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In this session, we were looking at ice cubes and the conditions in which ice melt the quickest. For this, we would be carrying out a task by using ice cubes to see the melting stages of ice.
Before we started the investigation, we started talking about what made ice melt quicker? The idea of adding salt and heat were said.
To test these ideas, we were given ice cubes, salt and thermometers and beakers. Our job was to add salt to one jar of ice and leave the other ice normal. We recorded the temperatures of each ice cube and noted what ones were melting quicker. The salt ice was melting quickest but this was odd as it also had a temperature below 0, which is the freezing point of ice.
We repeated this experiment again but we added the ice cubes to water samples instead. Some were added to fresh water and others salt water. Again, we had to think of what ice cube would melt first. From looking at the results of the previous experiment, I guessed that the salt water cubes would melt first. However, this guess was wrong and the cubes in the fresh water melted first. We tried this exact experiment again but with coloured ice cubes. With this, we could see the colour moving through the water samples as the ice melted. The dye allowed us to see how the ice melted. In the fresh water, the ice melted much quicker and fell to the bottom. In the salt water and ice that melted remained floating on top with the ice cubes. By seeing this, we could make the conclusion that the ice on the salt water doesn't melt as the melted ice is less dense than the salt water and doesn't fall to the bottom as it did in the fresh water. I really liked this experiment especially the use of the dyed cubes. Methods like this allow us to see whats happening more and makes it easier to come up with conclusions easily. I would definitely consider using this experiment in the classroom with students.

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In this first session, we were introduced to the idea of teaching and assessing Junior Cycle Science. We briefly went through what ideas and topics we would cover throughout this module. To start the session, each student was given a post-it and was as the question "What's the role of the teacher?" We had to write down our own ideas and answers and stick them to the board. All the class responses were then collected and they will all be compiled into a padlet for all the group to see.
Moving on, everyone in the class was split into groups of 4 and each group was given a brown envelope. Before we could open the envelope, we were given the set-up for the task that we were about to carry out. In our groups, we would be investigating tribal islands and how they can be provided with energy sources.
The entire class would be looking at Moja Island and its tribes throughout this investigation. Each group was given a tribe on the island to investigate and the materials they would need could be found in the envelope. Each group was given a map and different options for energy sources for the island. Our task as a group was to find out the best options for energy source and write down our findings on poster paper. When the time was up, we would have to present our findings on different forms of energy to the class. I felt that this was a good form of IBL to use in the classroom. It's up to the students to talk amongst themselves and come up with a solution or answer to the question asked. Students and taking part in a form of active co-op learning and can learn from each other's opinions and views.
When teaching in the future, I would definitely consider trying out an investigation similar to this one. I feel that the use of group work in the classroom is highly beneficial to the students if done correctly.
Before the end of the class, we were all given a sheet containing the new key skills of the Junior Cycle and what each of them meant. This was nice as now we understand why each skill is important and included in lessons. We also reflected on our groups investigation by looking at a success rubric for the island investigation. By doing this, we could see if we achieved the learning intentions set out for the lesson.

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In this session, we would be carrying out an investigation to look at the effects of the sun and earth on plant growth.
At the very beginning, we were given 4 true statements about the climate, weather and plants. With this information,  we then progressed on to carry out different tasks. Each task would included talking among the group to come up with valid answers or solutions.
The first task was to discuss "what causes the seasons?" The initial task was an easy one but also important as it get students thinking in the frame of mind that will be used throughout the investigation. Posing questions to groups of students is good as it get them talking what they know and what they're unsure about. Students can learn information surrounding the topic from each other or ask questions that they don't understand. Group work is a form of co-op learning and I would try and use it as much as possible in the classroom.
For the second task, we had to investigate "how the tilt of the earths axis affects day length". Each group was given different resources such as mini globes, torches, cups, balls etc.  to help them in coming up with an explanation for the task given. I really liked the idea of giving students the different materials that relate to the task at hand. It get students carrying out practical work and active learning. Approaches like this a great for kinesthetic and visual learners in the class also.
The final task was to "investigate the relationship between angle of incidence and intensity of the light ray". Again, we could use the resources given to us on the table to come up with an idea. Questions where students investigate a solution as a group are good as they let students consider the ideas of others. Students can maintain ownership of their own ideas but also communicate other ideas with people in the group.
Overall, I liked this task and how the questions got more challenging as time progressed. The use of creative resources is a really smart idea and I would definitely see myself using them in the classroom

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In this session, we would be carrying out an experiment on indicators and how they can be used to detect acids or bases. We would be carrying out the investigation groups and at the end of the class, we had to present our results to the class.
The instructions for the task were very open. All we were told/given was different fruits and vegetables, and acid a base and lab equipment we would need.
In our groups, we took a sample of each fruit/veg and crushed up the sample so it could be tested. The idea that our group came up with was that we crush up the sample of each food and smear it on some filter paper. The name of the food would be recorded and an acid would be added to one half of the paper and a base would be added to the other half. If there was a colour change it would be recorded and the strength of the colour would also be taken down. As a group, we decided to repeat this for all the different foods and compare all the different colour changes at the end. From our observations on the colour changes, we could create our presentation page.
Our results ranged depending on the fruit/veg tested. The purple food samples such as beetroot showed the best colour change. Based on the colour change, we could rank what food sample could be used as the best indicator.
We presented our findings in front of the class and explained what we felt was the best indicator. Each presentation was given a rating out of 10 by all of the other groups. It was nice to see what our peers thought of our work, findings and overall presentation skills.
After all the presentations, we watched videos of first year presentations of the same project. This was cool as we got to see how the experiment went down in the classroom and how students reacted to this particular set of tasks. From the videos, we could see how students react in the classroom situation.
At the start of the experiment, I found it difficult to get an idea of what we had to do in my mind. However, through group discussion and ideas we all helped each other when coming up with an idea. A similar thing was done when creating the presentation poster and everyone helped by writing things down and putting it together. I felt that this experiment would be a good thing to do as it is a very active class where students can learn from each other. I liked how open the task was also. I think that tasks like this are could as you aren't confining students to one part and they can broaden their minds if they want to.

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In this session, we would doing tasks both individually and in our groups that are key to the nature of science.
For our first task, each group was given a sealed box. Our task was to write down on a post it what we thought was in the box without opening the box. We had to use different methods investigation to come up with an answer for what we thought was in the box. We then had to repeat this for 6 boxes in total, each box filled with a different object. When each group had all there guesses written down on the post-its, we had to place what we thought was in each box under the correct headings. This was nice to see what other student groups came up with and if there conclusion were similar/different. The idea behind this task was to use and develop scientific skills when carrying out experiments. When shaking or holding the boxes, different things such as mass, sound, material etc. were brought to attention during the group discussion to see whats in the box. By doing this, students are critically analysing and writing down observations. This is what scientists do when carrying out experiments. By doing a task like this, students are thinking and acting like scientists more and more. This will allow them to appreciate science and scientists work more.
Our second task was an individual one. We were each given a worksheet based on animal rights. Each student had to tick the boxes based on what they felt was an appropriate answer. By doing this task, the idea of morals in science and whether things are right or wrong were introduced. It showed that some people are willing to do and test different things with science ie some scientist will go further with others. This sheet allowed the students to see that questioning what you as an individual and what other people do encourages discussion.
Both tasks showed that science doesn't always have answers to questions posed and there's no right or wrong answers. It depends sometimes on where your ethics and morals lie. These ideas are important to be brought to students attention

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In this session, we would be looking at different fish samples in a stream. More specifically, we would be looking at the genes of each fish and how the genotypes and phenotypes of the fishes affect future generation of fish.
To carry out the experiment, we were given out a worksheet and a bag of different coloured lollipop sticks. at the beginning of the worksheet, we were given background information of what we would be doing in the lesson. This gave us as students a task/goal to work towards. The info at the start laid out the learning intentions of the investigation which told students what they would be learning about. The sheet also contained questions about geno and phenotypes and how different offspring can be produced. These questions at the start would allow students to check their prior knowledge/understanding before they carry on with the investigation.
When carrying out the investigation, the sheets gave very structured and scaffolded details on what to do. This gave the students a strict set of steps to follow while carrying out the investigation. I liked the flow of the experiment overall. The use of randomly picking up lollipop sticks was good to show the allocation of alleles but it also could generate a guessing game of colours in some groups. It's a good idea to generate fun in the class as this good help the lesson run better and get students more involved.
At the end of the end of the sheets, there were questions that allowed students to look back on and reflect on their own group's answers and the class answers. I liked this approach as it allowed students to check their answers and reflect on their understanding of the topic at the end of the lesson.
After the fish worksheets/investigation, each group was given a bundle of heads with different quotes to do with the theory of evolution on them. It was our job in our groups to separate the quotes into for/against the theory of evolution piles. I liked this activity as it develops group discussion on the task at hand. It allows students to share their ideas with each other in a safe environment. When we had finished discussing in our groups, the task opened up into a class discussion. I also liked this feature for the same reasons in that students get to work and learn from each other.
Before the end of the class, a selection of students project work was laid out on the table. We had to go up in our groups and select some of these projects to critique. When we had finished coming up with our critique, we compared it to the actual critique that the teacher had given the students. I particularly liked this as we got to see students work and how it should be graded. This was beneficial as it gives us ideas of what to look out for in good student work and how work that isn't up to standard could be improved.

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In this session, our groups were given the task of creating a screen/ visor that astronauts could use to protect themselves from the UV rays of the sun in space. Each group was given different coloured sheets of the same sized see-through plastic, an LED torch, beads that change colour in the presence of UV light and a colour chart to relate the beads to. It was our job to come up with a way that the beads would have the smallest colour change when the torch was shined on them.
Our group had the idea to layer the sheets in a way that little to none UV light would get through and change the beads. The only way we could come up with the best layering was to test one combination of plastic and compare the bead colour to the colour sheet. The lower on the colour sheet the beads were, the better the plastic layer tested would be as a visor. Prior knowledge was also used in this experiment in the way that light has colours We used this knowledge by using the plastic sheets that would absorb the most of the light due to the colours involved being similar.
This investigation was good as it showed students the work that a scientist goes through when carrying out an experiment. By doing a task by trial and error, students learn to appreciate the work of scientists more. They also learn the value of looking back on past observations and records to progress further with their work. This task also encouraged group discussion on what they think the best layer combination is. The task allowed students to voice experimental views and test them out to see if they were true/false.
Overall, I liked this experiment as it gave students the opportunity to appreciate science in the real world and the work that scientists do to help improve things in the world around us. An investigation like this would develop a students scientific mind and thinking strategies which would highly benefit them when carrying out more experiments in the future. By doing a task like this, you get students thinking critically like the mind of a scientist.

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In this session, we would be carrying out an experiment on the density of different fruit juices.
Before we started the task, we watched a video about a SAILS project carried out in a classroom. The investigation was about an oil spillage on a local river and how they oil could be cleaned up. The class was split into groups and asked to find different ways to clean up an oil spillage at the local pond. The task given was open with very little steps to follow. The question posed also related to the students lives as they were coming up with ways to clean the pond in their area. This video was good as it showed ways in which you can conduct and get students to carry out an IBL style experiment in the class. We were also given the sails sheets for which the experiment was adapted from. I feel that I could use these resources to create the experiment in the video and use it in the classroom
For our experiment, we were told that we would be investigating density. We were given a worksheet and a various supply of materials to carry out our investigation in groups. I feel that group work is good to use in experiments as the students can discuss observations between each other. They begin to construct knowledge on the topic by forming each others views and opinions into one.
The worksheet was structured to be open enough to get students  talking about why some juices float and not others. However, the work is also structured in a way the students follow steps to get to the answers. I feel that this style of worksheet would be highly beneficial to students who are at a lower level in the class. The structure lets them follows steps in the experiment but the questions are asked are open enough to get them thinking about the topic.
Overall the experiment was nice to carry out, especially when the test-tube had all the different juice layers. It was also a nice lesson to show how density works as different juices floated on top while others didn't. The extension on this task with using the block was also another fun way to show density, in my opinion. I would definitely consider do this experiment while teaching density