You Rather? Choose an image and encourage your pupils to follow the format below:
Look: Pupils look at the image. Would you rather plate A or plate B? Why? B’fhearr leat plata A nó plata B? Cén fáth?
Think: Allow the pupils time to think individually about the questions posed.
Pair: In pairs, pupils discuss their ideas. Do you agree or disagree? Why? An aontaoínn tú nó nach n-aontaoínn tú? Cén fáth? This can be done orally or pupils can do so on post-its or whiteboards.
Share: Facilitate a whole class discussion on which option the pupils would rather. Encourage your pupils to re-voice their partner's preference. Responses can be recorded centrally. What have you learned? Cad atá foghlamtha agat? This shared discussion acts as a valuable assessment opportunity.
If time allows, pupils could be invited to create their own questions based on the image.
For further resources to facilitate Ag Plé le Pictiúir with your pupils click on the links below.
Click on the images below to access the Talk and Discussion section of the website where you can scroll to find a large version of the Ag Plé le Pictiúir images.
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 Nov. 19th 2020.
Image taken from https://apps.mathlearningcenter.org/number-rack/
Click for associated activities
"The Rekenrek provides a visual model that encourages young learners to build numbers in groups of five and ten, to use doubling and halving strategies, and to count-on from known relationships to solve addition and subtraction problems" (Frykholm, 2008). Below are some suggested activities for using the Rekenrek. For further guidance and support in developing your pupils’ number sense, apply for school support at the contact us tab above.
Introducing the tool: Show the pupils a sample Rekenrek and ask them what they notice. Elicit that there are two rows of 10 beads and the colour of the beads change at 5.
Show Me (one row only): Invite the pupils to show you a certain number on the Rekenrek – “Show me 6 on the Rekenrek.” How did you find the 6? What do you notice about how far it is from 10, from 5, etc.
Show Me (using both rows): As above but this time they must use both rows to show 6. This creates an opportunity to discuss the different ways to make 6, 4+2, 3+3, etc.
See and Slide: Teacher displays a number of beads on the Rekenrek and challenges the pupils to display the same number using one or two moves. Question the pupils as to how they did it. E.g. 15 - I moved ten on the top row and 5 on the bottom - 2 moves!
Image taken from https://www.abcya.com/games/interactive_100_number_chart
Click for associated activities
Once pupils have engaged in building the 100 square gradually, the following activities can be used to develop pupils knowledge of number relationships and positioning of numbers whilst encouraging the use of Mathematical language.
Missing Number: Remove some numbers from the 100 square. Pupils replace them and explain why they chose that particular number. You can remove random numbers, sequences of numbers or even all numbers.
Neighbours Number: Begin with a blank virtual 100 square. Highlight a number and ask pupils to identify the neighbouring numbers. Pupils should try several of these activities. Teacher questioning is very important for this activity. The questions posed should enable pupils to identify and discuss the relationships and patterns between numbers. Teacher: What do you notice about the number to the left/right/above/below/on the diagonal?
Guess My Number: Pupils use the virtual 100 square. Explain to pupils that you have written down a number between 1 and 100 and that they are going to try to work out what number it is by asking questions about it. As each pupil asks a question, the pupils can remove any numbers that they now know are not the correct number. Pupils should be encouraged to ask questions that reflect a range of understanding of numbers, for example, “Is it in the twenties?”; “Is it an even number?”; “Is it greater than 50?” This could also be played in pods or pairs.
Squares: Highlight a square on the hundred square (2 boxes by 2 boxes). What do you notice about the numbers that you have highlighted? Add the numbers in the opposite corners, what do you notice? Highlight another 2x2 square and investigate if the same pattern holds. What would happen if you highlighted squares of larger sizes? For another, more challenging version of this problem see Diagonal Sums at NRich Maths.
Science in a Bubble
"At this time soft modelling materials and play dough where used should be for individual use only" and "Where possible pupils should be encouraged to have their own individual art and equipment supplies." (DES, 2020).
Junior and Senior Infants
A Handful of Textures
Strand: Materials Strand unit: Properties and characteristics of materials
In this activity, pupils have an opportunity to describe and compare different types of paper noting the differences in texture between them.
Consider using the Fuzzy Friend zoom in, zoom out task (linked in the image on the right) as a stimulus to introduce this activity. Follow the suggested approach as outlined on the Explorify website, but with a particular emphasis on the textures in the image.
Gather a variety of paper with various textures e.g. kitchen paper, grease proof paper, cardboard, etc. Invite the pupils to explore the paper with a focus on it's texture. Subsequently, distribute the worksheet to the pupils and ask them to sort the paper according to the texture. Encourage pupils to explain the reasoning behind their sorting choices.
What textures did you find?
Have you any rough/smooth pieces?
Which texture do you prefer? Why?
A Handful of Textures activity sheet can be accessed by clicking on the image. A blank hand template is available here also which you may wish to edit accordingly.
First and Second Class
Wonderful Windows
Strand: Energy and Forces Strand unit: Light
In this activity, pupils will investigate the relationship between light and different types of paper.
Using the stimulus of a stained glass window, have a class discussion on the image using the following suggested questions. Do you know what these windows are? Have you seen them before? Where? What colours can you see? How could we create our own version? What properties would the "glass" need to have?
Explore: Provide each bubble with a variety of types of paper e.g. sugar paper, tissue paper, cardboard, crepe paper, etc. Pupils explore and are encouraged to sort the types of paper into two sets - transparent (allows light through) and opaque (does not allow light through).
Design: Pupils design their stained glass window. Encourage pupils to consider the shapes they may incorporate into their design. This offers an opportunity to discuss regular and irregular shapes as well as curved and straight lines. Invite pupils to label their design to include the type of paper they will use.
Make: Pupils work on their designs.
Evaluate: Pupils evaluate their designs. Is there anything you would change? Why/Why not? Did you use transparent paper as glass? Is there any opaque paper in your design? Why/Why not?
Third and Fourth Class
Think on your Feet!
Strand: Energy and Forces Strand unit: Forces
This activity requires pupils to investigate how the shape of objects affects floating and sinking by placing different paper cut-outs on water. Invite pupils to take two pieces of paper and fold them in half. On one piece of paper, pupils can draw an animal/dinosaur with four large feet and on the other piece of paper, pupils draw the same animal/dinosaur with small feet. Cut-out the creatures and fold the feet out as shown in the image (Sellotape or glue can be used to keep the creature attached at the top).
Explain to pupils that the question that will be investigated is 'does the size of the feet affect floating and sinking?' and encourage discussion around how this investigation could be completed. 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. Upon completion of the investigations, pupils can discuss their findings with the whole class. Encourage pupils to consider the following questions: What would happen if card was used instead of paper? If you gave your creature two more legs would this help it float? What would happen if you kept the feet the same size but made your creature bigger?
A sample investigation sheet/imscrudú eolaíochta to guide pupils through this investigation can be accessed by clicking on the images.
Lch. 3 - 4
P. 1 - 2
Fifth and Sixth Class
Budding Scientists
Strand: Materials Strand unit: Properties and characteristics of materials/Materials and change
In this activity, pupils will use explore the properties and characteristics of different types of paper when exposed to water. The paper flowers can be created by drawing and cutting flower outlines on different pieces of paper (paper, card, cardboard, crepe paper, kitchen paper, etc.), remembering to vary the shapes and sizes of the flowers/petals. Before placing the flowers on the surface of the water, overlap the petals by folding them into the centre as shown in the image. Encourage pupils to predict what will happen to their creations: Will the flowers sink? Will the petals open? Will the material of the flower matter? How can we make it a fair test?
Here are some suggested questions to guide talk and discussion in this activity:
Why do you think the paper flowers open when you put them in water?
Does the size of the flower affect how quickly it opens?
What happens when you use different paper? Is there any difference?
"Paper is made of lots of fibres. The spaces between the fibres can absorb water and when this happens, the paper expands which is why the flower opens up. The fibres and the sizes of the space between them vary from paper to paper which is why some flowers open faster than others. When water flows into narrow spaces in this way, often against gravity, it is called capillary action. Another example of capillary action is water moving through the roots of a plant and into the stem and leaves." Science Fun at Home (Science Flowers)
STEM in Our World
By making pupils more aware of STEM in our world and by helping them to develop the necessary skills, we are opening them to the possibility of being the next person to create a new piece of technology to make our lives more comfortable (STEM in Our World Webinar, 2020).
STEM in Our World
As part of the STEM ar Scoil online workshop series, STEM in Our World is available to watch here.
The famous and enigmatic immunologist Professor Luke O’Neill features in our webinar STEM in Our World. Professor O’Neill shares with us his childhood wonderings, scientific heroes and experiences working as a scientist. Please click on the image to join us as we use Brilliant Bodies, Fabulous Food and Terrific Toys to explore STEM in Our World through the eyes of a child.
Taking inspiration from the webinar, this section of the e-bulletin presents an activity through the lens of the aforementioned themes. It is worth noting that "At this time soft modelling materials and play dough where used should be for individual use only" and "Where possible pupils should be encouraged to have their own individual art and equipment supplies." (DES, 2020).
Junior Classes
Fabulous Food - Apple Antics
Consider beginning this activity with an Odd One Out task such as the one linked in the image. Invite the pupils to come up with as many similarities and differences as they can for the apples. The pupils decide which is the odd one out and why. There is no wrong answer!
Ten Apples Up on Top! by Dr. Seuss is the stimulus for this challenge. Read the story to the pupils (a YouTube read aloud is linked below). There are lots of opportunities to pause throughout for discussion. How many apples do you think will be up on top next? Do you think you could balance an apple tower on your head? Why/Why not?
Follow the design and make process to engage with this challenge of creating an apple tower. Pupils can work with marla or available construction materials.
Consider devising criteria, for example:
Your tower must have at least four apples
The tower must be 5 cubes high
The tower must be free standing
Explore: Allow the pupils some time to explore the materials available to them.
Plan: Pupils plan their tower. Encourage them to explain their reasoning. What shape will the apples be? How will you stack them?
Make: Pupils get to work on creating their towers. Pupils may need to modify their plan as they engage in the making part of the process.
Evaluate: Invite pupils to evaluate their designs. How many apples are in your tower?Which tower is the tallest? How did they build it so tall? Do you notice anything about the structure? Is John's tower taller than Áine's? Let's check! Did you make any changes to your design, why/why not? Is there anything you would change or do differently next time? Why?
For a similar activity, see here. Pupils can try to build a tower with real apples at home, how high can they make it?
Apple Antics: Integrated Learning
Click here to view how this activity could be integrated with different areas of the curriculum (p.1).
Middle Classes
Terrific Toys - Paper Plate Pinball
To introduce the theme of Terrific Toys to the pupils, consider using a toy-themed odd one out activity (see image). Invite the pupils to come up with as many similarities and differences as they can for the toys. The pupils decide which is the odd one out and why. There is no wrong answer!
In this activity, pupils will create their own version of a pinball machine using the design and make process. Ignite pupil interest by making observations about the image of a pinball machine and/or clips of same.
Have you played this game?
What do you notice about it?
Does it remind you of any toy?
What is the objective of the game?
Consider collaboratively devising criteria for the pinball machine. The following are suggestions:
There must be an end point for the marble to reach.
You must include a scoring system.
It should be fun to play!
Pupils will need a paper plate and a marble. Paper, card, pipe cleaners and other miscellaneous art resources could also be made available to pupils.
Explore: Pupils explore the provided materials.
Plan: Pupils design their game in light of the agreed criteria and their exploration of the materials. Encourage pupils to label their design in terms of materials they plan to use, structures they will use e.g. arches, etc.
Make: Pupils work on their design. If they need to make modifications to their plan, encourage that they record this accordingly.
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 recommendations would you give to someone who has never made one before? Give a reason for your recommendation.
Paper Plate Pinball: Integrated Learning
Click here to view how this activity could be integrated with different areas of the curriculum (p.2).
Senior Classes
This activity is adapted from https://www.sciencelearn.org.nz/resources/1926-finger-marathon
Brilliant Bodies - Finger Marathon
This activity explores how muscles use energy and tire during exercise. To introduce the activity consider using a STEM eyes activity to ignite the interest of the pupils. Click on the STEM eyes image for further information and resources.
Following discussion of the Maths and Science in the image, encourage pupils to discuss their thoughts on how the body tires during exercise using some of the following questions: What parts of our bodies work hard during exercise? What does our body use during exercise? How do you feel after taking part in exercise? Why do our bodies feel this way?
The finger marathon will be completed using clothes pegs where pupils repeat the action of fully opening and closing the peg. Encourage pupils to predict how many times they think they will be able to fully open and close the peg in intervals of 30 seconds, 60 seconds and 90 seconds. Pupils can create a table to record their predictions and results. Working in pairs and swapping roles when necessary, pupils will complete the following steps where one pupil opens and closes the peg while the other keeps track of time and notes the results:
1. Hold the clothes peg comfortably with the thumb and forefinger.
2. Practise quickly opening and closing the clothes peg for a few seconds, making sure to open the peg fully each time.
3. The timekeeper will count the number of times the clothes peg is opened and closed in 30 seconds, 60 seconds and 90 seconds. Make sure to wait until the timekeeper says go!
Discuss how the data results can be presented. The following questions can also be used to ignite further investigations using the finger marathon test: Is there a difference between your writing hand and non-writing hand for this test? Is there a difference between results for plastic and wooden pegs? How long a period of rest do finger muscles need before individual pupils can repeat the experiment and get the same results as their first trial?
Finger Marathon: Integrated Learning
Click here to view how this activity could be integrated with different areas of the curriculum (p.3).
