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This class project to design and build a bridge is a fantastic way to engage students in practical, hands-on learning while integrating mathematical thinking.
Introduction:
We would start the lesson by selecting a local bridge as inspiration. There is a well-known bridge near our school where the River Derry flows. We will use this bridge as a case study. We will organise a field trip to this bridge, we will look at the materials used, discuss the bridge’s design features and its purpose.
I will give the children the learning outcome to design and construct a model bridge that can span a specific distance (e.g., 50 cm) and hold a certain weight (e.g., 500 grams).
Materials (e.g., lollipop sticks, matchsticks, string, glue, cardboard). The children will sketch their bridge designs. I will encourage them to consider which shapes will be most stable and how to distribute weight evenly. The children will measure materials, cut them to size, and construct the bridge according to their designs.
Ways to Integrate Mathematical Thinking
Mathematics is essential to the design and construction process. Here’s how to incorporate different mathematical concepts:
Measures: The children should focus on basic shapes and measuring lengths. The children can measure the gap their bridge needs to span and the lengths of materials they use. I will encourage the children to explore more complex shapes like polygons and how they distribute weight. I will introduce the concept of symmetry and its importance in bridge design.
Algebra: Simple addition and subtraction to count materials used. Basic multiplication and division to calculate the number of materials needed and to budget.
Data: After testing the bridges, we will collect data on how much weight each bridge held before failing. We will create simple bar graphs to compare results.
We will test each bridge by gradually adding weight until it fails. We will record the weight each bridge held.
As a whole class we will analyse the results. Which designs were most successful? Why? The children will reflect on what they learned and how they might improve their designs.
The children can display their bridges to the whole school at an assembly and share with other students what they learned.
This project not only reinforces mathematical skills but also fosters creativity, problem-solving, and teamwork, making it a broad and engaging learning experience.Learning Outcome: The children will engage in a year-long biodiversity project that explores and records the seasonal changes in local flora and fauna. The project will incorporate outdoor learning, scientific observation, and cross-curricular integration with subjects like geography, art, and mathematics.
Resources: Field guides, observation journals, cameras or tablets, measuring tools, maps, recording sheets, and ESERO resources.
Integration with Other Subjects: Geography, Art, Mathematics, ICT
1. Introduction to Biodiversity (September)
Classroom Activity: I will introduce the concept of biodiversity and its importance. We will discuss what species and habitats students might expect to see in the school grounds or nearby areas throughout the year. I will show videos and resources from the Connecting with your Local Scientific Heritage course to support my introduction.
2. Outdoor Activity: We will then walk around the school grounds to identify and record the different plants, animals, and habitats observed. We will create a Biodiversity Map of the area, marking key habitats like trees, bushes, grassy areas, and any water bodies.
Resources Needed:
Field guides (plants, birds, insects)
Large paper or digital tools for creating the biodiversity map
Cameras or tablets for taking photos
Recording sheets for observationsSeasonal Observations and Data Collection (October – June)
Monthly Outdoor Learning:
Each month, I will bring the children outside to observe changes in the environment. We will focus on specific aspects of biodiversity, such as:
October: Leaf colour changes, migration of birds, insects preparing for winter.
November – February: Dormant plants, animal tracks, and signs of hibernation.
March: Early flowers, returning birds.
April – June: Full bloom flowers, nesting birds, insects, and plant growth.
Recording Data: We will use recording sheets to document observations, including date, weather conditions, species observed, and any noticeable changes since the last visit.
We will take photos to create a visual record of the changes throughout the year.
3. Integrating with Other Subjects:
Geography: We will map out the habitats observed and analyse how geography affects biodiversity.
Art: The children will create seasonal art projects based on their observations, such as drawing or painting the landscapes they see or creating models of the habitats. They will collect leaves, seeds, and other natural items to use in art projects.
Mathematics: The children will represent the data gathered throughout the year on graphs.
ICT: The children can use Google Maps or other mapping software to plot biodiversity findings.
The children can use online resources like GeoHive to compare their findings with larger datasets.
Conclusion: The children will reflect on the changes observed over the year and discuss the importance of preserving local biodiversity.Using Arthur Leared as Inspiration for Classroom Science Investigations
Introduction to Arthur Leared: I would start with a lesson on Arthur Leared’s life and contributions. We will discuss his invention of the binaural stethoscope and how it transformed medical practice by allowing doctors to listen to the internal sounds of the body more effectively. We will discuss how this invention is still used in modern medicine.Science Investigations Inspired by Leared:
Investigating Sound and the Human Body
Learning Outcome: The children will learn how sound travels, how stethoscopes work, and how doctors use them to diagnose illnesses.Activities:
How Sound Travels: We will begin with a simple experiment on sound waves. The children will stretch a string between two paper cups to create a simple “telephone” and explore how sound travels through solids. We will discuss how sound waves travel differently through air, liquids, and solids.
Heartbeats and Pulse: The children will learn how to find their pulse and listen to their heartbeat. We will discuss the significance of heartbeats and what doctors listen for with a stethoscope.
Building a Simple Stethoscope: The children will construct a basic stethoscope using a funnel, plastic tubing, and a balloon stretched over the funnel. They can use this to listen to their own heartbeat and compare how well it works with the sounds they hear without the stethoscope.
Heartbeat Investigation: The children will measure and compare heart rates under different conditions (resting, after exercise, etc.). The children will record their findings and create graphs to show how heart rates vary with activity levels.Integration:
History: The children will research and discuss other important figures in medicine from that era.
Literacy: The children will write a short biography of Arthur Leared or an essay on how his invention impacted the world.
Maths: Represent the data gathered from heart rate experiments on graphs.Hi Mark, your piece about John Tyndall was very interesting – the children would also be very interested to hear that Tyndall College in Carlow was named after the important scientist. Their uniform and crest celebrates his discovery of why we see light in the sky as blue during the day but red at sunset.
I really like this idea Barbara of using The Three Billy Goats Gruff as an introduction to the lesson. This story can then be integrated in a number of subjects e.g. Maths, Aistear, Geography, Art and Drama.
Hi Kate, the story of We are Going on a Bear Hunt is a great stimulus for this activity. I love the idea of recreating the story in the corridor.
Learning Outcome: The children will learn the basics of map making, including understanding what maps represent, how to create a simple map, and how to use online tools like Google Maps to explore their local area.
Introduction to Maps: What is a Map?
I will begin the lesson by asking the children if they know what a map is and if they have ever used one. I will show examples of different types of maps (e.g., world maps, road maps, treasure maps).
I will explain that maps are pictures that show us where things are in the world around us. They can help us find our way to different places.
I will introduce key map elements: symbols, labels and a map key/legend.
I will show students a simple map of the school and playground and point out these elements. We will discuss how symbols represent real things like trees, buildings, or roads.
Create a Classroom Map: I will explain that the class will make a map of the classroom or playground. We will start by discussing what objects and features are in the area (e.g., desks, doors, windows, playground equipment). As a whole class, we will decide on simple symbols to represent these objects (e.g., a square for a desk, a rectangle for a door).
We will draw a large outline of the classroom or playground on the white board. I will help the children in adding symbols to the map to represent different objects.
Activity 2: Model Map: The children will create a 3D model of the map using small objects (e.g., toy cars for vehicles, small blocks for buildings). The students will place the objects on a large sheet of paper or a mat where they think they should go, matching the map they just created. We will discuss how the model represents the same things as the map but in a different way.
Activity 3: Exploring Online Maps
I will explain that online maps like Google Maps help us see where we live, work, and play. They can even show us what places look like in real life with satellite images. I will demonstrate how to use Google Maps on the white board. I will show the children how to search for our school. The children can then explore Google Maps on tablets in small groups. They can find familiar landmarks like their homes, the school, or a nearby football pitch. I will encourage them to notice how the symbols on the map match the real places they know.
Conclusion: The children will discuss what they learned about maps and how they can use them in everyday life. The children will share their maps with the class and explain what symbols they used.Hi Serena, I love this activity of creating a solar eclipse. It is a great hands on activity and one I will definitely use next year.
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.Rockets and Space Exploration for Space Week
Third ClassDay 1: Introduction to Rockets and Space
Learning Outcome: To provide an overview of rockets and their role in space exploration.
Activity: Discussion: Begin with a discussion about what students know about rockets and space. Use visual aids like pictures and videos of rockets and space missions.
Story Time: Read a storybook about space exploration, such as “Roaring Rockets” by Tony Mitton and Ant Parker.
Video: Show a short educational video about how rockets work and their importance in space exploration.
Day 2: Forces and Motion
Learning Outcome: To understand the basic forces involved in launching a rocket.
Activity: Interactive Lesson: Explain the concepts of thrust, gravity, and aerodynamics using simple terms and demonstrations.
Experiment: Conduct a balloon rocket experiment. I will attach a balloon to a straw on a string and release the air to demonstrate thrust and motion.
Worksheet: The students will complete a worksheet with simple questions about the forces they observed.
Day 3: Rocket Design
Learning Outcome: To learn about the different parts of a rocket and design their own.
Activity: Discussion: Discuss the main parts of a rocket
Design Activity: I will give the children paper, pencils, and crayons to design their own rockets. I will ask the children to include details about the parts of their rockets.
Share and Discuss: The students share their designs with the class and explain their choices.
Day 4: Building and Launching Rockets
Learning Outcome: To build and launch simple rockets and observe their flight.
Activity: Building Rockets: Provide materials such as paper, tape, straws, and plastic bottles for students to build their own rockets. They can use their designs from the previous day as a guide.
Launch Activity: Take the students outside to launch their rockets. Use a simple launch pad or a safe area where they can launch their paper rockets by blowing through straws or using the pressure from plastic bottles. Observation: Have students observe the flight of their rockets and note how different designs and forces affect the flight.
Day 5: Rocket Relay Race: I will organise a fun relay race where students have to launch their rockets at different stations. Conclusion Discussion: Discuss what the students learned about rockets and space exploration throughout the week. Ask questions like “What was your favourite part?” and “What did you find most interesting?”Sinead this list is fantastic. I love the idea of a passport to space and will definitely use this idea.
Hi Siobhan, thank you for sharing the link to the video. I will be sure to use this in my class next year.
Learning Outcome:
To help children understand the concept of dressing appropriately for different weather conditions through interactive and sensory play.Introduction: The children sit in a circle and I will introduce the topic by showing them the weather chart. Discuss different types of weather and ask questions like, “What do we wear when it’s sunny?” or “What do we need when it’s raining?”
Story Time: I will read a short, engaging storybook about dressing for different weather conditions, such as “Froggy Gets Dressed” by Jonathan London. After reading, I will discuss the story and the different clothing items Froggy wore for each type of weather.
Interactive Weather Chart: I will show the children the weather chart again. I will explain that they will help dress dolls or stuffed animals for different weather conditions. I will present each weather card and ask the children to choose appropriate clothing items for that weather. The children will attach the clothing cut-outs to the weather cards using Velcro.
Dress-Up Activity: I will set up a dress-up area with a variety of clothing items. The children choose clothes to dress themselves, dolls, or stuffed animals according to different weather conditions.
I will encourage them to think about why each piece of clothing is suitable for the weather (e.g., “Why do we wear a raincoat when it’s raining?”).
Role-Playing: The children can role-play different weather scenarios. One child can hold up a weather card, and others can dress appropriately and act out activities for that weather (e.g., playing in the snow, jumping in puddles).
Conclusion: The children sit back in a circle and review what they learned. I will ask them to share their favourite outfit and why they chose it. I will recap the importance of dressing appropriately for different weather conditions and how it helps us stay comfortable and safe
