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I also chose John Tyndall for this assignment, so I really enjoyed reading your response! I particularly like your idea of getting pupils to design their own mask or investigate which materials would make the best coat, as it gives them a practical way to explore Tyndall’s work.
John Tyndall was a famous physicist born in Leighlinbridge, Co. Carlow. He made important discoveries about light, heat and the greenhouse effect.
I would use Tyndall as inspiration for a classroom investigation into light scattering. Pupils could investigate why the sky appears blue by using a torch, water and a small amount of milk to observe how light scatters. This would allow pupils to make predictions, carry out an investigation, record observations and develop explanations, while also showing them how a famous scientist from their local area used curiosity and experimentation to understand the world around him.
Great ideas – I really like the idea of using an aerial image of the school as a starting point, as it makes the mapping activity very real and meaningful for pupils!
Planning and conducting lesson for younger classes:
I would begin with places that are familiar to the children, such as our classroom, playground and school. We could explore the school together and discuss where things are using simple positional language. Back in the classroom, we could create a simple map together using pictures, symbols and colours, deciding what should be included in the map key. I would then use Google Maps to show the children an aerial view of our school and local area, helping them make connections between their own map and a real map. GeoHive could also be used to introduce a simple map of Ireland and locate where we live.
I would use the viaduct in Borris Carlow, as the inspiration for a class bridge design challenge. Pupils could explore different types of bridges and investigate which paper bridge design is strongest before working in groups to plan and build their own bridge using recycled materials.
Mathematical thinking: Pupils could measure the span their bridge must cross, estimate and compare lengths, identify 2D and 3D shapes used in their designs, and test how much weight their bridge can hold. They could record and compare results using tables or bar charts before evaluating their bridge against the agreed success criteria and suggesting improvements.
I really like the idea of collecting data across the seasons. It gives pupils a meaningful way to observe changes and develop scientific inquiry skills.
I would register our school with the All-Ireland Pollinator Plan through the National Biodiversity Data Centre website and create a school profile to record the actions we are taking to support pollinators.
I would hope to involve our Green Schools Committee in planning and monitoring these actions so that pupils have ownership of the project. We could begin by surveying the school grounds to identify existing pollinator-friendly areas and decide where improvements could be made.
To help pollinators, we could allow a section of the school grounds to grow naturally during the flowering season, plant a native wildflower area, and avoid the use of pesticides where possible. We previously built a bee hotel using natural materials such as bamboo canes and hollow stems to provide nesting sites for solitary bees. This could be linked to Science, STE and Art lessons, allowing children to learn about biodiversity while designing and constructing the habitat. We could install signs explaining our pollinator-friendly areas and encourage pupils to observe and record the different insects they see throughout the year, helping to raise awareness of the importance of protecting pollinators within the whole school community.
I absolutely agree Anna – I went by the books as I was afraid of doing something incorrect. But I’m starting to see the focus is on childrens’ inquiry and being more child led and curious.
I agree Yvonne – I’m excited to look at the Curious Minds website and see what will suit my context.
Using the Liston research document as a stimulus, I reflected on what STEM currently looks like in my classroom. At the moment, I tend to teach science and technology as separate areas. I may make occasional links with maths, but I do not currently use a fully integrated STEM approach.
The document highlighted how STEM can connect learning across disciplines through meaningful, real-world contexts. Going forward, I would like to explore more opportunities for pupils to make connections between science, technology and maths through collaborative, problem-solving activities.