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ASSIGNMENT
Choose one of the options below and write 150 words in the discussion forum:
- Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement
- Having reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018) reflect on what STEM education looks like in your classroom.
- Try out some of the referenced classroom investigations for yourself or look at other resources and describe how you would conduct a lesson on mirrors, lenses and telescopes or looking out at the night sky for your class.
- Using the I-Lofar radio telescope as inspiration and some of the introduced lesson plans and themed frameworks as reference, outline how you would conduct an inquiry based lesson on waves, sound and light and make it accessible to your pupils.
Please also comment on at least one other participant’s post.
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• Stem activity 5thclass
Commence with a class discussion on what they already know about telescopes
• Why are they important>
• What are they used for?
• Did they ever look through a telescope?
• What did they see?
• Discuss how the think they work
Background
• The telescope is used to explore the sky in detail.
• All telescopes collect large amount of light as objects are far away and need large amount of light to be seen clearly
Vocabulary and oral language development
New vocabulaty
• Reflection is when light bounces off the surface eg mirror
• Refraction is when light passes through a material like glass r plastic
Items required
• Magnifying glass
• Small mirrors
• Rulers
• Paper
• Bulb
• Light
• Pencils, paper and markers
Caution
Avoid sunlight when using magnifying glass• Challenge students to create a bright spot on the paper using a magnifying glass
• Have a class discussion on how this can be done
• Discuss results-How dis they hold the magnifying glass? What distance from the page? What did the spot look like? Did it reflect or refract light?
• Mathematical activity-Measure the distance the magnifying glass has to be put to get the clearest dot of light. This is focal lens.
Conclusion
Write up the findings using ICT and present to other classes Presentation skills)
Reflection is when light bounces off the surface eg mirror
• Refraction is when light passes through a material like glass r plastic
Items required
• Magnifying glass
• Small mirrors
• Rulers
• Paper
• Bulb
• Light
• Pencils, paper and markers
Caution
Avoid sunlight when using magnifying glass• Challenge students to create a bright spot on the paper using a magnifying glass
• Have a class discussion on how this can be done
• Discuss results-How dis they hold the magnifying glass? What distance from the page? What did the spot look like? Did it reflect or refract light?
• Mathematical activity-Measure the distance the magnifying glass has to be put to get the clearest dot of light. This is focal lens.
Conclusion
Write up the findings using ICT and present to other classes Presentation skills)• What did they see?
• Discuss how the think they work
Background
• The telescope is used to explore the sky in detail.
• All telescopes collect large amount of light as objects are far away and need large amount of light to be seen clearly
Vocabulary and oral language development
New vocabulaty
• Reflection is when light bounces off the surface eg mirror
• Refraction is when light passes through a material like glass r plastic
Items required
• Magnifying glass
• Small mirrors
• Rulers
• Paper
• Bulb
• Light
• Pencils, paper and markers
Caution
Avoid sunlight when using magnifying glass• Challenge students to create a bright spot on the paper using a magnifying glass
• Have a class discussion on how this can be done
• Discuss results-How dis they hold the magnifying glass? What distance from the page? What did the spot look like? Did it reflect or refract light?
• Mathematical activity-Measure the distance the magnifying glass has to be put to get the clearest dot of light. This is focal lens.
Conclusion
Write up the findings using ICT and present to other classes Presentation skills)-
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What STEM looks like in my classroom.
As I teach children with Autism I am always looking for ways to make learning more fun for the children and getting them to engage with the curriculum in a meaningful way. I find integrating English and maths and art through STEM activities works really well for the children I teach. They tend to have an innate interest in science and a history. I find their inquisitive nature and fascination with the world around them makes experiments all the more fun.
I feel I cover a lot of curricular areas through the STEM lessons I teach. They are always happy to discuss the solar system, weather, how rainbows form!
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Hi Nessa,
Thanks for your post, and welcome to the course!
It sounds like you have a deep understanding of what works with your learners and how to deliver a meaningful STEM activity.I think it’s great that you integrate so much into your lessons and that this works well with your learners. As they have a passion for science and history, this can be a vehicle for delivering other topics simultaneously while feeding their interests.
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• Stem activity 5thclass
Commence with a class discussion on what they already know about telescopes
• Why are they important>
• What are they used for?
• Did they ever look through a telescope?
• What did they see?
• Discuss how the think they work
Background
• The telescope is used to explore the sky in detail.
• All telescopes collect large amount of light as objects are far away and need large amount of light to be seen clearly
Vocabulary and oral language development
New vocabulaty
• Reflection is when light bounces off the surface eg mirror
• Refraction is when light passes through a material like glass r plastic
Items required
• Magnifying glass
• Small mirrors
• Rulers
• Paper
• Bulb
• Light
• Pencils, paper and markers
Caution
Avoid sunlight when using magnifying glass• Challenge students to create a bright spot on the paper using a magnifying glass
• Have a class discussion on how this can be done
• Discuss results-How dis they hold the magnifying glass? What distance from the page? What did the spot look like? Did it reflect or refract light?
• Mathematical activity-Measure the distance the magnifying glass has to be put to get the clearest dot of light. This is focal lens.
Conclusion
Write up the findings using ICT and present to other classes Presentation skills)-
This seems like an excellent activity Fiona. I have also done experiments looking at an arrow through a glass of water or a spoon/straw to show the refraction of light. It doesn’t always work at first and can require patience and co-operation within a group to complete the experiment successfully!
For reflection of light I would get children in pairs. One uses a torch to direct a beam of light at a mirror being held by the other. The challenge is to adjust the direction of the torch so the beam hits the other person. This activity shows light hits a mirror and bounces back.
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This seems like an excellent activity Fiona. I have also done experiments looking at an arrow through a glass of water or a spoon/straw to show the refraction of light. It doesn’t always work at first and can require patience and co-operation within a group to complete the experiment successfully!
For reflection of light I would get children in pairs. One uses a torch to direct a beam of light at a mirror being held by the other. The challenge is to adjust the direction of the torch so the beam hits the other person. This activity shows light hits a mirror and bounces back.
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Hi Fiona,
Thank you for your post, and welcome to the course! You have described how to conduct this activity well, factoring in aspects of the framework for inquiry. I’d suggest an opening trigger, which could be anything from a video related to telescopes, a photo taken by a telescope, or even a poem related to the topic, to open the conversation and engage learners in this new and exciting topic.
At the end of the activity, it is helpful for the learners to reflect on what they would do differently if conducting this experiment again, and this is also a helpful approach for teachers to take with each activity, taking time to reflect on how it could be carried out better next time.
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<ul style=”box-sizing: border-box; border: 0px; font-size: 12px; margin: 0px 15px 15px; outline: 0px; padding: 0px; vertical-align: baseline; list-style: none; background-image: initial; background-position: 0px 0px; background-size: initial; background-repeat: initial; background-attachment: initial; background-origin: initial; background-clip: initial; color: #163c42; font-family: ‘Hind Madurai’, sans-serif;”>
<li style=”box-sizing: inherit; border: 0px; font-style: inherit; font-weight: inherit; margin: 0px; outline: 0px; padding: 0px; vertical-align: baseline; background: 0px 0px; list-style: disc;”>Using the I-Lofar radio telescope as inspiration and some of the introduced lesson plans and themed frameworks as reference, outline how you would conduct an inquiry based lesson on waves, sound and light and make it accessible to your pupils.<p style=”margin: 7px 0px 0px; padding-top: 5px; padding-bottom: 5px; white-space-collapse: preserve; color: #ffffff; font-family: ‘Times New Roman’; font-size: 18px; background-color: rgba(0, 0, 0, 0.1);”></p>
Objectives:To understand the concept of waves and their properties
To investigate the similarities and differences between sound and light waves
To develop an inquiry-based learning approach to understanding scientific concepts
Materials:
I-Lofar radio telescope images and videos
Diagrams and models of sound and light waves
Sound and light sources (e.g., bell, whistle, flashlight)
Prisms and lenses
Whiteboard and markers
Lesson Plan:
Introduction (10 minutes):
Show I-Lofar radio telescope images and videos to spark curiosity about waves.
Ask students what they know about waves and what they think they might be.
Introduce the concept of waves using simple definitions and examples.
Sound Waves Exploration (20 minutes):
Use a bell or whistle to demonstrate sound waves, asking students to describe what they hear.
Show how the sound wave model can be used to visualize the vibration of air particles.
Conduct an experiment using a prism to separate white light into its color components, illustrating the property of wavelength.
Light Waves Exploration (20 minutes):
Use a flashlight to demonstrate light waves, asking students to describe what they see.
Show how the model of light waves can be used to visualize the vibrations of particles.
Conduct an experiment using lenses to focus and diverge light, illustrating the property of refraction.
Comparison and Conclusion (20 minutes):
Compare the properties of sound and light waves, highlighting their similarities and differences.
Use the whiteboard to summarize key concepts and vocabulary.
Encourage students to reflect on what they learned and what questions they still have.
Assessment:
Observe student participation and engagement during activities
Review student understanding through class discussions and written reflection
Use a rubric to assess student understanding of wave properties and concepts
Modification for Accessibility:
For students with visual impairments: Provide alternative sensory experiences, such as tactile models or auditory descriptions, to help them understand wave concepts.
For students with hearing impairments: Provide written instructions and visual aids to supplement auditory information.
By following this inquiry-based lesson plan, students will develop a deeper understanding of waves, sound, and light, while also developing critical thinking skills through hands-on exploration and collaboration. The use of real-world examples from the I-Lofar radio telescope will provide an engaging context for learning.
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This lesson plan effectively integrates hands-on activities and visual aids to teach wave properties, sound, and light. It promotes inquiry-based learning and accommodates diverse student needs, ensuring engagement and comprehension. The use of real-world examples from the I-Lofar radio telescope adds an exciting, practical dimension to the lesson.
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Lesson on Mirrors for 4th Class
I would set up 3 mini activities for this and rotate the class in groups
Objective:
To understand that light from an object can be reflected by a mirror.
To know that we can see objects in mirrors because reflected light enters our eyes.
To know that the direction of a beam of light travelling from a light source can be drawn using a straight line and an arrow
Experiment 1: Reflection Tracing
Child 1: in dry-wipe pen or on a large piece of paper draws a wiggly line. Then hold a small torch keeping it very still and pointing in front
Child 2: has to use their mirror to reflect the torch’s beam of light onto the line and trace the line to the end.
Experiment 2: Periscopes
Kneeling down behind a chair, can children use 2 mirrors to make a basic periscope and see over the top of the chair. Draw a diagram to show how the light travelled from behind the chair, into their eyes
Experiment 3: Mirror writing
Rest a mirror vertically on a piece of paper. Write their name on the paper. They are only allowed to look at their hand in the mirror. Record observations
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Hi Emily,
Thank you for your post, and welcome to the course!
You have described a series of experiments that will work well together to build learners understanding and skills. I like your plan to make this work in your class by setting up three stations and rotating; ensuring everyone has a hands-on experience with all the activities is invaluable.
Eliciting prior knowledge and reflecting on results and their real-life applications can help reenforce the learning and join the dots from the classroom to the practical application of the science, e.g: the use of periscopes is not just limited to submarines but also tanks and armoured vehicles to inspect the surrounding area, in some gun turrets, etc.
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Hi
your activities seem well thought out and engaging for the children. When I’ve taught senior classes before I often used station teaching so the children could experience a number of tasks in one lesson, I think it’s an effective approach and builds the children’s confidence in using STEM language with each other.
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This seems like an excellent activity Fiona. I have also done experiments looking at an arrow through a glass of water or a spoon/straw to show the refraction of light. It doesn’t always work at first and can require patience and co-operation within a group to complete the experiment successfully!
To show how to reflect light I would get children in pairs. One uses a torch to direct a beam of light at a mirror being held by the other. The challenge is to adjust the direction of the torch so the beam hits the other person. This activity shows light hits a mirror and bounces back.
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Having reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018) reflect on what STEM education looks like in your classroom
As a teacher in the junior end of my school, I feel that the children’s natural curiosity and questioning is a great opportunity for many of our STEM lessons. We always start our STEM lessons with a trigger..it could be a story (ie..focusing on materials, we may use The Three Little Pigs) or a picture or a video clip. I also like to use websites such as Explorify.co.uk and activities such as Zoom in/out and Odd One Out to provoke conversations and predictions and extend language. The children have opportunities to conduct simple investigations around whatever topic we are exploring. They get opportunities to work as part of a group or pair. I use STEM Smaointe and DPSM as a resource for STEM lessons in my classroom.
After reading the article, I agree that STEM lessons should provide the opportunity to develop the key skills of communication, critical thinking , creativity and collaboration. It also made me think of STEM lessons that I have conducted over the year and how much engineering was included. I tend to focus on the maths and science and this article really got me thinking about future stem lessons. In the article, it states that engineering is the glue that integrates science, maths, and technology and forces them towards workable solutions. This is something that I will keep in mind in future stem lessons
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Hi Barbara,
Many thanks for your post, and welcome to the course!
You make a great point about learners’ natural curiosity, which reminded me of a quote by Carl Sagan, “Every kid starts out as a natural-born scientist…” By harnessing that curiosity, STEM activities can be an engaging and exciting journey of discovery for the learners, who will learn much more than a set of facts but a means with which to explore, think and problem-solve.Communication skills such as presenting can also be nurtured through presenting findings to the class, other classes within the school, or, on a larger scale, a whole school science fair/ESB Science Blast, etc.
It sounds like you have been very productive in the past year with meaningful and authentic STEM lessons, and that Liston’s paper will help shape your STEM activities for the coming year.
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STEM activity senior students, students with severe learning disability who are non-verbal in a special school.
Students will be enabled to participate, attend, be present or experience each activity.
Items required, small magnifying glasses, small mirrors, small telescopes, camera,
Students are given magnifying glasses to touch, feel and look through, they use magnifying glass to explore, look and experiment with by looking at hands, faces and objects in the classroom, discuss with students what can be seen. Watch and wait for responses from students.
Students are each given a picture of a flower and shown and prompted to look at it with the magnifying glass and wonder what it does. Discuss with students what can be seen using magnifying glass, size, colour, shape and patterns.
Next, students are given a flower, look, feel and smell it first, then use magnifying glass to explore and look at it. Observe students as they use magnifying glass to explore flowers, take off petals and look at them, talk about what they can see. Collect mini-beasts and identify their characteristics using magnifying glass. Discuss with each student what they see and identify and name their parts. Take photos of students during lessons as a record of participation in their activity. Print photos and discuss with students what they did during the activity.
Next students use mirrors to explore and prompted to look at themselves, look at reflections of themselves and discuss with them what they see, their face, make funny faces at themselves, name and show features of their faces. Take photos of students participating in activity. Print photos and discuss with students what happened in the activity.
In the School yard give student small telescopes, observe as they feel, touch and explore the telescopes. Show how to look through telescope. Hold telescope to students eye and look out across school yard where coloured balloons, streamers, a big picture are tied to an opposite wall. Look and say identify what can be seen using telescope. Be careful not to let students look upwards at the sky. Prompt students to look around and explore what they can see using the telescope in the outside area and identify other objects. Record students work by taking photos. Print photos and discuss with students what happened in the activity. Display all photos in classroom.
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Hi Catherine, I really enjoyed your lesson plan. I am teaching in a junior school, and often the focu can be on what to teach to older students. I feel that many of the experiences you will focus on in your lesson would be equally enjoyable and informative for the students I will be teaching in first class.
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Thank you for the links to the resources on light and also on waves which link light and sound.
I will be teaching 1st class this coming year and I look forward to our lessons focusing on lenses, mirrors and telescopes. Here is how my lesson might look:-
Discuss how we need light to be able to see. Using a dark box (a box with a hole cut out of one side, where a kitchen towel roll slots exactly into that hole), my students can predict whether an abject will be visible when the box is closed. This will lead to a discussion on whether we can see objects that are totally in the dark. What if the object is a light source like a torch, a glow-in-the-dark stone or a candle? What if the object is not a light source but is a reflector like a mirror or piece of tin foil? These then can be tested.
How can we see if light travels in straight lines? Can we look around corners?
How can we change the direction of light? Can we use mirrors to reflect (change the direction) of light?
Are all mirrors the same? How do they work? If we stand a LEGO man in front of the mirror will he look the same? Do reflections look the same as the original?
If we use a curved mirror will the LEGO man still look the same? What happens with a convex mirror? What happens with a concave mirror? We can test these with appropriate mirrors.
If we are looking at an object and we can’t see it clearly what can we do?
How do glasses work? Do they look similar in any way to mirrors? Can the lenses be curved in the way a mirror is?
What else can we use to see further or more closely? What is the difference between microscopes and telescopes? In what way are they the same?
These questions, and many more will be answered by the students as they experiment with mirrors and lenses in class. We may also use prisms to show light being broken up into the visible spectrum, and my students will then be able to make their own rainbows. Future lessons will focus on colour wheels, Benham discs, fidget spinners. We then hope to invite other classes to explain to them all we know about mirrors, lenses, telescopes and magnifying glasses.-
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Hi Jane,
Thanks for your post, and welcome to the course!
What is great about your lesson outline is the focus on questions that the learners must answer/find an answer to. Through this approach, learners and teachers go on a learning journey together. It empowers the learners to find the answers and fuels their natural curiosity.There are a lot of opportunities for further learning in terms of real-life applications with this activity. If you near to Birr Castle, Offaly, it is well worth visiting, or Blackrock Castle Observatory in Cork. Alternatively, a parent may be an amateur astronomer who can come in and give a talk.
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I will be teaching a mixed junior and senior infant class this coming September. I’ve taught SET for the last few years so this course is great for brushing up my STEM teaching skills for a return to the classroom. I found Liston (2018) quite reassuring. In an infant classroom, STEM education is about fostering curiosity and foundational skills in young learners. Reflecting on Liston (2018), STEM in my infant classroom involves integrating simple, hands-on activities that introduce basic scientific concepts, technological tools, engineering principles, and mathematical thinking. For example, exploring nature through guided observations helps children understand science, while using basic digital devices like tablets introduces technology. Building with blocks or simple materials fosters engineering skills, and engaging in counting games or shape sorting develops early mathematical abilities. The goal is to create an environment where play and exploration lead to learning, encouraging students to ask questions, experiment, and develop problem-solving skills. This approach aligns with Liston’s emphasis on making STEM education engaging and relevant from an early age, setting a strong foundation for future learning.
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In Module 1, I’ve gained valuable insights that I can apply to my teaching practice, aligning with the STEM Education policy statement. Understanding the Curious Minds / ESERO Framework for Inquiry has equipped me with tools to plan engaging STEM activities that cater to both junior and senior classes. This framework emphasizes inquiry-based learning, encouraging students to ask questions, investigate, and apply scientific concepts.
The STEM Education Policy Statement and Action Plan provide a comprehensive guide for promoting STEM subjects in schools. By integrating STEM activities with oral and written language skills and other subject areas, I can create interdisciplinary lessons that enhance students’ understanding and engagement. For instance, I can use the Curious Minds Planning Guide to structure lessons on astronomy, utilizing the history of Birr Castle Demesne and its telescopes to inspire curiosity and exploration.
Incorporating classroom activities on light and sound, such as investigations on mirrors and lenses, will not only reinforce scientific principles but also develop critical thinking and problem-solving skills. These activities align with the STEM Education policy’s goal of fostering innovation and preparing students for future challenges in science and technology.
Overall, implementing these strategies will support my school’s SSE by enriching STEM education and digital literacy. It aligns with our Digital Learning Plan by integrating technology and online resources to enhance student learning experiences in STEM subjects.
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After reviewing “Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths” by Liston (2018), I gained a deeper understanding of what STEM education truly entails and how it should be implemented in the classroom. In my classroom, STEM education goes beyond isolated lessons in science, technology, engineering, and math. It is about creating an integrated learning environment where these subjects intersect and complement each other.
STEM education in my classroom involves hands-on projects that encourage problem-solving and critical thinking. For example, students might work on building a simple machine, programming a basic robot, or conducting experiments to understand scientific principles. These activities are designed to be collaborative, allowing students to work in teams and learn from each other.
Technology plays a crucial role, with students using tablets, computers, and various software to research, design, and present their projects. Engineering principles are introduced through design challenges that require students to plan, create, test, and improve their models.
Math is integrated into all activities, whether through measuring materials, calculating data, or using geometry in design projects. This approach helps students see the real-world applications of math.
Overall, STEM education in my classroom is about fostering a curiosity-driven learning environment where students actively engage with and connect the various STEM disciplines to understand and solve real-world problems.
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I would like to agree with your approach to teaching that it is so important to integrate subjects in to each subject so pupils can see the relative connection to everyday life. I would always have considered opportunities to refer to teaching that could be tied in to other subjects. It is also so important to have hands on, collaborative activities for pupils to engage in, acquire the knowledge and skill, and of course to enjoy.
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· Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement
In our school we are fortunate to have a classroom which is not needed for a class this year. The space was used as a STEM ‘maker space’ where we have collected many recyclable materials, alongside the purchase of resources. We have timetabled use of this room for individual classes and it has been well utilised. I think that it would be a great idea to have the Curious Minds/ ESERO Framework for Inquiry document enlarged and hanging on the wall to provide prompts. I like that the STEM subject areas can be listed with the Strand/Strand Units/ Curriculum Objectives and Skills to be developed can be focused on.
I have looked at the CPD for teachers on Science Foundation Ireland and I will be seeking training for staff to support their teaching of STEM, to ensure that it is an inquiry based approach and an integrated experience for pupils, and that subjects are not taught in isolation. The resources on this site will also be very useful for teachers who need ideas for teaching STEM, especially to ensure all elements are incorporated.
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Hi Martina
I love the idea of using you empty classroom as a maker space. This must be a fantastic resource pupils and for teachers to have all of the resources in one place must save a lot of time in terms of resource and classroom management and allow you to fully concentrate on the learning. I’m delighted that you found the SFI resources so useful and that you plan to hang the Curious Minds / ESERO Framework for Inquiry on the wall of your maker space and engage in whole school CPD. I also hope that the tradition of design and make in your school will continue even if the classroom is needed for a class in the future.
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I love the idea of a STEM ‘maker space’. It really allows you the scope to develop the STEM lesson and also provides an opportunity for practical, hands – on lessons that can be hampered by the confines of a classroom. The space for children to design and make and also display their science and engineering is very important and this offers this perfectly.
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STEM has become a much more integrated approach to learning. It is not simply as a stand-alone Science / Maths lesson. In terms, of the new curriculum, integration is the key to ensuring that the pupils learning is consolidated. The lessons need to be engaging and student centred. I have found project-based lessons very worthwhile. Lessons that require the children to gather materials, plan, construct, test prototypes and solve real-world problems ensure the children are at the centre point of the investigations. Hands on activities that integrate all aspects of the STEM curriculum. Ensuring that pupils have access to resources and technology, e.g. tablets, computers, website links (depending on investigations) etc . Planning is key to STEM lessons, ensuring that I have a clear focus on the objective that is being undertaken and setting the challenges appropriate to needs of the children, ensuring that children with additional needs are also being included.
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STEM is something that I have tried to engage with in my classroom quite frequently over the past few years. I have been an advocate for greater engagement with and embracing of STEM in many staff meetings and have on occasion found myself swept up in “STEMMania” as Maeve Liston’s paper calls it. However, this article has shown me that quite often my lessons have not fully encapsulated all the characteristics of STEM and could have been more accurately described as science or technology lessons, with some elements of other subjects integrated almost as an afterthought. Very often, my class will conduct experiments at the end of a unit of learning, almost as a fun conclusion to the learning and work that has been covered on the topic. While this has been a beneficial and enjoyable practice, I wonder if the prescriptive learning that the children have undertaken prior to the experiment has impacted their freedom to think critically and use their own initiative and innovation. In future STEM activities, I will aim to introduce experimentation and problem- solving at an earlier stage. One thing that I really liked in the article is the Engineering Design Process chart. I will utilise this in future activities and lessons.
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Hi Mark,
Welcome to the course and thank you for your comments on this module. I agree that we can all get swept up in the STEMMania and there are lots of ideas online that are STEM based but not actually covering all aspects of STEM.
In my own class I try and let my class guide the investigations using the Framework for Inquiry. This allows the children to use their knowledge on a topic to create a starter question or challenge their own thinking. This might be of interest to you for your own class.
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I completely agree with Mark and the phrase ‘STEMmania’ was one which also stood out to me from Maeve Liston’s paper. STEM is definitely one of the buzz words that is often printed on toy boxes or book covers to help them sell or seem more educational. Also many teachers also like to use #STEM at the end of any Twitter/’X’ post which remotely resembles a Science lesson of some sort. However Maeve Liston clearly notes the importance of Engineering in STEM, posing real World open ended problems with real World applications, brainstorming, planning, designing, actively making, testing and reflecting.
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STEM Lesson on Mirrors, Lenses and Telescopes with 5th Class
Vocabulary: concave, convex, reflection, refraction, periscope, prism, telescope
Introduction:
Brainstorm uses of Mirrors – personal, occuaptional and socially.
Compare types of Mirrors and elicit whether they are concave or convex – dentist, car mirrors, shop mirrors on aisles.
In pairs analyse the difference between concave and convex and how they are used.
Real Life Example: Using a mirror complete a mirror writing task:
1) Write your name while looking in the mirror making sure that you look in the mirror at all times and not at the paper. Your name needs to be written correctly when looking in the mirror. When finished look at the piece of paper and discuss how the letters look – are all letters the same? Is there a difference for symmetrical letters?
2) Now draw an object while looking in the mirror – house, tree ..
3) Finally write the word AMBULANCE while looking in the mirror – link this to rear view mirrors and why the work is written backwards on the vehicle.
Uses of Mirrors
Background – Discuss Periscopes and their uses – submarines and during WW1 in the trenches.
Explore the science behind periscopes – refraction of light (use simple jar and water experiment to demonstrate this)
In groups distribute the materials needed and children construct periscopes – link with Maths constructing correct angles for the slots for the mirrors.
Test periscopes when completed and allow children to create a PWIM Picture explaining how the periscope works and label the picture.
Use of Telescopes
Show videos from this course explaining how telescopes work. Ask children to research information and facts on Telescopes and explore how telescopes could be used.-
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Hi Colette.
Welcome to the course and thank you for sharing your thoughts and activities from this module.
I also like how you reference the mirror writing of Ambulance and its relevance to pupils. Making meaningful connections to real life examples will also help their own understanding.
I also like how you have integrated the knowledge of mirrors and periscopes with history to allow for more connections.
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I would start with the trigger as suggested in the resource: Hang a glass prism in the window. See how it forms rainbows on the walls. This would definitely interest a class. I think the kids would immediately wonder about rainbows and how they are formed which obviously will take several different lessons to understand the different concepts but I will explain the light being broken up into 7 colours lesson.
I would start with the rainbow spinner experiment as suggested. The children will enjoy how simple this experiment is and hopefully will end up understanding “not only can white light be broken up into the rainbow colours, but also that the rainbow colours can be brought together to produce white light”. I would link with maths by getting the children to draw a circle with a compass dividing 360 by 7 and get them to measure out the angles with a protractor. Children would then colour the sectors and pierce a hole in the middle,( I would use the pencil option as it seems easier). Children would record their results in their SESE copies.
Lenses:
I would do the activities as listed in the book. However I would do them as stations giving them prompt questions and a diagram to full out as they go. This would make organising resources easier and hopefully keep them engaged.
Start with the straw in water activity. Look at the straw from various angles and the children record what they notice. Hopefully they will identify the straw seems to bend at the surface of the water which is known as refraction.
Mirror writing activity for reflection. Can also do the worksheet on pg 3 of reflecting light
Give the children a convex lens and let them identify what it does up close (Magnify). Let them see what happens when they hold further away. Identify ways in which we use this lens in real life.
Investigate concave lenses. Let them do the same thing and identify what happens up close and far away.
For the final station I would give them different types of telescopes to mess around with. This is just to spark wonderings on the connection and hopefully make them interested and excited for the next lesson.
As a class we would discuss our findings and that would bring us to a new lesson in designing and making a telescope. I also love the idea of designing and making a periscope, I think this would be a lovely science week finish to the topic.-
Megan
I love the way you mentioned that these activities would be an excellent end to science week having explored further themes in the week like light and the telescope. I think the activities mentioned in module 1 on light and the telescope are excellent resources for us to have this coming science week. We will certainly be making telescopes this November !!!
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Module 1
Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the the STEM Education Policy Statement.Encouraging active minds and inquiry based skills learning is the corner stone of this policy document. By nurturing pupils and enhancing teachers knowledge base the pillars aim to strengthen both our STEM skills set and that of our pupils
Pairs, collaborative work, extending knowledge and facilitating prior knowledge are all elements in this module I wish to practice this coming school year.The lesson on the mystery finger prints was a fabulous real life lesson and the language not only of the finger prints types but the language of culprit etc was a brilliant practice.
This is a lesson I would love to try and use the language in literacy perhaps a clip from Oliver Twist to utilise the language. Also the teacher on the finger print lesson highlighted the importance of the reflective process key to asses of learning and for learning for the teacher. A practice I think critical and as this module mentioned just “one change can make a difference”
Many lessons are science lessons that do not incorporate any type of design, real world applications or core ideas of engineering. The “T” of STEM Education can also be an obstacle to producing a meaningful STEM experiences. This I feel can be an obstacle to my teaching of science perhaps I am using science like a recipe book and not allowing time for proper
– Exploration
– Wondering
– InvestigationThese pillars provide an excellent frame work for my practice this coming school year. I love the idea of the prompt to stimulate prior knowledge.
There can be quite a lot of uncertainty around the design and understanding of STEM activities. Te article discussed what STEM is and the characteristics of true authentic STEM activities and lessons.Elements I want to include in my practice this year are
– Prompt ( opening with a great focus question )
– Wondering ( allowing time in pairs or in teams to question how the experiment may unfold)
– Exploring ( not only with a prescribed recipe but giving the pupils a paper clip and use the language how can this be a piece of technology )
– Conducting Investigation ( allowing enough time for meaningful engagement and investigation )
– Interpret Data ( application of practical maths to problem solve like using the rainbow spinners (circles) and teaching diameter and radius in a real life capacity )
When concluding a lesson I wish to use language such as
What like most about design ? What were challenges? What is best to remember for next time?
Also to integrate with literacy new words explored will be displayed on our WOW wall and give pupils scaffolding opportunities using teacher as a prompter to build on their knowledge of words.
To conclude utilising the following to adjust my practice
1. Pillars ( for planning rather than prescribing )
2. Ample time for exploration and investigation
3. Simple application to maths (using rainbow spinners and apply to language of circle, radius, diameter)
4. Wow Wall for new words
5. Integrate words in to a literacy piece ( finger prints language lesson with a passage from Oliver)-
Hi Emma,
Welcome to the course and thank you for sharing your thoughts on this module. Thank you for your feedback on the fingerprint video also. This particular lesson does allow for lots of topic specific vocabulary that the pupils can use in meaningful context while trying to find the culprit.
I really like your own reflection on what you can bring back to your classroom in September. A wow wall for new vocabulary can link to any lesson or you could create a thematic word wall that could be explored in many different curricular areas.
I hope you enjoy this course.
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After reviewing Liston’s (2018) paper on Science, Technology, Engineering and Maths education, it is my hope that my approach to integrating STEM education in the classroom enables all children to develop the necessary skills to become active and informed learners.
Liston (2018) emphases the importance of providing opportunities for children to apply new skills and knowledge in a wide range of cross-curricular learning contexts. From experience, I have found this approach to learning engages the children further as it provides an active, hands on approach to learning and more opportunities for group and pair work.
Furthermore, integrating STEM projects into teaching and learning enables all children to develop the essential skills of communication, problem-solving, reasoning, resilience and leadership. I have found that the combination of science, technology, engineering and maths challenges the children to work collaboratively to generate solutions to real-life problems and engage fully with exploring the world around them through playful investigation and experimentation.
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Describe how you would conduct a lesson on mirrors
I will be teaching 2nd class this year. For this age group, I feel that it would be fun to integrate maths with science and use mirrors to investigate symmetry in letters and objects.
Introduction:
Children watch a video of “fun house” mirrors to grasp their attention and illicit conversation.
Sample questions: What happened in the video? Why did the people like different throughout? How do mirrors work? How might the mirrors from this video create different illusions?
Class discussion would then be focused onto mirrors and how they work by reflecting the light. Children would be given time in small groups to experiment with mirrors, with specific encouragement given to them holding the mirrors near and far away, at different angles, etc. Class would then be given the opportunity to share their experiences and observations. Points would be recorded on the whiteboard.
Development:
Having previously completed the topic of “symmetry” in maths, there would be a quick oral recap on the meaning on symmetry and lines of symmetry. Children would be asked to identify how a mirror might help in ascertaining the line of symmetry in objects. A pre-cut picture of a butterfly would be used as an example to show how we can test for symmetry. This would also be repeated with some images which are not symmetrical.
Small groups would then each be given mirrors and a selection of pictures and printed (half) letters. They would work together to identify whether the image is symmetrical or not, and where the line of symmetry lies.
Closure:
As an independent task, children could either draw half of a shape/picture, or else draw the full picture and fold it in half. They could then swap pictures with a partner and use a mirror to “expose” the image in its entirety.
A whole-class conversation on what they discovered would complete the lesson. Some examples of images used in the group activity would be shown on the board also, and groups could explain whether it was symmetrical or not and how they used the mirror to draw their conclusions.
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Hi Patrick
That sounds like a fun and engaging lesson on mirrors for your class. You have structured it well with plenty of time for independent exploration and for the pupils to discuss and explain their findings and report back to the class. Integrating with a topic that you have already covered in maths is a great way to revisit the topic of symmetry and demonstrate its practical application which will help to bring maths alive for the children. I also like the prompt idea of the fun house mirrors which is a nice way to introduce the different types of mirrors and demonstrate the difference between plane, convex and concave mirrors and their uses,
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Hi Patrick, I started to use mirrors to help with symmetry a few years ago, I find the children become very engaged and have a greater understanding of the topic. Mirrors are a great way to show that N and Z are not symmetrical and also to have a discussion on whether a child’s own work is genuinely symmetrical.
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Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement
This module has provided me with many useful concepts and skills which I look forward to using in my own teaching come September. The Curious minds framework for inquiry is an invaluable tool to allow me to plan engaging and inquiry based lesson which will allow students to investigate and discover for themselves which is central to the STEM Education policy statement. This inquiry based learning is so valuable and can enhance many areas of children’s education, such as, developing their critical thinking skills and also problem solving abilities.
As the STEM Education Policy states STEM is interdisciplinary and should be integrated with a wide variety of subjects in the primary school context not purely as stand alone maths and science lessons. I look forward to using some of the resources shown in this module such as the ESA Rainbow Spinner lesson, which can be linked to art and the making a telescope lesson to teach about light, lenses and telescopes. I imagine I would do this is small groups as I will be teaching 1st class so they might find it tricky to do individually. I also loved the information on the great telescope as the ‘Take the next step’ this will really engage the children and help them see these concepts in a real life setting, in Ireland!
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Describe how you would conduct a lesson on mirrors, lenses and telescopes or looking out at the night sky for your class.
Introduction
Engage my class by using star cut-outs and have the children trace the light path while looking in a mirror. This will introduce reflection in a fun a simple way. They will easily enough use the term. We can have fun with this by using 2 mirrors at 90 degree angles to create multiple reflections!
With the older classes they could perhaps explore different angles between mirrors to observe how reflections change
Development
We can now discuss how telescopes work. I can show them slides of telescopes through the ages and ask them to focus on how they think mirrors play a part this.
We can introduce the terms reflection and refraction.
We know about reflection so we can move onto refraction by placing a pencil in jar of water and have fun discussing what has happened.
We can introduce the terms concave and convex.
The terms can be confusing so I tell the children that a concave lens caves in and gets thinner in the centre and so then the convex is the opposite. They can have fun drawing these while becoming familiar with the terms,
By now they have the terminology the need to make a simple telescope
Exploration
Making of our telescope
· Cut a cardboard tube to 12 inches/Cover one end of tube with black paper. /glue a magnifying glass to an open end of tube…with convex side facing outwards/cut small hole in centre of black paper/attach another lenses to other end of tube. With convex side facing out /look through eye piece /point it at faraway objects
At this stage we will stop and the children will discuss what they think will happen
They will see that the “telescope “will magnify distant object making them appear closer
The Night Sky
In previous lessons I will have discussed the night sky.
I can use simple real telescopes to show the children how we can observe the sky
All this can be linked with Oral Language /History …..so much history here /Art and much more
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That sounds a lovely imaginative lesson, Helen. I especially enjoyed the novel way of introducing the language of concave and convex. Having the children discover the meaning of the words through performing an action can be so empowering, particularly for those who may not have English as their first language. The curriculum linkage between the night sky and oral language/history/art offers huge potential. Using famous artists’ (such as Irish landscape painters) interpretation of the sky can be great inspiration here, I have found.
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Try out some of the referenced classroom investigations for yourself or look at other resources and describe how you would conduct a lesson on mirrors, lenses and telescopes or looking out at the night sky for your class.
Lesson for 4th/5th class
INVESTIGATING REFRACTION OF LIGHT, USE OF LENS THROUGH DESIGNING A TELESCOPE.
To start the lesson, we would discuss (using trigger questions) any background information the children already know about the following;
light and how it travels,
how shadows are formed,
lenses; concave and convex and how they change the travelling of light
Telescopes- their purpose and how they work
Refraction- definitionResources/Equipment needed:
Jar, water, straw
Small convex and concave lenses
For telescope: 2 kitchen rolls) and sellotape.Complete various activities using the above materials before using their own telescope to investigate refraction.
Place a straw loosely into jar of water and observe from various angles.(The straw appears to bend at the surface of the water; ie refraction has taken place).
INVESTIGATING CONVEX LENSES- both near and far. Hold the lens close and then far away from you to a book.What do you see? Near- The image is large and right way up). Further away- The image is upside down.
INVESTIGATING CONCAVE LENSES- Near: Hold the lens in front of a book. What do you see? The image is smaller and correct way up. Further away: same result.
DESIGN AND MAKE A MODEL TELESCOPE using the above materials.
INVESTIGATE REFRACTION:
Conclusion:
If light travels from one medium to another (e.g. from air to glass, from water to air, etc.) it bends. This is known as REFRACTION and happens as a result of light travelling at different speeds in different materials.-
Hi Aisling,
Thanks for your post. I can see you are taking the time in your plan to elicit prior knowledge from learners. A KWL chart or similar is a great starting point for this topic to gain alignment on current understanding.
There are plenty of fun ways to engage learners with water’s refractive nature; I particularly like using an image of an arrow behind a glass or jar of water for demonstrations, known as the reversing arrow illusion.
It’s an entertaining and interactive activity that works across the classrooms when pitched appropriately, and I am sure your 4th and 5th classes will gain a lot from this activity.
I hope you enjoy the rest of the course!
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Using the I-Lofar radio telescope as inspiration and some of the introduced lesson plans and themed frameworks as a reference, outline how you would conduct an inquiry based lesson on waves, sound and light and make it accessible to your pupils.
I would start with a simple question to spark curiosity: “How do we hear sounds and see colours?” To make the lesson accessible, I’d use a variety of materials and activities.
First, I’d introduce the concept of waves through hands-on activities, such as creating ripples in a water tray to visualize wave patterns. For sound, we’d explore using tuning forks and rubber bands, showing how vibrations produce sound waves. I’d integrate technology by using apps that visualize sound waves.
For light, we’d conduct experiments with prisms and flashlights to demonstrate how light waves create colours. Group discussions would help students share observations and form hypotheses. Differentiated instruction, including visual aids, interactive models, and peer support, ensures all students, regardless of learning style, can engage with the material.
Finally, reflection and discussion would help consolidate their understanding and encourage further questioning.
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Using the I LOFAR radio telescope as a focal point, I would design an inquiry-based lesson on waves, sound, and light. The lesson would begin with a brief introduction to I LOFAR and its role in studying astronomical phenomena using radio waves. I would then present a hands-on activity where students explore different types of waves (mechanical and electromagnetic) through experiments, such as creating wave patterns with a slinky and using prisms to split light into a spectrum. To delve into sound, students could use tuning forks and oscilloscopes to visualize sound waves, linking these concepts to how the I LOFAR detects radio waves. For light, we’d experiment with lenses and mirrors to understand reflection, refraction, and the behaviour of light waves. Throughout the lesson, students would work in groups to foster collaboration, and I’d use guided questions to encourage critical thinking. By relating these experiments to I LOFAR’s functions, I’d make the abstract concepts more tangible and accessible, ensuring all students grasp the foundational principles of waves, sound, and light.
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Having engaged with this module and considered the STEM Education policy statement together with Liston’s paper Unravelling STEM… (Liston 2018) I have become more mindful of the need of being more explicit in my approach. In the past I would often ask the Junior or Senior Infant children to build a truck or a tractor using Mobilo. They would then get an opportunity to test them in the corridor – seeing how well their vehicles will travel with one push. We often consider questions such as how far they went; whether they travelled in a straight line; why they turned around/stopped/fell apart. I now see the possibility for expanding this activity further so that it more accurately embraces the elements of STEM. I propose using the Curious Minds Framework and introducing a simplified engineering design process to create a more structured approach to the activity. The tractor in our farm set is broken so we will challenge ourselves to build a new tractor using Mobilo. We will look at the tractor as well as cars and trucks we have at school and pictures of other tractors. We will imagine, plan and design our new tractor. We will build it and then test it in the corridor. As a result we might have to change elements of our tractor. We will be looking at Science – Forces – we will push our tractor to make it go. The tractor will be a piece of Technology that we needed and built for our farm. Mathematics helped us decide which Mobilo shapes were best suited to the task in hand and also helped us to analyse our results. We were working as Engineers to bring all these elements together. The children will be exploring, thinking and communicating while the activity will be playful.
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Hi Mary,
Thanks for your post, and welcome to the course! I can see you have truly taken the time to reflect on Liston’s paper and its implications for delivering a meaningful STEM experience in the classroom.
The Curious Minds framework is a thorough approach to carrying out a comprehensive and holistic learning experience and will further strengthen the great approach you are already taking in the classroom, asking the learners questions, testing the vehicles, hands-on activities, etc. By adding a narrative and a real-life dimension: the tractor on the farm is broken-it enriches the learning experience, captivates a young audience, and is a great opener/prompt for an activity like this with young learners.
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As a part of our STEM program this past school year the students investigated and experimented with light and mirrors this year we conducted a number of activities.
The students investigated mirrors in different groups to look at different properties of light and mirrors in different ways.
Group 1- Make a simple periscope. Goal of activity is to understand how mirrors reflect light and how periscopes work.
Each of these activities were designed to be hands on and engaging with the goal of providing students the opportunity to experiment with in order to learn and better understand the basic concepts of light and reflection
Group 2- Mirror kaleidoscope. Objective to see how mirrors can create patterns through reflection.
Group 3- Exploring angles of reflection- Make a light maze
Group 4- Mirror writing.
Each group had 3-4 students. All materials, including simple instructions and science explaining activity were at station. Students had 25 minutes per station. The activities were completed over 2 days.
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Hi Felicity
Those sound like some lovely ways for the children to explore light in stations and it was great that you did the activities over 2 days so the children weren’t too rushed by having all of the activities in one day. Also it may have given them time to reflect on what they had learned in between the 2 days and perhaps experiment with mirrors at home if they were interested. Hopefully this module has given you some extra ideas for open ended exploration, investigation and design and make that you could use if you repeat the lesson with future classes.
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Describe how you would conduct a lesson on looking out at the night sky for your class.
This lesson, aimed at third class, explores the curriculum strands of environmental awareness, science and the environment and light. I have aimed to integrate technology through the references to telescopes and binoculars, engineering through the ‘star mapping activity’ and Maths through identifying compass directions. Cross-curricular elements are present in art (Paul Henry’s famous ‘Moonlight’ painting) and geography (curriculum strand of Planet Earth and Space)
Introduction
The children are exposed to various stimuli on the theme of stars/night sky. Depending on their area of interest, some will enjoy discussing or copying the painting ‘Moonlight’ by Paul Henry (displayed on the Smartboard) and perhaps comparing it to the long summer evenings in their own locality in the west of Ireland. Others will listen to Don McClean’s famous song ‘Vincent’ with the lines ‘starry, starry night’. Others could be encouraged to think of how they might plan a late night outdoors ‘star-gazing party’ at home with their families.
A plenary session collects the groups’ ideas and focuses the class on how we might explore the night sky in our own locality and what tools/technology might be needed to help us. A ‘star-gazing’ checklist could be completed jointly on the Smartboard. This might be a suitable point to refer to specialized vocabulary need for the topic, such as plough, milky way, polestar, telescope, compass, binoculars. This would be particular supportive for those children with English as an additional language. A useful resource here could be the Discover Primary Science and Maths activity “Seeing Stars”, available by searching the Curious Minds Classroom Resources.
Development
The ‘star gazing guide’ is displayed on the Smartboard (available from Mayo Dark Sky Park’s educational resources at MDSP-Starchart-v1.pdf (mayodarkskypark.ie). This shows eight maps of the night sky. Four maps are looking northwards in summer, spring, autumn and winter. Four others look southwards in each of the four seasons.
In groups/pairs, children select which is the appropriate map for the season the lesson is being taught in (most likely spring/summer) and whether they would like to look northwards or southwards.
Key questions as children work and teacher scaffolds: What do we need to see the night sky clearly? Are our own eyes powerful enough? Why not? Might a telescope/binoculars help? How might they work? How might a compass help us? Demonstrate a children’s telescope/set of binoculars/compass with the children.
Then engage the whole class in a short movement game. In groups they are to move as quickly as the can to the north end of the class room, then to the south. For a challenge, include east and west.
The children individually cut out and mount their ‘star gazing guide’ from the Mayo Dark Sky starchart resource above, so that they have it in a ‘take home format’. For a challenge, some children may like to copy out the map from the resource onto a sheet and create their own personalised guide.
Closure
By way of an independent task at home, the children use their ‘star gazing guide’ to view the night sky from their own garden/locality.
The following day or later in the week (depending on weather conditions!), a follow-up session allows children to discuss how they identified the milky way/plough at home on a clear night using their guides.
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Hi Conor
That sounds like a great lesson plan for exploring the night skies. I love how you have differentiated the exploring stage where children get to choose their own area of interest and use a variety of forms of art, music and their own experience as inspiration to plan their class study of the night sky. Making their star guides in school and then studying the night sky at home is a great activity to get them interested and engaged with astronomy. I like the way you have scheduled a follow up session on a later day to see what they learned from their explorations.
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Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the the STEM Education Policy Statement.
This policy is about active minds and inquiry based skills learning is by nurturing pupils and enhancing teachers knowledge base to both our STEM skills set and that of our pupils strengthen
Pairs, collaborative work, extending knowledge and bringing prior knowledge are all elements in this module I wish to practice this coming school year.
The lesson on the mystery finger prints was a fabulous real life lesson and the language of the different types of finger prints and the language connected with the lesson was so rich and in line with the new language curriculum.
Some times I feel STEM lessons do not incorporate any type of design or real world applications.. I feel this a challenge and sometimes I am not allowing enough time for exploration wonder and investigation.
These pillars provide a good start for my practice this coming school year There can be quite a lot of uncertainty around the design and understanding of STEM activities.
This year I am going to plan my lessons less as a recipe and more about Prompt Wondering ( allowing time in pairs or in teams to question ) Conducting Investigation ( allowing enough time for meaningful engagement )Interpret Data (application to maths)
At the end of the lesson for the coming year I wish the pupils to reflect more using language like What like most about design ? What were challenges? What is best to remember for next time? I too want to link with literacy new words explored
In summary more
Pillars for planning with time for exploration and investigation, application to maths, new words integrated to literacy and time for reflection. -
My lesson would be with an 1st class and we would look at the use of mirrors and how they reflect.
1. Make the room as dark as possible. Ask the pupils what will happen when I shine with the flashlight on the mirror.
• Usually somebody will say that the light reflects and
that there will be a light spot on the ceiling.
2. Do this or let one of the kids do it. The prediction is
right, we will see a light spot on the ceiling. How come?
• The light reflects.
• What happens when you move the flashlight?
The spot moves too.
• If you shine the flashlight from directly above
the mirror, where will the light spot be? (Let
them predict first and then try).
• If you shine the flashlight almost flat on the
mirror, where is the spot then? First predict,
then try.3. Make a drawing on the blackboard with mirror,
flashlight, and light ray.
4. What happens if you keep the second mirror in the light beam that
bounces of the first mirror?
• Predict first, then let somebody help to demonstrate this.
• Keep the second mirror reasonably close to the first mirror.
• How well it works depends on the brightness of the flashlight and how
dark the classroom is.
• Direct the second mirror to a place on the wall where you can see the
light spot very well. Just try out where it will be very visible.
5. Take the mirror ball and shine on it with a flashlight (figure). You will
get a pattern with many light spots. Turn the ball and you get the disco
ball effect.
• How does this pattern form? All small mirrors!
• Each tiny mirror will reflect the light of the flashlight in a different
direction. Think of a flashlight and the mirror tile. When you change the
position of the mirror tile, the direction of the reflected beam changes.The students can then try out some of the activities in small groups. They can try out of the mirror ball. The students can try out with a flashlight
in a dark part of the room. If the sun is bright, they can also try out in
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What STEM education looks like in my classroom;
I work in a Gaelscoil and will have fifth class for the coming school year. I have been looking at my science/maths plans from a previous fifth I have taught and have been trying to improve them and to integrate more STEM activities into them, rather than focusing on STEM for their particular weeks (we celebrate Science, Engineering and Maths weeks particularly in our school). The lessons mentioned in this module about telescopes would fit amazingly into these. I try to start STEM lessons with a trigger to actively engage the class from the start (hopefully J ). The hope if someone were to walk into a STEM lesson in my classroom would be to see a hive of activity and a buzz of chat as children work collaboratively, thinking critically about the task they are undertaking and problem-solving when its needed. During Science Week our school has an open day where family can come in to see the experiments etc. that the children have undertaken. These experiments are children-led from 1st class on which I feel is a great way to develop their STEM curiosity as well as giving them ownership of their own learning.
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Hi Fiona
I love your description of your STEM classroom as “a hive of activity and a buzz of chat”. This is a great description of what active STEM learning looks like as collaboration, critical thinking and problem solving require talk and movement. Integrating STEM subjects with each other and with other curriculum areas is the key to time management with STEM and the STEM skills are relevant to all areas of the curriculum and to the children’s daily lives. I love that your STEm activities are child led from 1st class on. Giving children a solid STEM investigation foundation in infants allows them to be more creative themselves as they get older.
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Fiona great ideas here. I agree. I love the idea of a buzz and hive of activity in the class. When we plan for STEM its so worth it when we see the response and enthusiasm. Great idea returning to lesson planning and seeing where STEM inquiry based lessons can be integrated in line with the STEM Education policy.
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Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement
In Module 1, I have learned concepts and skills that I can apply to my own practice in line with the STEM Education policy statement. The Curious Minds / ESERO Framework for Inquiry focuses on inquiry-based learning, seeking out previous knowledge , allowing pupils to predict and estimate findings, ask questions , apply concepts they know and reflect on findings and plan further inquiry. The framework allows pupils problem solve and develops critical thinking skills. The STEM Education Policy Statement and Action Plan promotes integration with other curricular areas. The Framework will enhance my planning next year. Each lesson should open with a initial prompt before the pupils are given time to wonder and predict. Pupils can then explore after being given the necessary language they need, They will conduct investigations and research and then be given time to reflect on their findings and challenges. Finally They will decide the next steps in their investigations. Staff CPD on STEM teaching could be given to support my school’s SSE and technology and digital tools used to support our digital literacy plan.-
I like when children can play their own inquiry in any subject. In a school I worked in the children had itime instead of golden time. iTime consisted of a self guided inquiry into a subject of their choice over the course of a half term. The children then presented their learning and findings to the class.
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Objectives
Understand the basic properties and behaviours of waves, sound, and light.
Explore the use of radio telescopes, like I-Lofar, in studying waves.
Develop inquiry skills through hands-on activities and experiments.
Lesson Structure1. Introduction
Objective: Engage students and introduce the topic.
Start with a brief discussion on waves, sound, and light, asking students what they already know.
Show pictures and videos of the I-Lofar radio telescope and explain its purpose in studying waves from space.
Pose a thought-provoking question: “How do you think scientists use waves to understand the universe?”
2. Exploration and InquiryObjective: Hands-on activities to explore wave properties.
Activity 1: Wave Properties with Slinkies or Ropes
Students create transverse and longitudinal waves using slinkies or ropes.
Discuss wave properties: crest, trough, wavelength, amplitude, and frequency.
Have students observe and record their observations in their notebooks.
Activity 2: Sound Waves with Tuning Forks
Demonstrate how tuning forks produce sound waves.
Use a sound meter to measure the intensity and frequency of the sound.
Experiment with different materials (water, air) to show how sound travels through different mediums.
Ask students to note down their observations and any questions they have.
Activity 3: Light Waves with Prisms and Filters
Shine a flashlight through a prism to demonstrate the dispersion of light into a spectrum.
Use colored filters to show how light waves can be absorbed or transmitted.
Discuss concepts such as reflection, refraction, and absorption.
Students record their findings and reflections.
3. Real-World ConnectionsObjective: Relate classroom activities to real-world applications.
Discuss how the I-Lofar radio telescope uses similar principles to detect and study waves from space.
Show examples of how radio waves can be used to study distant celestial objects.
Introduce the concept of the electromagnetic spectrum and where radio waves, visible light, and sound waves fit in.
5. Reflection and SharingObjective: Reflect on the inquiry process and share findings.
Students share their observations and conclusions from the activities.
Discuss any challenges faced and how they were overcome.
Reflect on how understanding waves, sound, and light can help in everyday life and scientific research. -
Try out some of the referenced classroom investigations for yourself or look at other resources and describe how you would conduct a lesson on mirrors, lenses and telescopes or looking out at the night sky for your class.
I would conduct a lesson on mirrors, lenses and telescopes. I would begin by showing a simple telescope. I would elicit any prior knowledge that the students have by asking them what they think the telescope is used for and how a telescope works. I would explain that in the lesson, we will learn how mirrors and lenses work and how they are used in telescopes. Pupils would explore mirrors and how they reflect light to form images. Next students would explore convex and concave lenses. They would investigate each of the lenses by using the activities in the SFI and ESERO resource, by holding the lenses in front of some print and then further away. The children would discuss how the lenses are different from each other. I would give the students an explanation of reflection and refraction. Students would watch the BBC Earth video “How do Telescopes work?” The students would discuss how telescopes use lenses or mirrors to magnify distant objects. They would then build a simple telescope using lenses and tubes. These telescopes would be used to look at distant objects in the classroom or outside.
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Reflecting on Liston’s paper “Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths” (2018), my classroom’s STEM education embodies an integrated and real-world approach. Projects often combine multiple disciplines, such as a renewable energy task involving scientific principles, technology simulations, engineering designs, and mathematical calculations. Real-world problems are central, with students tackling local environmental issues and presenting solutions to community stakeholders. Collaborative teamwork mirrors professional environments, and inquiry-based learning encourages students to explore and experiment. Technology is a tool used across the curriculum, enhancing engagement and preparedness for modern careers. Reflective practices, such as journals, help students internalise learning and develop a growth mindset. A key example is the sustainable city project, where students research, design, calculate, and present comprehensive solutions, embodying all STEM principles and fostering a dynamic learning environment
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Hello Catherine,
Thanks for your post, and welcome to the course. Reading over your reflections on Liston’s paper, it is clear you actively apply its principles in your approach to STEM in the classroom. By cultivating joined-up thinking and a holistic approach rather than siloing disciplines, we can create meaningful connections, developing curious minds with robust skills that will be needed for their future in whatever career path they pursue.
I was most impressed with your mention of itime another post. What a great idea to cultivate the learner’s interests and research skills by providing them with the autonomy to choose the topic to investigate. By empowering learners to lean into their interests, they will engage more in the topic and, I have no doubt, be the most animated and expert presenters on the topic.
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Try out some of the referenced classroom investigations for yourself or look at other resources and describe how you would conduct a lesson on mirrors, lenses and telescopes or looking out at the night sky for your class.
3rd Class Lesson: investigating light, mirrors and reflection.
I have used the Esero Activity, Reflecting Light, as a guide for this lesson and planned it using the Framework for Inquiry.
Trigger: In the yard, have pupils bounce a ball straight down so that it comes back to their hand.
Wondering: Pair up – how can you bounce a ball so that it goes to your partner’s hands?
Exploring: Stand closer together and then farther apart. Do you need to change what you are doing so your partner will still get the ball? Encourage use of the word ‘angle’ to describe what is happening.
Investigating-Starter Question: Back in the classroom, wonder: Does light bounce in the way that a ball does?
Predicting: What will happen to the light if I shine a torch at these objects – bag, desk, book, ruler, window, mirror?
Investigating:Have pupils shine a torch on various surfaces and ask -does the light change direction? Can you see the light through the object?
Interpreting Results: Discuss why light can travel through some objects (transparent/translucent) and not others (opaque). Discuss how the mirror ‘bounced’ the light back (reflection).
Applying Learning – supply parters with 2 small mirrors each and ask them to deign a way of seeing around a corner (periscope).
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Having reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018) the main point that resonated with me was the importance of Engineering in STEM. In a world that Liston identifies as awash with STEMmania- STEM toys, STEM books, STEM workshops and Summer camps, STEM kits, STEM courses it seems easy to stick the #STEM or STEM label on anything resembling Science to make it sell or to make it more current. However with keeping Engineering at the core of STEM activity we keep the real world applications alive through posing a relevant open ended problem, brainstorming, planning and designing, active making and construction, testing and reviewing. In my classroom STEM involves solving a problem and making a physical solution usually for example designing a marble run, constructing a ramp from which a car can jump a certain distance, constructing the tallest tower possible with given materials or investigating which bridge design can support the most mass
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Hi Kevin
Welcome to the course. Your classroom sounds like a fun and creative space with lots of hands on learning, creativity and collaboration. Designing and constructing something to meet a purpose and follow certain criteria is a fantastic way to teach children to adapt and to problem solve. Once you have cultivated that STEM mindset in the classroom, it will spill over into other areas of the curriculum too.
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Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement.
I found this module very insightful and informative. There are definite concepts and skills I will apply in line with the Education Policy Statemet.
Firstly I will utilise the Curious Minds to develop skills of inquiry, predicting, analysis and reflection and planning or further investigation etc. These skills and concepts can be utilised across the curriculum as outlined in the Educatuon policy. I love the idea of integrating STEM into curricular areas and as outlined it lends itself well to the Arts.
With my third class I plan to integrate my learning into oral language development, the Arts, maths and SESE.
I also will update our digital learning plan with learning from this module and focusing on the key skills of scientific inquiry.
Lastly I love the idea of starting with a prediction or I wonder. This reminds me of elements of the English building bridges comprehension strategy. Its something that I will be sure to focus on.
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Hi Geraldine,
Many thanks for your post and welcome to the course.I am delighted to see that found this module very insightful and informative. I can see that you have reflected on the STEM Education policy statement in terms of how you would apply your learnings with your 3rd class group. The Curious Minds Framework of Inquiry is a great tool when planning and teaching topics from the Social, Environmental and Scientific Education (SESE) curriculum, helping to ensure a robust and complete exploration of a given activity.
STEM activities have many opportunities for cross-curricular links, and with a busy schedule, this can be helpful for covering two or more subjects effectively.
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Try out some of the referenced classroom investigations for yourself or look at other resources and describe how you would conduct a lesson on mirrors, lenses and telescopes or looking out at the night sky for your class.
Looking at the night sky.
We would start the class, finding out about the children’s prior knowledge. I like to start lessons with a picture book to stimulate questioning, I would use ‘The Sun and Moon have Tea Party’. We would use ipad time and videos to research the topics and create a KWL chart. We would then do some group work.Do-It-Yourself Solar Eclipse.
You could create and explain a solar eclipse in a few seconds using material found around the home.
Experiment, you will need:
a torch
an orange
a pingpong ball
blu tack
kebab stick.
Experiment
First secure the ping-pong ball to the end of the kebab stick with a large piece of blu tack.
Place the torch on a surface your hand with the torch facing it.
Turn out the lights for this bit and close all the curtains for it to be effective.
Using the other hand, pass the ping-pong ball between the orange, blocking out the light from the torch. Explain to your child that the torch is the Sun, the orange is the Earth and the ping-pong ball is the Moon.
Result
What do they notice when the ball passes in front of the orange? They should notice the shadow of the ping-pong ball falling onto the orange. If a tiny human lived on the orange, it would appear the light source had been blocked out by the ping-pong ball. This is what happens during a solar eclipse.
You could extend this experiment again but swap the orange and ping-pong ball to recreate a lunar eclipse.
Scientific Explanation
This experiment demonstrates how a small, celestial body like the moon can block out light form a much larger one like the Sun. There are two types of eclipses that we can see from Earth – a solar eclipse and a lunar eclipse. A solar eclipse is when the Moon blocks the light from the Sun reaching Earth so that it appears to block out the Sun. A lunar eclipse is when the Earth blocks the Sun’s light reaching the Moon so it is in total darkness. -
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Lesson plan: Making a telescope with 5th and 6th class students
Items needed:
2 different focal lengths 5cm and 20cm both with a 5cm diameter. Both lenses for each group in the class.
Planning:
Teacher will show the class a video on the ‘Great Telescope’ and use it as a stimulus. Groups need to think about what they have discovered about lenses and about the telescope design and what they would use the telescope for. Then they will draw a plan of the telescope on paper.
Conducting the investigation:
Groups will make their telescope. Groups will need to work out the diameter of the two cylinders that will each hold a lens and also fit into each other. They will also need the correct spacing of the lenses before assembling their telescopes. If students are having difficulty it is best to wait until they ask for help rather than stepping in without the students asking.
Results:
Groups need to evaluate their own work and the teacher can ask them what went right with their design rather than what went wrong.
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Hi Naomi,
Thanks for your post. You’ve put together an engaging activity for your learners, and I can see you have reflected on how to make this a learner-led activity, with your example of waiting for them to ask for assistance rather than stepping in, letting them learn by trying and occasionally failing and retrying. It takes more time but yields far better results in terms of skills development.
It’s great to reflect on an activity afterward and see how it could be improved next time, both from the teacher’s and students’ perspectives.
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Having reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018) reflect on what STEM education looks like in your classroom.
The paper- STEM: Beyond the Acronym , gives an excellent description of the intention, execution and intended outcome of STEM education in the classroom.
In terms of the attributes of STEM lessons the focus should be an active, student-centred learning. The tasks chosen should be rich enough to encourage the level of engagement evidenced by spontaneous questioning as well as the execution of thoroughly planned investigations. STEM in the classroom should not be a separation of the Curriculum, rather that the classroom is also the lab. STEM lessons and activity in classes should support a variety of teaching methods and learning styles which integrate real life situations.
STEM in the classroom should aspire to produce students that are inventive, creative, solution seeking and confident in their ability to generate and test theories or solutions and to reflect on their outcomes.
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Hi Mary,
Thanks for your post and welcome to the course. Liston’s paper is a most insightful piece of work, providing a comprehensive overview of the true meaning of an authentic STEM educational experience.
Like you said, STEM in the classroom should aspire to produce students who are inventive, creative, solution-seeking, and confident in their ability to generate and test theories or solutions and to reflect on their outcomes. This will prepare them for their future, including potential STEM careers and help create a STEM-literate, solution-focused and skilled generation.
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Lesson plan on mirrors for 2nd class:
Hook: Mirror Mirror game. Children face each other in pairs and have to reflect what actions the other child performs. Some children may have trouble with the left/right shift of an action.
Discussion: Prior knowledge on mirrors. What do we call the image we see in the mirror? What does reflection mean?
Take out a mirror ball and shine flashlight on it. Ask the children to tell you what they see.
Then take out a flashlight, shine the light on the wall and ask them to point out the beam of light. Then put a mirror in front of the flash light. Ask the children what they observe? Can they find the beam of light? What do they think has happened etc?
Split the class in pairs, give each pair a mirror and a flashlight:
Student 1: Switch on the flashlight and point it toward the wall.
Student 2: Hold the mirror in between the flashlight and the wall. The light should hit the mirror.
Student 2: Move the mirror to change the direction of the light (student 1 should not move the flashlight).
Try to hit the targets listed on the whiteboard with the light. Be careful not to target other people’s eyes!
Switch roles and repeat.When the pairs have mastered this give the children 3 small mirrors, 6 pegs and a target printed on card. In pairs ask them to shine the light on the blank side of the card target and explain to students that their task is to redirect the light so that the light beam illuminates the target sign on the other side of the cardstock. They cannot move the flashlight, but they can use three mirrors to change the direction of light three times. They use the pegs to support the mirrors in place. Then let each pair work on the challenge independently for 10–15 minutes. While students are working, walk around and check in with them. Listen to their discussions and provide support where needed. Engage students by asking them about their thoughts and observations. Once students have found a solution that illuminates the target, ask them to draw their mirror setup on a worksheet. If groups are done early, ask them to move the target to a different location and try again.
Reflection:
Use students’ experiebes to explain that the scientific term for what the mirror does is called reflection. Reflection means that the light hits the surface of the mirror and then bounces off the mirror in a different direction. Help them to conclude that the fact that light is reflected from a mirror is the reason why we see ourselves in a mirror. Explain that we see objects when they emit or reflect light that then enters our eyes. If we stand in front of a mirror, some of the light that bounces off of us hits the mirror. The mirror reflects this light back into our eyes, and we see an image of ourselves.
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Hi Emma
Those are some really great games and activities to understand mirrors and the reflection of light. I’m sure your class will really enjoy all of them and have a really good understanding of reflection by the end. I love the idea of the group challenge using 3 mirrors to direct a beam of light. This sound like a fantastic activity to promote collaboration, critical thinking and problem solving.
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STEM lessons for 6th Class.
Some lessons which I have used. Importance of class/ pair discussion and use of KWL to discuss our findings. Use of IT to compile our findings.
Lesson 1:Exploring refraction in water
Straw or pencil, large glass half filled with water
- Place the straw or pencil in the water and look at it from all angles. Can they see it bend and why do they think it does. They will hopefully come to the conclusion that the light is not travelling in straight lines and you see it in a distorted way.
Lesson 2 :Exploring how colour is absorbed and reflected
red/white/blue/green paper. red/blue/green cellophane, torch, sticky tape or elastic band.
- Darken the room
- shine the torch on the white paper. Record colour you see on the worksheet. Repeat with the other coloured paper.
- Place red cellophane over the front of the torch, secure with sticky tape and elastic band.
- Shine the torch on the different colours of paper and record results on worksheet. Repeat using the blue / green cellophane.
Conclusion: white colours will appear white as they reflect all of the colours and absorb none.
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Hi Collette,
Thanks for your post, sharing lessons you have conducted with your 6th class learners. Lots of great hands-on activities there, and what’s great is that it requires only simple and accessible materials. It can be interesting to see how other liquids bend light and to what extent compared to water, with other options, including oil.
By making use of a KWL during these activities it will help guide the learners and ensure alignment on knowledge, gaps and learning outcomes from the above activities.
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Reference: Liston, M. (2018). *STEM beyond the acronym of science, technology, engineering, and maths.
Using Liston (2018) as my focal point these are my thoughts as a Junior Infant teacher: Integration of Hands-on Activities: In my classroom, STEM education is enriched with hands-on activities that actively engage students. For junior infants, this includes simple experiments like exploring would align with Liston’s (2018) vision of connected STEM education. Areas for concern or an area that I would need to improve would be a need to use more technology integration when completing these lessons. In junior infants, making time to use more age-appropriate educational apps and interactive tools will make the pupils learning more engaging and therefore lay a stronger foundation for advanced STEM skills, as emphasized by Liston.
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Hi Helena,
Welcome to the course, and thanks for your post. Liston’s paper is food for thought and a welcome reminder of STEM education ideals. I can see that you have taken the time to reflect on its principles and how they compare to your classroom delivery of STEM.
It can be challenging to incorporate technology, particularly for juniors, so remember that this can be as simple as exploring an app together on a whiteboard to begin with, and that technology is much broader a definition than we typically realise.
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Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement
As noted in the policy statement STEM is all around us and we rely on it to get through our daily lives. Ensuring STEM is accessible in the early years allows young children to develop key skills they may later require to apply within society and their future work. I’d like to note the importance of children’s free play in relation to their STEM development. From a young age infants explore cause and effect through dropping food from their highchairs or dropping a toy to hear the sound it makes. It is just as important for primary school children to engage in play to allow them to become curious about their environment and how it works.
On page 16 the policy highlights the importance of teacher CPD in order to create meaningful STEM lessons within the school. I completely agree with this and believe it is vital that all staff are facilitated to engage in training. The whole idea of STEM can sometimes seems overwhelming, but the Curious Minds/ESERO Framework make it very simple for teachers to provide inquiry based learning in their classrooms. I would love to introduce this in my school.
In this module, I absolutely loved the videos of children learning about fingerprints in all the different class levels. It was great to see how the lesson can be differentiated to suit the different class levels. I would love to use this lesson as part of a whole school activity for Science Week. I think the children would get such mileage out of it and take their detective role very seriously.
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Using the I-Lofar radio telescope as inspiration and some of the introduced lesson plans and themed frameworks as reference, outline how you would conduct an inquiry-based lesson on waves, sound and light and make it accessible to your pupils.
In 2017, when the I-LOFAR’s were being built in Birr I was with my class in Birr castle to see the Leviathan Telescope as we had previously investigated how telescopes work. We went to visit the site of the I-LOFAR’s while we there as they were just being build and assembled. We were so lucky that Peter Gallagher spotted our Tweet and invited us down for a VIP tour of the I-LOFAR’s when they were ready. This inspired a lesson on studying the difference between the traditional telescope and the new radio frequency telescopes. The excitement of the visit was the trigger for the lesson. We had already looked at the workings and uses of telescopes, we also built and made them in art. To understand the I-LOFAR telescopes we used investigated sound and light waves in stations. For the light waves station we had torches and various shaped objects such as a variety of balls, tennis racket, a pineapple, a photo frame, a trophy etc (I chose free standing objects, as well as others and we used our own heads) and we used a dark corner of the room. For the sound we had whistles, Tibetan singing bowls etc. We investigated how light and sound travelled hearing sound behind doors and books, but not seeing light. We discussed this related it back to the I-LOFAR’s gathering of data. We compared the both types of Telescopes. We then went to see the I-LOFAR’s and were shown how they work and the type of data they were gathering. After seeing them we decided to build our own in art. Overall it was a fabulous experience for my second class at the time, knowing what was happening in their own town.
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Wow Ciara, what an experience for you and your class! I think when children come into real-life contact with technology like this, it can impact their whole view of the world and allows them to believe that a future career in such areas is within their grasp. So good to know and understand what’s happening in your town too.
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Hi Ciara,
Welcome to the course, and many thanks for your post. What great luck to enjoy a VIP tour of the I-LOFAR’s! It just goes to show how sharing the STEM activities happening in a school can lead to further opportunities. It is great that you already had a foundational understanding of telescopes and had used your art time to create these-a strategic use of time to integrate topics.
Great range of options for comparing light and sound travelling with singing bowls, whistles etc, and relating it back to the I-LOFAR’s gathering of data. What an excellent opportunity for your school’s 2nd class learners! Here’s hoping you get another VIP experience in the coming year!
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Having reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018) reflect on what STEM education looks like in your classroom.
Reflecting on Liston’s “Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths” (2018), STEM education in my classroom is an integrated, inquiry-based approach that emphasizes real-world applications and hands-on learning. Students engage in interdisciplinary projects that connect science, technology, engineering, and mathematics, fostering critical thinking and problem-solving skills. For instance, a unit on renewable energy might involve researching solar power (science), programming energy output models (technology), designing efficient systems (engineering), and calculating cost-effectiveness (mathematics). Collaboration is key, with students working in teams to leverage diverse perspectives. Real-world connections are made through guest speakers (we were lucky enough to have some scientists as parents in years past), school tours/ outings, and current events, making STEM relevant and inspiring for students. Continuous reflection and adaptation ensure that my teaching remains effective and engaging.
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Try out some of the referenced classroom investigations for yourself or look at other resources and describe how you would conduct a lesson on mirrors, lenses and telescopes or looking out at the night sky for your class.
Lesson: Mirrors, Lenses, Telescopes
1. Engage
The Prompt
– Display on IWB pictures of objects that allow light to reflect
– Elicit discussion/questions/comments from the pupilsWondering
– Direct more specific questions to the class stemming from their prior knowledge.
e.g. Does light reflect off these objects? Does light change direction? What is a mirror? What is a lens? What is it about devices like binoculars and telescopes that allow us to see far away objects?Exploring
– Explore mirrors and lenses using hand mirrors, magnifying glasses and binoculars if possible
– Allow children in groups to research on ICT resources how all these objects work and why they are important tools. Who might use them and why?2. Investigation- Make your own telescope
Starter q: Could we use what we have learned about lenses to make our own telescope?Predictions:
– How far will we need to see with our telescope?
– What materials will we need?
– How far should the lenses be from each other?
– How will we construct the telescope with tubes and lensesMaking/Constructing:
– Draw sketch of what you think your telescope will look like?
– Allow the pupils to use materials (tubes and lenses etc) to create their own telescopes
– Teacher takes photos to document progressInterpreting Data/results:
– What did you like most about your telescope?
– What worked well/didn’t work well while constructing the telescope?
– Were you able to see through it?
– Were you able to focus lenses to get a clear image?Taking the next Step:
– Investigate where telescopes might be used in your locality. Can we go and see it?
– Explore how telescopes’ structures have developed over time.
– Who would use a telescope nowadays and why is it important to have telescopes? -
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I would like to explore light in relation to lenses with 4th Class.
Trigger / Engage:
I would start by holding up a prism and we can observe how the glass has split the light and how we see this effect. I would introduce the word refraction as how light bends as it travels through materials.
I would pair the children and give each pair a sheet of paper with 2 arrows drawn pointing in the same direction.
Predicting : Each pair would also have a glass of water and I would ask them as a trigger question what they think will happen if we put the glass of water over one of the arrows.
Conducting investigation: As the children look through the glass of water and the bottom arrow they will see it as pointing in the opposite direction to the top arrow.
I would explain to them that light bends as it goes through the water in the glass and bends when it comes out of the water and into the air.
This is refraction. That is, the bending of light and how light travels at different speeds in different materials.
Interpreting results :
We have witnessed how light bends as it travels through air and water and glass. Children would no doubt have other insights to offer and we could discuss other examples of evidence of how light bends as it travels. This would be part of making connections and applying learning as their awareness grows and they notice examples in their environment
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Lesson on mirrors, lenses, telescopes, or looking out at the night sky
Mirrors, Lenses, Telescopes, and Night Sky Exploration
1. Introduction to Light and Optics:- Start by explaining the properties of light and how it interacts with mirrors and lenses. – Introduce the concepts of reflection and refraction and how they are used in mirrors and lenses.
2. Mirrors and Lenses Demonstration: – Conduct simple experiments to show how mirrors reflect light and form images and how lenses refract light. – Use concave and convex mirrors, as well as convex and concave lenses, to demonstrate different optical effects.
3. Telescopes and Their Function: – Explain how telescopes work and how they use mirrors and lenses to gather and focus light. – Discuss the different types of telescopes, such as refracting and reflecting telescopes, and their uses in astronomy.
4. Stargazing Activity: – Provide students with star maps or stargazing apps to help them identify constellations and planets. – Encourage students to observe the night sky and locate specific celestial objects using the tools provided. – Facilitate discussions on what they see and how telescopes can help in observing distant objects in space.
6. Q&A and Discussion: – Encourage students to share their observations and experiences from the stargazing activity.
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STEM Lesson on mirrors with 3rd/4th
Lesson: Mirror WritingSkills: Investigating and experimenting
Equipment: Small flat plastic mirrors White paper Pencils Markers
Background: General discussion about mirrors and reflection. Explain how reflection works- When white light meets a shiny surface like a mirror, it bounces off it and is reflected back. In these activities when you look in the mirror the top of your picture becomes the bottom and vice versa. This makes it very difficult to draw around, especially when you change direction.
Pupils working in pairs
Introduction Activity: In the following activities when you look in the mirror the top of your picture becomes the bottom and vice versa. This makes it very difficult to draw around, especially when you change direction.
With a mirror standing at right angles to a piece of paper the pupils can to go over a simple shape with a marker while looking in the mirror only. Pupils can write their name on a piece of paper while only looking at the mirror (and not looking at the paper). Then looking only in the mirror, with a pencil the pupils can try to find their way around a maze from start to finish.
Following on from this the pupils can complete the following three activities looking in the mirror while doing them.
1. Draw a simple shape (e.g. a star) on a piece of white paper and stand a mirror behind it.
Looking in the mirror only try to draw over the shape with a coloured marker.
2. With the mirror standing up on a plain piece of white paper and looking only in the mirror the pupils try to write their name on the paper so that it looks normal writing in the mirror.
3. Stand the mirror on the dotted line behind the maze and tilt it forward a little so that you can see the maze clearly in the mirror. Looking only in the mirror, use a pencil to find their way from the start to the finish.
Questioning: How many times did they cross a line?
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· Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement.
For the last 8 years I have been in SET and our ASD class. This has been the perfect setting to explore all things STEM related and I have had many opportunities let the students chose the topic of study based on their particular interests. In mainstream I have taken part in the Intel Mini Scientist Competition and the ESB Science Blast. I have always enjoyed the area of STEM and I find students are so engaged and motivated in this area.
STEM is all around us and there is nothing better than the curious mind of a child to open our eyes. Ensuring STEM is accessible in the early years allows young children to develop key skills they may later require to apply within society and their future work. Play in the early years plays a crucial part in STEM development.
The area of STEM can be daunting for some teachers and we all have our weak and strong points. The Curious Minds/ESERO Framework is a great tool, even for teachers who are confident in the area of STEM. I will make use of it in the future.
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Hi Kate,
Thanks for your post, and welcome to the course. It’s great to see your passion for delivering STEM in SET and your ASD class, empowering your students with learner-led exploration of their preferred topics.
STEM literacy is more important than ever, not only for career opportunities, of which there are many but also to truly grasp the current challenges our planet faces.The Curious Minds Framework for Inquiry is a wonderful tool for all and can be used to ensure you touch on all aspects during an activity, filling in the details yourself; there is also an incredible pool of already creating classroom resources available in Irish and English ready to go from their site, saving teachers precious time in preparation!
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Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement
As a SEN teacher for several years now, I am a little out of practice teaching STEM topics; however having gone through Module 1 over the past few days, I have learned a lot about how to effectively teach STEM. I was very interested in the framework. Considering each and every aspect within the framework when planning a lesson would ensure a thorough, enquiry-based, integrated and active learning experience for the children. Arousing the children’s own curiosity with a trigger is a great way to ensure they are engaged and interested, and more likely to extend and apply their learning to their own environments in the long-term. Giving them time to wonder and discuss is also an important part of their engagement. The importance of the Engineering aspect of STEM, and the description of Technology as something as simple as a pen was very enlightening for me, and it completely changed my perception of how a STEM lesson should proceed. I found myself browsing and planning the many lesson ideas on curiousminds.ie and forming ideas for STEM teaching that will take me through the whole year. Rather than timetabling a single Science lesson in my week, then rushing through it trying to tick the boxes, I intend to make use of the framework and teach STEM in an integrated way, achieving targets in literacy and the arts while conducting an inquiry incorporating Science, Maths and Engineering and Technology.
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Hi Nicola,
Thanks for your post, and welcome to the course. I can see that you have taken a lot from this module, and it is wonderful to see that you plan to make use of the framework and teach STEM in an integrated way. The Curious Minds classroom resources are a great source of well-laid-out activities that ensure all aspects of the framework are covered while also offering Irish options with considerable opportunities for cross-curricular links. It takes a lot of the work out of planning, but of course, these can also be adapted and adjusted to the abilities of your learners as appropriate. It is wonderful to see you have taken the time to plan for the year ahead, making use of these resources while being mindful of the integration of STEM throughout the curriculum.
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Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement
As a 6th class teacher I found the lesson ideas and resources within this module will be excellent for my future teaching of STEM. As outlined in the STEM Education Policy Statement, science and the STEM subjects allow for a vast cross-curricular approach, from using maths to calculate in science to art when developing their designs. Within the lessons outlined in the module it was evident the vast opportunity to show the children how various subjects can interlink and complement what they are learning. I was particularly fond of the Curious Minds Framework for enquiry. This is a similar framework I have used for STEM lessons in the past. Allowing children to adopt an enquiry approach really sparks their interest in the subject and helps them to extract their prior knowledge of the topic in question. Utilising Birr Castle is an excellent way to incorporate other subject areas, e.g. history/geography. Giving the children the opportunity to explore or visit Birr Castle would help them see the development of telescopes over time and is a great resource for teachers.
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I have chosen the I-Lofar telescope as inspiration for a lesson plan for my class. The I-Lofar telescope works on the principal that all objects emit invisible frequency waves and vibrations, the I-Lofar telescope is able to receive the sound vibrations coming into the earths atmosphere from space and can use this information to create images of space. I teach in an ASD preschool class. The children I work with learn mainly through play and sensory experiences so I feel the children would enjoy learning about sound vibrations and invisible frequency waves.
To initially teach the children how vibrations create sound I would make toy guitars with the children using cardboard boxes and elastic bands. When the elastic bands are stretched tightly around the box they can be plucked similar to guitar strings and the vibrations will create sounds.
Then to help the children understand that sound can create vibrations I will make a something similar to a drum with the children. Using a bowl, I will stretch some cling film very tightly across the top of the bowl, I will then place some round sprinkle on top of the cling flim. I will demonstrate to the children that if you place your mouth near the bowl and hum loudly the sprinkles will move with the vibrations from the humming.
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Module 1:
I think when planning a stem lesson in the classroom it is very important to design lessons that combine elements from multiple STEM disciplines. For instance, a project could involve designing a simple bridge (engineering), calculating load capacity (math), understanding materials used (science), and using software to model the structure (technology).
I would also encourage students to work on projects that require them to apply knowledge from different STEM fields. This could involve collaborative group projects where each student takes on a role that aligns with a specific discipline, fostering teamwork and integration of knowledge.
STEM education in a classroom setting should be dynamic, interactive, and student-centered, focusing on the integration of Science, Technology, Engineering, and Mathematics. It should also be collaborative, allowing children to work in groups and create a hive of activity within the classroom and as a teacher you should be more of a facilitator to allow learning to happen rather than taking a traditional lecture style approach.
The following is a lesson I love to do with my classes on telescopes:
1. Introduction
• Begin by asking, “What do you think telescopes are used for?” and “Have you ever looked through a telescope?” Let the students share their ideas and experiences.
• Display exciting images of planets, stars, and galaxies taken by telescopes like the Hubble Space Telescope. Explain that these amazing pictures come from telescopes, which help us see things far away in space.
• Tell the students that today they’ll learn how telescopes work and even make their own simple telescope!
2. Exploring the Basics
• Understanding Light and Lenses:
o Use a flashlight and a magnifying glass to show how light bends when it passes through a lens. Let students try it themselves to see how the lens makes objects appear bigger.
o Explain in simple terms that telescopes use lenses (or mirrors) to gather more light than our eyes can, helping us see things far away.
• Types of Telescopes:
o Introduce the two main types: Refracting Telescopes (which use lenses) and Reflecting Telescopes (which use mirrors). Show pictures of each and explain that today they’ll focus on making a simple refracting telescope.
3. Hands-On Activity: Building a Simple Telescope
• Materials Needed:
o Two magnifying glasses (one larger for the objective lens, one smaller for the eyepiece)
o Cardboard tubes (like from paper towels or toilet paper)
o Tape and scissors
• Guided Construction:
o Step 1: Have students tape the larger magnifying glass to one end of the longer cardboard tube. Explain that this is the “objective lens” that gathers light.
o Step 2: Tape the smaller magnifying glass to the shorter tube; this is the “eyepiece” that they will look through.
o Step 3: Insert the shorter tube with the eyepiece into the longer tube with the objective lens. Let students move the tubes closer and farther apart to focus the image.
o Step 4: Test the telescopes by looking at distant objects in the classroom or outside. Students can adjust the distance between the lenses to find the best focus.
• Discussion: Talk about what they see and how their homemade telescopes help them see things farther away than with just their eyes.
4. Exploration and Application
• Telescope Observations:
o If possible, take the students outside to look at distant objects like trees, buildings, or even the moon if it’s visible during the day. Ask them what they notice about how things look through their telescopes.
• How Telescopes Help Us: Discuss how telescopes are used by astronomers to study planets, stars, and other things in space that are too far away to see with our eyes.
5. Reflection and Sharing
• Group Discussion: Gather the students to talk about what they learned. Ask questions like, “What was your favourite part of making the telescope?” or “What do you think would happen if we had a bigger lens?”
• Draw and Label: Give students a chance to draw their telescope and label its parts (objective lens, eyepiece). This helps reinforce what they’ve learned.
• Sharing: Allow students to share their drawings or explain how their telescope works to the class.
6. Conclusion
• Wrap-Up: Summarize the main points, emphasizing that telescopes help us see far away by using lenses or mirrors to gather light.
• Take-Home Activity: Encourage students to try observing the night sky at home with their families and look for stars or the moon using their telescopes.-
Hi Aaron,
Thanks for your post, and welcome to the course!
I really like your points about STEM delivery, and reflections on Liston’s paper, especially “as a teacher you should be more of a facilitator to allow learning to happen rather than taking a traditional lecture style approach.” Being a facilitator is more challenging but comes with greater rewards for your learner’s skills development, and thankfully, we have come a long way from when a science lesson was a quick hands-off demonstration by the teacher only.
You have some great questions to kick-start this activity. I was wondering if perhaps the drawing of the telescope may precede its making. It is often that way in design and make activities, so that learners have a visual plan for what lies ahead and can see when they deviate from design-which can be part of the process and result in an updated drawing after the fact.
Labelling is a great way to consolidate learning of the new terms of this equipment. And I really like how you plan for learners to bring this home, and make use of this as part of a family activity. Some learners may already have a child’s telescope and it could be fun for them to compare their made and bought versions.
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Having reviewed the paper Unravelling STEM: Beyond the Acronym of Science, Technology, Engineering and Maths (Liston 2018) reflect on what STEM education looks like in your classroom
I teach the junior classes and found the above article thought provoking while reflecting on STEM in my classroom practice.
Similar to Barbara, I use Explorify in my teaching and find it really worthwhile in terms of stimulating inquisitive thinking (as mentioned in the article) among the students.
I have made a great effort in recent times to engage in more authentically with the design and make process. I came across the explanation of technology that is referenced in this article last year “Technology is any innovation or device created by people for the purpose of meeting a human need or want”. This has helped me focus my choosing of such activities for the students in my class.
Previously, I focused too much attention on the ‘making’ aspect of the process. I have found it amazing how allowing time to exploring, planning and evaluating has really developed the skills and on reading the article, I can see how this process possess the characteristics as cited on page 2.
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Lesson Plan: Mirrors, Lenses, and Telescopes
Learning Outcome: The children will explore the basic principles of optics, including how mirrors and lenses work, and how these principles are applied in telescopes.Introduction to Mirrors and Lenses
Introduction to Optics:
I will begin with a brief discussion on what light is and how it travels. I will explain the concept of reflection and refraction, using everyday examples (e.g., a spoon in water appearing bent).I will use a flashlight and a mirror to demonstrate reflection. I will show how light bounces off the surface at the same angle it hits it .
Hands-on Activity: Exploring Mirrors:
I will divide the children into small groups and provide each group with a concave and convex mirror. I will ask them to explore what happens when they shine a flashlight into each mirror and observe the reflections. I will encourage the children to notice how the reflections differ between concave and convex mirrors (e.g., how concave mirrors can focus light to a point and convex mirrors spread light out).
Introduction to Lenses:
Transition to lenses, explaining how they bend (refract) light.
I will demonstrate with a convex lens, showing how it can focus light to a point, and a concave lens, showing how it spreads light out.
Hands-on Activity: Exploring Lenses:
I will give each group a convex and a concave lens. I will ask the children to observe how the lenses affect light from a flashlight and how images appear when viewed through each type of lensUnderstanding Telescopes
Explanation of Telescopes:
I will introduce telescopes as tools that use mirrors and lenses to magnify distant objects, like stars and planets. I will explain the basic types of telescopes: refracting (uses lenses) and reflecting (uses mirrors). I will show the children a diagram of a simple telescope to illustrate how it works.
Demonstration: I will set up a basic telescope in the classroom and allow the children to look through it. I will explain how the lenses and mirrors inside the telescope work together to magnify the image.
Conclusion:
I will ask the children to summarise the key concepts of how mirrors and lenses work and how they are used in telescopes. I will ask the children to reflect on what they learned by writing a short paragraph or drawing a diagram in their copies. -
Using the PDF https://esero.ie/wp-content/uploads/2022/01/Engineers-Week-2022-Gravitational-Waves.pdf as a guide, I would engage the children with the following trigger: Wave Behaviour – Mighty Owl Science which would lead to a general discussion (wondering and exploring) of waves.
Children would explore waves by making waves in trays of water and in pairs using skipping ropes. They would experiment with changing their waves using, e.g, more or less energy.
They could investigate with rulers, flicking them at the edge of their desks and varying the sound. Other suggested investigations from that document that I would use are It’s Alarming – Human Ears and It’s Alarming – Sound Meters. An additional investigation I would like to try is https://www.exploratorium.edu/snacks/stereo-sound.
In taking the next step, I would use this video in addition to the one suggested in the document to explain gravitational waves. The designing a detector grid activity looks like fun.
Reflection
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STEM in My Classroom
Liston’s paper offers a valuable perspective on the broader implications of STEM education. In my classroom, STEM is currently approached in a subject-specific manner, with science, technology, engineering, and mathematics taught as distinct disciplines. While there are elements of cross-curricular integration, such as using math in science experiments, a truly holistic STEM approach is still developing. There is a clear emphasis on knowledge acquisition and procedural skills, with less focus on problem-solving, creativity, and collaboration, which are essential components of STEM. To align with Liston’s vision, I believe a more interdisciplinary approach is necessary to fully equip students with the skills they need to thrive in the 21st century.
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Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement
I have learned so much in this first module that I will be taking into the classroom next year. The Curious Minds Roadmap tool is an excellent starting point for whole school planning. The wall planner would be a great visual reminder of the events on a month to month basis.
The SFI website outlines so well the 100 STEM lesson plans and divides them into the junior and senior end. I particularly liked the lesson on the importance of wearing a seatbelt. The design and make aspect to it with designing a moving vehicle and then the investigation to see what happens when passengers do not wear a seatbelt. This lesson would tie in well with road safety week.The use of an opening trigger is also something that I will integrate into my STEM lessons. I can imagine the excitement in the classroom with the who stole the jellies lesson.
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Describe how you could apply some of the concepts and skills you have learned in this module to your own teaching practice in line with the STEM Education policy statement
I have learned so much in this first module that I will be taking into the classroom next year. The Curious Minds Roadmap tool is an excellent starting point for whole school planning. The wall planner would be a great visual reminder of the events on a month to month basis.
The SFI website outlines so well the 100 STEM lesson plans and divides them into the junior and senior end. I particularly liked the lesson on the importance of wearing a seatbelt. The design and make aspect to it with designing a moving vehicle and then the investigation to see what happens when passengers do not wear a seatbelt. This lesson would tie in well with road safety week.The use of an opening trigger is also something that I will integrate into my STEM lessons. I can imagine the excitement in the classroom with the who stole the jellies lesson.
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