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STEM Smaointe 8
STEM Smaointe 8
22nd April 2021
The Returning to school: Guidance for teaching and learning, March 2021 recommends various teaching and learning approaches as we transition back to learning in school. This edition of STEM Smaointe offers supports to teachers in planning, facilitating and assessing teaching and learning in light of the following approaches (as outlined in the aforementioned guidance):
"Bring pupils outdoors and to local amenities to enhance learning, support social distancing, promote physical distancing and help positive well-being".
"Use integrated and thematic approaches to deliver the full curriculum, to support creative and enjoyable learning experiences and to blend literacy and numeracy skills with creative expression and scientific exploration".
This edition is divided into the following sections:
Mathematics in the Outdoors
Assessment - Maths Journals
STEM in the Open Air Activities
STEM Trails
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Contents
Contents
Click on a heading to take you directly to this section
Mathematics in the Outdoors
Mathematics in the Outdoors
The Number Line
The Number Line
The number line is referenced across class levels in the Primary Mathematics Curriculum (1999). Pupils may relate the number line to washing lines, thermometers, playground games and markings in their environment. Teachers may find presenting the number line in various ways useful e.g. in horizontal and vertical formats.
The following activities can be adapted for use with junior and senior classes while facilitating collaborative work in pairs or pods.
Junior Activities
Junior Activities
Human number line
Stand behind the number one/two before/after than 12
Anna swap places with the person who is standing on 1 after 8
Invite pupils to give instructions to each other so that they have an opportunity to use the language in context.
Pupils draw their own number line - pupils can use the number line to show a given range of numbers e.g. 6 -14/89 -112. Skip counting could also be presented on the number line e.g. 4s starting at 6.
Work on addition/subtraction by using the number line. Monitor how pupils complete these sums. E.g. 2+7
Do they begin on the higher number?
Do they count from 7 as 8, 9 or count from 7 as 1, 2 (counting the number of jumps they take)?
When pupils are using the number line, do they count the jumps (standing on 7 and jump 1, jump 2) or do they call out the number that they land on each time (standing on 7, jump to 8, jump to 9)?
Strike it Out and Number Lines in Disguise can be adapted for the outdoor number line.
Senior Activities
Senior Activities
Pupils create a number line to represent a chosen range of numbers e.g. 247 to 291. Encourage pupils to think about what intervals they will use for their number line.
Pupils draw a number line according to a specific multiple e.g. from 49 to 98, marking out the intervals of 7.
Pupils compare and order fractions with appropriate denominators and position on the number line. The number lines that pupils create can be vertical/horizontal and/or ascending/descending. For example, pupils could create a horizontal number line ascending in eighths from 3 to 5.
Are intervals spaced equally?
Do pupils use equivalent fractions?
This activity could also be completed with decimals.
Pupils mark positive and negative numbers on a number line. Consider using a real-life context for exploring directed numbers e.g. golf, measuring temperatures etc. Sea Level could also be used when exploring directed numbers using an outdoor number line.
Add simple positive and negative numbers by walking the number line.
Place Value Targets
Place Value Targets
This outdoor activity focuses on place value and estimating. This can be easily adapted according to the range of numbers your class are working with or by using decimals. Pupils throw beanbags to the appropriate box/basin/yard marking to reach a target number.
Label boxes/basins or create yard markings outlining the places of value relevant to your pupils.
Example:
In 3rd/4th class pupils work with thousands, hundreds, tens and units. Pupils roll a dice four times and use these numbers to generate their target number - e.g. 2341. Pupils then throw their bean bags into the basins/boxes/yard markings to represent 2341.
*A 9 sided dice works well for this activity. Online versions are available. One such dice and spinner interactive can be found here.
Suggested Questions:
How many beanbags will you need to make your target number?
Can you think of another way to reach your target number?
If the tens box is removed from the game, can you still reach your target number? How?
Pupils could record a summary of the activity in their maths journal when they return to the classroom. They could record any strategy that they devised during the game that might help them the next time they play.
Assessment
Assessment
Maths Journals
Maths Journals
The practice of keeping a Maths journal promotes mathematical understanding. Pupils can keep track of their thinking and understanding in their journal. Journals can contain general observations about Maths or can be more specific and focus on a particular concept. Depending on how the Maths 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 Maths journal encourages pupils to:
Reflect on what they have learned and put it in their own words
Discuss Maths with others (pupils and teacher )
Identify areas of strength and weakness
Evaluate what they have learned.
Click on the images to access suggested Maths prompts. Apply for school support to avail of context specific support for Assessment - click on the Contact Us section at the top of the page.
STEM in the Open Air
STEM in the Open Air
The STEM outdoor activities outlined below integrate aspects of Maths, Science and other curriculum subjects. For further details, explanations about the activities, and to explore more opportunities for learning in the outdoors, please watch our STEM in the Open Air webinar.
Pupils can use the prompts linked below to record their observations.
Junior and Senior Infants
Junior and Senior Infants
Sit Spot
Sit Spot
See image for Curriculum links.
Invite the pupils to sit down and take three deep breaths to relax. They can use their senses to observe and wonder. A sit spot can be used to focus on various senses (see webinar for more examples). In this instance we will focus on hearing.
Close your eyes and listen to the sounds around you.
Is there a bird singing above you?
Is that a car beeping behind you?
Pupils then create a sound map to record the directions the sounds came from. They can then use the sound map to identify the sounds they heard, if the sound was near or far away, and explain why they liked/disliked the sound.
First and Second Class
First and Second Class
Zoom In, Zoom Out
Zoom In, Zoom Out
For this activity, pupils will need a looking tube - the pupils can use a cardboard tube from a roll of kitchen towel or make one from a rolled - up piece of paper.
The pupils can choose to focus on something within their space, zooming in to see the finer details and zooming out to see the object as a whole. Encourage the pupils to make observations about the colours, textures, etc. In the image on the left, you will see the pupil examining a rock with their looking tube.
Invite pupils to record their observations with drawings. Pupils should look at and record the shape, size, texture, colours, lines and angles of the object. Observational drawing is about recording the observations rather than creating a "perfect" piece of art.
*For more details on this activity see STEM in the Open Air.
Third and Fourth Class
Third and Fourth Class
Bowling Bottles
Bowling Bottles
In this STEM activity, pupils will investigate bowling bottles. To begin, pupils can explore the bottles and predict how far they think the bottles will travel. Pupils can discuss how they will keep their tests fair when comparing the bowling bottles e.g. measuring from the same starting point on each roll, using a consistent force etc. The investigation sheet attached below could be used to support pupils in recording their investigations. Pupils can investigate how changes to the bottle affect the distances travelled e.g. changing the capacity, adding weights in the bottles etc. As a further extension, pupils could be challenged to design their own scoring system for a bowling bottles game
Fifth and Sixth Class
Fifth and Sixth Class
Sail or Fail: Fantastic Frisbees
Sail or Fail: Fantastic Frisbees
In this activity, pupils will engage in inquiry-based learning by investigating and creating frisbees. Pupils can begin by investigating how frisbees sail through the air, considering how the weight/shape/material affects the movement of the frisbee. Pupils can also explore objects that could be used as frisbees e.g. bottle-tops, container lids etc. Once the objects have been chosen, pupils can decide how to measure the success of each frisbee. Pupils could compare frisbees by measuring the amount of time that they float in the air or by measuring the distance that each frisbee travels. It is important that pupils consider how to keep their tests fair. The investigation sheet attached below could be used to support pupils in recording their investigations. Pupils can use the findings of their investigations to influence the design of their own frisbees, considering what materials they will use (paper plates, paper, card, cardboard etc.) and what shape their frisbee will be. Once pupils have created their frisbees, they can evaluate their designs by repeating the fair-test completed with the objects in the exploring stage.
A video explanation of this activity can be accessed here (go to 47:02) in the webinar STEM and Sport.
STEM Trails
STEM Trails
Watch the short clips below to learn more about STEM Trails. The STEM Trails/Rian ETIM (linked at the green button) present a range of activities that could be used for a STEM trail on school grounds. Teachers can choose sections from a document that they wish to complete with their class. The pupil can think about and discuss the answers, draw or write the answers or record their responses using digital technology.
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