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A famous scientist associated with my local area is Nicholas Joseph Callan. He was a scientist and inventor who became particularly interested in electricity and magnetism. He is best known for inventing the induction coil in 1836.
I would use Callan as inspiration for classroom science investigations by introducing pupils to his story and exploring how electricity has developed over time. Children could investigate simple electrical circuits using batteries, wires, bulbs and switches, and explore what happens when different components are changed. We could also investigate magnets and electromagnets, linking this to Callan’s work with electromagnetism.
I think using a scientist from the local area would make the learning more meaningful for children, as they can see that important scientific discoveries happened close to home. Pupils could research Callan further, create posters or presentations about him, and carry out their own small experiments, encouraging curiosity and showing that science is about questioning, experimenting and discovering.
This sounds very interesting. I haven’t heard of John Tyndall before. I think that researching his works could be a good idea for my 6th class.
Using the Boyne Bridge in Drogheda as inspiration, I would plan a class challenge where children work in small groups to design and build their own bridge. I would start by looking at photos of the bridge and discussing what it is used for, how it is built and what features they notice. If possible, I would bring the children to see the bridge or explore it virtually so they can get a better idea of its structure.
The children would then be given a challenge to design a bridge that can cross a certain distance and hold a specific weight. They could first draw and label their ideas before choosing materials such as lollypop sticks, cardboard, paper, string and other materials.
Maths could be included naturally throughout the activity. Children could measure the length and height of their bridges, estimate distances, explore shapes, angles and symmetry, and compare their measurements. Depending on the class level, my 6th class pupils would be able to also look at scale, perimeter and area.
Finally, the children could test their bridges, record how much weight they held and talk about what worked well and what they would change.
Hi Kevin. Great idea. Your lesson covers many areas and the children are developing different skills such as enhancing their creativity as they carry out this lesson.
This module was very interesting and has given me lots of ideas for developing a seasonal biodiversity project within our school. I would like this to become a regular part of the school year and be included in our whole-school plan. Pupils could revisit the same outdoor spaces throughout the seasons, observing changes in trees, wildflowers, birds, insects and habitats. We could map the school grounds using GeoHive and identify areas such as hedgerows, trees, flowerbeds, long grass and wild spaces.
Children could use nature journals, biodiversity checklists, observation sheets and identification guides to record their findings. Simple equipment such as magnifying glasses, bug viewers, thermometers and iPads would make these investigations engaging. We could also register the school garden with the All-Ireland Pollinator Plan and introduce projects such as bug hotels, bird boxes and pollinator-friendly planting.
The project would provide excellent cross-curricular opportunities. Science could explore habitats and biodiversity, Maths could involve collecting and comparing data, while English and Art could include nature diaries, poetry, sketching and seasonal displays. Regular outdoor learning would make learning meaningful and encourage children to develop a lasting appreciation of their local environment.
Hi Serena,
This sounds like a really nice idea and very relevant as your school garden is being currently set up at the minute. Your lesson sounds well planned. I would love to give it a go myself!
I loved this module and the idea of mapping. I think, particularly with younger classes, the idea of going for a walk and then using eco-friendly materials to create a map of the walk is such a lovely idea.
I loved how the different materials represented the different aspects of the walk so clearly. It was lovely to see the walk mapped out in the LEGO model, including the houses where the walk started, the river, bridges, trees and flowers. Comparing and contrasting the two maps would be a great discussion, as different materials may appeal to different children.
I think it would be lovely to plan a lesson where younger children map part of the school grounds or a nearby walkway. I would use the video alongside GeoHive to help children understand how real maps represent their local area. Children could then create their own maps using a variety of eco-friendly materials. Finally, they could compare each other’s maps and discuss the different materials and features represented.
Hi Yvonne,
I really like the mapping idea also and using the video before or after the lesson, whichever you think may suit your class best, is a great idea. The lego is an interesting way of displaying the map and I think that the children in my class would love this. I’m definitely going to give it a go!
I’d base the lesson around the I-LOFAR radio telescope in Birr to hook pupils in with a real Irish example. I’d start by asking: How do we detect things we cannot see? That opens up inquiry in a child-friendly way. Using simple activities, pupils could make waves with ropes or slinkies, explore sound by feeling vibrations in tuning forks or drums, and investigate light with torches, mirrors and shadow screens. We’d compare what stays the same across all three – patterns, movement, and how energy travels.
To keep it accessible, I’d use predict-test-explain tasks, lots of visual supports, word banks, think-pair-share and hands-on stations. Pupils could record ideas through drawings, simple tables, photos, or oral feedback rather than only writing. This links well to the strands in the curriculum especially Energy and Forces, and supports STEM by connecting classroom science to engineering, technology and space. I’d finish with a challenge: design a way to send a message using sound, light, or radio-type waves.Hi Louise. I really like your idea and agree that Climate Detective makes STEM more interesting and hopefully in turn makes children more engaged with lessons. I think that linking their discoveries to their local environment will encourage them to see the bigger picture with how even small actions can make a big difference.
You have some lovely ideas listed which I would like to use in my classroom. I love the idea of incorporating the Northern Lights into this topic.
I love the idea of linking in Science with other curricular areas and I think that this helps children remember the content of what they have learned, especially because a piece of art work or a song that they know may trigger their mind to think back to a time when this topic was covered during a Science lesson.
Some ideas for art work is Vincent Van Gogh’s ‘Starry Night’. This piece of work could be used as a stimulus to explore light in the night sky and the different shades of blue can be darker or lighter depending on the light pollution around the village landscape.
Some songs that could be used in my 6th class could be-
Here Comes the Sun by the Beatles
A Sky Full of Stars by Coldplay
Rocketman by Elton John
Stargazing by Myles Smith
Counting Stars by One Republic
What a Wonderful World by Louis ArmstrongI really like how detailed this plan is and could definitely see myself using it in my 6th class! I like your idea of putting all findings into a classroom display that can be hung up in the classroom for the children to re-visit and remind them of their learning during the year.
Q1.
After discussing and learning about the different species in our area, for example Bats, it could be a good idea to put this theory into practice. Investigating echolocation by using the Bat Moth game could be a useful way to see how light can affect vision. Through the different websites mentioned, we could delve further into how this species is affected by light pollution in the area close to our school.
We could create a bat box, place it on our school yard and conduct some investigations to help us collect data about what we have learned.
After completing this as a whole class group, students could be divided into groups and given a different animal to research such as owls or moths. They could investigate how light pollution has impacted their animal and come up with a plan to improve biodiversity in our local area.
As well researching animals, students could also explore how plants are impacted by light pollution in our area.I like your idea of beginning with a stimulus picture and showing the children two opposite pictures and to note the differences.
Completing the home idea whereby they note the variety of lights in their area is also beneficial to put their learning into practice and see how it links to their local area.