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  • in reply to: Module 1 – The Curious Minds/ESERO Framework #216205
    Felicity Murphy
    Participant

      Hi Rebecca,

      This is always a nice quick lesson to get the kids excited about science and i really like Frances idea of extending the lesson to make more inquiry based. Great ideas thanks

      in reply to: Module 5 – Rockets & Alien Chemistry #215734
      Felicity Murphy
      Participant

        I liked the lesson about spacecraft design and think it would be a great lesson to start space week.

        I would start with reviewing what the students know  about space and space travel. I would then show a short video clip of a rocket launch to capture the students’ attention.

        Next, discuss the basic parts of a rocket: the body, fins, and nose cone, using simple diagrams or models.

         

        Move on to a hands-on activity where students make their own paper rockets. Provide materials like paper, scissors, tape, and straws. I would make this as teacher hands off as possible to allow the students the opportunity to investigate and explore the materials independently. Once the rockets are assembled, let the students decorate them with markers or stickers.

         

        After the rockets are ready, head outside or to a large indoor space for a launch activity. Use straws to blow air into the paper rockets, demonstrating how air pressure propels the rocket forward. Let each student take turns launching their rocket, observing how the different designs affect flight distance and stability.

        I would conclude the lesson with a review and reflection looking at  what the students learned about rockets and space travel. Encourage them to think about how rockets need to be strong and streamlined to travel through the atmosphere.

        End with a fun fact about space to leave them excited and curious to learn more over the week.

        To finish the week I would like do the rocket with the effervescent tablets as a demonstration and feel is a nice way to conclude with how we started Space Week.

        Video links that I feel may be useful to watch of rocket launch. There are few nice videos that teach about the launch also

         

         

         

        in reply to: Module 4 – School Self Evaluation & Science Skills #215707
        Felicity Murphy
        Participant

          We began an informal school self-evaluation on science more specifically STEM at the end of the 2021/22 school year. It was a useful exercise as it allowed us the opportunity to see as a school what we were doing to teach and encourage science through the school and also made us conduct and develop an inventory of the resources we had as a whole school. We were able to identify our strengths and weaknesses.

          The evaluation has lead  to improved teaching strategies, better curriculum alignment, and more effective use of technology and resources . It Helped a small bit  in identifying and addressing gaps in students’ knowledge and skills. Training and upskilling for teachers has been th most important outcome I feel of the process. Reading  and learning a little about the EU-UNAWE program I am excited to use this as a way to evaluate the teaching and learning about space specifically in our school.The program emphasises Making learning about space fun and interesting, increasing student enthusiasm for science. Provides well-designed materials that simplify complex astronomy topics. Equips teachers with the knowledge and tools to effectively teach astronomy. It allows a way for us as a school to target and assess learning with the outcome of  improving students’ comprehension of scientific concepts.What I am most excited about is the opportunity to create whole school and home/community involvement through events like stargazing nights, creating a broader interest in science.

          in reply to: Module 3 – Stars, Space and Aliens #214762
          Felicity Murphy
          Participant

            Space and aliens

            An infant based lesson that can also be extended for older classes on space and aliens

            Begin with discussion  about what space looks like and what might be out there.

            First, we’ll learn about the planets in our solar system and discuss how each one might look and feel different. Use of  pictures and models to see examples of rocky planets like Earth and Mars, and gas giants like Jupiter and Saturn.

            Next, a sensory activity! Have available in tubs or trays  different stations with materials representing the surfaces of planets. For rocky planets, we might use sandpaper to feel rough textures, and for gas giants, we could use balloons filled with air to feel smooth surfaces.

            Discuss what  felt at each station and compare it to the planets learned about. Talk about why planets have different surfaces and what makes them unique.

            Art extension- create  own planets using clay or playdough. Each child will make a planet with a surface texture they choose, like smooth or bumpy, to represent what they’ve learned.

            To extend and discuss life on other planets

            Read simple space books “Is there anybody out there ?” By Laura Krantz would be a good choice

            This lesson can be extended in coming weeks to look at designing and landing a space shuttle, based on the surface of the planet what would be required ? What would we need to survive there? What must an alien be like to exist on the chosen planet?

            in reply to: Module 2 – The Moon, the Earth and the Sun #214732
            Felicity Murphy
            Participant

              For my lesson for 1st and 2nd class we would investigate the sun and shadows. The sun is a great area of space to investigate with classes with many areas able to be covered from  heat and energy making smores in a solar oven  to light
              For a lesson on light and the sun and shadows I would begin by  asking the  class about how shadows are made, then investigate by using flashlights to shine light on different objects. We would observe how shadows change when the light is moved closer or farther away, and from different angles. After our observations, we’ll discuss and make guesses about why shadows change size and shape. If possible as with the Irish weather it is difficult to predict we would go outside to see how the Sun affects our own shadows throughout the day, Tracing our shadow in chalk at the start l, middle and  then at the end of the day . marking its changes over the day.

              in reply to: Module 1 – The Curious Minds/ESERO Framework #214720
              Felicity Murphy
              Participant

                Apologies my fun space fact is that there are more stars in the sky than grains of sand on all of earths beaches.

                in reply to: Module 1 – The Curious Minds/ESERO Framework #214719
                Felicity Murphy
                Participant

                  Hi my name is Felicity I am an SET teacher. I am the science coordinator and I ran weekly stem based lessons for all classes in the school last year and will do so again this new school year. We conducted many inquiry based lessons over the year. We entered ESB Science blast this year. Our investigation was do fruits and vegetables conduct electricity

                  The children had seen a tic toc about using a lemon to charge their phone and wanted to see if this was true. As part of their investigations they added in different fruit – bananas and also vegetables carrots than the standard lemon and potatoes

                  the initial investigation led to so many other predictions and investigations. The children led the lesson making and testing ideas as they worked. The science behind their findings was as taught and discussed as they progressed. The older children understood and gained greater knowledge of the science behind their findings throughout than the younger children but all learnt and made predictions which was the aim of the lesson

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