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Reflecting on the Science Specification based on my experiences from School Placement.

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This particular paper caught my attention as it is focused on TEMI; Teaching Enquiry with Mysteries Incorporated. This caught my eye particularly due to an event I attended while on school placement.  During school placement, I attended Scifest @ College in LIT Thurles with a 1st Year group. During this event, there were several guest speakers, one being a former UL Science Education student and a current Ph.D. student in UL. In her talk she spoke about her experience working as a researcher with TEMI and she spoke about the benefits of TEMI.
In most of my classes, I planned to incorporate questioning, especially key questioning. This was to stimulate students to think for themselves, to solve a given problem themselves rather than be fed information and give answers that they could have fell upon themselves.
Students retain information better when they reach a point of realisation themselves as it stays in their mind as a 'eureka' moment.
Therefore I planned to include as many questioning activities as possible so students were given the opportunity to discover information for themselves.

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https://www.lumat.fi/index.php/lumat-old/article/view/78/72

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The second two resources are worksheets that I used in my 1st Year Class.
The pdf worksheet is a worksheet taken from the ScienceSolutions.ie E-Book. This was used for assessing students on their ability to think scientifically. This worksheet tests students knowledge on their knowledge of the terminology associated with investigations, their ability to choose reliable sources, accuracy and hypothesis testing.
The other worksheet is a booklet I provided to the students in a previous unit. This worksheet was used to scaffold students in designing their own investigation based on a given question.

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The resources listed were used for inspiration in planning my lessons. The first two resources were taken from ScoilNet,ie. These resources both provided inspiration on carrying out investigations testing the properties of different materials and linking these investigations to other strands within the specification. The following two resources were worksheets I used in my lessons.

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Possible investigation for testing solubility.
https://www.scoilnet.ie/uploads/resources/25355/25091.pdf

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NCCA Sample Properties of Materials Assess

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Possible investigation incorporating properties of materials, sustainability and environmental impact of certain materials
https://www.scoilnet.ie/uploads/resources/25551/25287.pdf

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When in the lab, I put a strong emphasis on lab rules and health & safety. This was to instill appropriate lab conduct in students from day one so it would not be an issue going forward. Especially before doing any practical work in the laboratory, I spent time on recapping lab rules, highlighting my expectations of how they were to conduct themselves in the lab. In contrast to C & WWO, this relies solely on the student and how they chose to at in the lab

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Worksheet used in an earlier unit, incorporating group work. Worksheet promoting Guided Enquiry .

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Worksheet incorporating scientific method.
Science Solutions Textbook/ E-Book

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As science is a collaborative endeavor, I put a strong focus on group work, mixed ability groupings and think-pair-share activities. This was to stimulate an active and somewhat 'chatty' classroom where students were comfortable with speaking in front of their peers and questioning the content.

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For this LO (and for both of my units), I put a strong emphasis on Communication and Working with Others and Managing Myself.
As stated in the Science Specification Rationale "Science is a collaborative and creative human endeavor, arising from our desire to understand the world around us and the wider universe

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1st Year (B) Unit of Learning 2

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Lesson investigating some properties of materials.

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https://www.jct.ie/science/resources

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CWLO4: For students to investigate the properties of some materials, it is beneficial to understand the composition of the materials they are testing and the properties of the different elements that make up this material.

NoSLO2: Students must understand the importance of posing hypotheses, forming hypotheses that they can test effectively and forming a conclusion on testing these hypotheses.

NoSLO3: To investigate the  properties of materials, students must be able to carry out an investigation. Therefore the planning and conducting a n investigation plays a big part in the communication of the CW6 learning outcome.

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Chemistry World Learning Outcome 6
Learning outcome taken from the Junior Cycle Science Specification.
Action verb and it's explanation taken from the JCT Science Action Verbs poster.

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https://www.jct.ie/science/resources

https://curriculumonline.ie/getmedia/153bc83f-9848-49f0-ad87-0a0d6b9b596c/Specification-for-Jr-Cycle-Science-EV_20160126-(1).pdf