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https://padlet.com/science05

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Welcome to the Science section of the Junior Cycle for Teachers (JCT) website.

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Liveworksheets.com - Interactive worksheets maker for all

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Liveworksheets transforms your traditional printable worksheets into self-correcting interactive exercises that the students can do online and send to the

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BW4. Describe the structure, function, and interactions of the organs of the human respiratory systems and circulatory systems. {digestive}

BW6. evaluate how human health is affected by inherited factors and environmental factors including nutrition; lifestyle choices; examine the role of micro-organisms in human health

NOS5. reviewand reflecton the skills and thinking used in carrying out investigations andapply their learning and skills to solving problems in unfamiliar contexts.

NOS3. design, plan, and conduct investigations; explain how reliability, accuracy, precision, fairness, safety, ethics, and the selection of suitable equipment have been considered.

NOS4. produce and select data (qualitatively/quantitatively), critically analyse data to identify patterns and relationships, identify anomalous observations, draw, and justify conclusions.

NOS10. appreciate the role of science in society; and its personal, social, and global importance; and how society influences scientific research.

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Development of student’s key skills is a very important aspect of the new specification and it should be highly considered and highlighted when planning a unit of learning and lesson plans. Through the unit of learning and learning outcomes Students have the opportunity to develop lifelong skills. some examples of skills students develop in this unit of learning are as follows:1. 'managing information and thinking' - students get the opportunity to explore their curiosity surrounding the human body systems and how our body functions and organise and manage this new information to develop a clear understanding. 2. 'being creative' students get the opportunity to explore their creative side by making models of what they learn in this unit e.g., making a model of the lungs and by creating a model of gas exchange. 3.'Communication skill'. students will develop this skill through activities such as class discussion and questioning in the classroom. this is a skill that will benefit the students in all aspects of life working on their confidence and ability to speak in front of others and voice information and knowledge learned. 4.'being literate and numerate’. Students will develop these skill throughout the unit. they will practice literacy in answering questions e.g., matching exercises, completing homework, and taking notes deemed as important in class. they will develop their numerate skills when completing graphs and illustrating data gathered through investigation.

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useful to have some more in-depth knowledge of a topic that as a studetn teacher i can use this resource to aid in planning my lessons and as a source of well thoughtout out  reasrched and reliable information.

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Herranen, J. et al. (2019) Inquiry as a context-based practice - a case study of pre-service teachers’ beliefs and implementation of inquiry in context-based science teaching. International journal of science education. [Online] 41 (14), 1977–1998.

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Inquiry as a context-based practice – a case study of pre-service teachers’ beliefs and implementation of inquiry in context-based science teaching

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Inquiry as a context-based practice – a case study of pre-service teachers’ beliefs and implementation of inquiry in context-based science teaching

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this paper gave me an isight into the use of inquiry based teaching in a science teaching practical bases. It guided and aided my aprroach on the idea of incorapoating inquiry based teaching when planning my lessons and how we can link nature of scinece strand to our learning outcomes.

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Science | Resources | Junior Cycle for Teachers (JCT)

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ebook
youtube videos
padlet
interactive whiteboard
exit slips
powerpoint presentations
markers
JCT website

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Exploring science

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Cookies enable us to tailor our website to help deliver a more personalised experience. You are free to change your cookie settings at any time. By using this website, you consent to the use of cookies in accordance with our Cookie Policy.

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Cookies enable us to tailor our website to help deliver a more personalised experience. You are free to change your cookie settings at any time. By using this website, you consent to the use of cookies in accordance with our Cookie Policy.

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great way of teacher recieving feedback at the end of class. allows teacher to structure next lesson appropriatly and go over aspects students had difficulties with

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educational videos and visuals of some activities incorporated into the lesson plans. I thought it was a fun way of learning while explaining and making information easier to understand.

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gives studetns oppertunities to express opionions and ideas of a topic and form their own defition of concepts as a group

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great way of visualising ideas and concepts of piror information and knowledge learning and new ideas and concepts.

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great way of recieving forrmative feedback from the students. they find this form of assesment fun and enjoyable while it aslo gives to teacher a chance to assess knowledge and information learned and obtained by the students

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action verbs
colab planning doc
links to other learning outcomes
action verb poster
learning outcome poster

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DIY MODEL OF LUNGS

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BLOOD VESSELS

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Operation Ouch - Blood Vessels | Science for Kids

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Making links between circulatory, respiratory and digestive systems using hexagon links.  Students must explain why hexagons are adjacent. Thanks to Sinead @hexagonlinks for the idea. #BW4 #jcscience #edutwitter. Similar to @JctScience resource.

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Making links between circulatory, respiratory and digestive systems using hexagon links.  Students must explain why hexagons are adjacent. Thanks to Sinead @hexagonlinks for the idea. #BW4 #jcscience #edutwitter. Similar to @JctScience resource. https://t.co/CE6VorDexY

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Making links between circulatory, respiratory and digestive systems using hexagon links. Students must explain why hexagons are adjacent. Thanks to Sinead @hexagonlinks for the idea. #BW4 #jcscience #edutwitter. Similar to @JctScience resource. pic.twitter.com/CE6VorDexY
— Mike Kavanagh (@Mikekav66) October 7, 2019

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Making links between circulatory, respiratory and digestive systems using hexagon links.  Students must explain why hexagons are adjacent. Thanks to Sinead @hexagonlinks for the idea. #BW4 #jcscience #edutwitter. Similar to @JctScience resource. https://t.co/CE6VorDexY

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Making links between circulatory, respiratory and digestive systems using hexagon links.  Students must explain why hexagons are adjacent. Thanks to Sinead @hexagonlinks for the idea. #BW4 #jcscience #edutwitter. Similar to @JctScience resource. https://t.co/CE6VorDexY

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Making links between circulatory, respiratory and digestive systems using hexagon links.  Students must explain why hexagons are adjacent. Thanks to Sinead @hexagonlinks for the idea. #BW4 #jcscience #edutwitter. Similar to @JctScience resource.

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Find links between hexagons

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What actually happens to your body when you run a marathon? Here's how the 26.2 miles affect your body, from your heart to your immune system @niallmoyna @DublinCityUni marathonhttps://www.rte.ie/brainstorm/2017/1024/914860-what-happens-to-your-body-when-you-run-a-marathon/

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What actually happens to your body when you run a marathon? Here's how the 26.2 miles affect your body, from your heart to your immune system @niallmoyna @DublinCityUni marathonhttps://www.rte.ie/brainstorm/2017/1024/914860-what-happens-to-your-body-when-you-run-a-marathon/ https://t.co/drQF9N2gBK

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What actually happens to your body when you run a marathon? Here's how the 26.2 miles affect your body, from your heart to your immune system @niallmoyna @DublinCityUni marathonhttps://www.rte.ie/brainstorm/2017/1024/914860-what-happens-to-your-body-when-you-run-a-marathon/ pic.twitter.com/drQF9N2gBK
— RTÉ Brainstorm (@RTEBrainstorm) September 24, 2019

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What actually happens to your body when you run a marathon? Here's how the 26.2 miles affect your body, from your heart to your immune system @niallmoyna @DublinCityUni marathonhttps://www.rte.ie/brainstorm/2017/1024/914860-what-happens-to-your-body-when-you-run-a-marathon/ https://t.co/drQF9N2gBK

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What actually happens to your body when you run a marathon? Here's how the 26.2 miles affect your body, from your heart to your immune system @niallmoyna @DublinCityUni marathonhttps://www.rte.ie/brainstorm/2017/1024/914860-what-happens-to-your-body-when-you-run-a-marathon/ https://t.co/drQF9N2gBK

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What actually happens to your body when you run a marathon? Here's how the 26.2 miles affect your body, from your heart to your immune system @niallmoyna @DublinCityUni marathonhttps://www.rte.ie/brainstorm/2017/1024/914860-what-happens-to-your-body-when-you-run-a-marathon/

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Students explaining the link between the circulatory and respiratory system in #BW4  #jcscience #edutwitter

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Students explaining the link between the circulatory and respiratory system in #BW4  #jcscience #edutwitter https://t.co/SV2pFCsqaR

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Students explaining the link between the circulatory and respiratory system in #BW4 #jcscience #edutwitter pic.twitter.com/SV2pFCsqaR
— Mike Kavanagh (@Mikekav66) October 24, 2019

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Students explaining the link between the circulatory and respiratory system in #BW4  #jcscience #edutwitter https://t.co/SV2pFCsqaR

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Students explaining the link between the circulatory and respiratory system in #BW4  #jcscience #edutwitter https://t.co/SV2pFCsqaR

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Students explaining the link between the circulatory and respiratory system in #BW4  #jcscience #edutwitter

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Showing how lowering the diaphragm causes inhalation. #BW4. You could say we used a lung to model how a balloon would inflate! 😀 #jcscience #edutwitter

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Showing how lowering the diaphragm causes inhalation. #BW4. You could say we used a lung to model how a balloon would inflate! 😀 #jcscience #edutwitter https://t.co/6iqeCHhbQF

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Showing how lowering the diaphragm causes inhalation. #BW4. You could say we used a lung to model how a balloon would inflate! 😀 #jcscience #edutwitter pic.twitter.com/6iqeCHhbQF
— Mike Kavanagh (@Mikekav66) October 24, 2019

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Showing how lowering the diaphragm causes inhalation. #BW4. You could say we used a lung to model how a balloon would inflate! 😀 #jcscience #edutwitter https://t.co/6iqeCHhbQF

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Showing how lowering the diaphragm causes inhalation. #BW4. You could say we used a lung to model how a balloon would inflate! 😀 #jcscience #edutwitter https://t.co/6iqeCHhbQF

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Showing how lowering the diaphragm causes inhalation. #BW4. You could say we used a lung to model how a balloon would inflate! 😀 #jcscience #edutwitter

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Mechanism of #Breathing was asked in 2019 #jcscience exam. #BW4

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Mechanism of #Breathing was asked in 2019 #jcscience exam. #BW4 https://t.co/Sats3oNhDW

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Mechanism of #Breathing was asked in 2019 #jcscience exam. #BW4 pic.twitter.com/Sats3oNhDW
— Mike Kavanagh (@Mikekav66) September 26, 2019

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Mechanism of #Breathing was asked in 2019 #jcscience exam. #BW4 https://t.co/Sats3oNhDW

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Mechanism of #Breathing was asked in 2019 #jcscience exam. #BW4 https://t.co/Sats3oNhDW

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Mechanism of #Breathing was asked in 2019 #jcscience exam. #BW4

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Modeling gas exchange in lungs #BW4 breathing system @JctScience #science #edutwitter

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Modeling gas exchange in lungs #BW4 breathing system @JctScience #science #edutwitter https://t.co/3wHaNiCmiM

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Modeling gas exchange in lungs #BW4 breathing system @JctScience #science #edutwitter pic.twitter.com/3wHaNiCmiM
— Mike Kavanagh (@Mikekav66) September 17, 2019

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Modeling gas exchange in lungs #BW4 breathing system @JctScience #science #edutwitter https://t.co/3wHaNiCmiM

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Modeling gas exchange in lungs #BW4 breathing system @JctScience #science #edutwitter https://t.co/3wHaNiCmiM

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Modeling gas exchange in lungs #BW4 breathing system @JctScience #science #edutwitter

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A good activity from JCT.ie to help students understand interactions

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Collaborative planning document               

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Collaborative planning document               

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Science Collaborative Planning Document - interactive

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development of links to other learning outcomes

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development of links to other learning outcomes

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This UOL links closely with the nature of science strand. The human respiratory system and circulatory system functions, structures and interactions can be investigated through several models and experiments. students will get the opportunity to achieve NOS Learning outcomes when exploring human heart rate and breathing rate. They will conduct the experiments, formulate data, and use this data to compare the effects of exercise on heart rate and breathing rate before and after exercise. They will explore this data and find relationships and patterns and illustrate their findings by graphing their results. The students will also use the information skills and understanding developed from these explorations to solve problems in unfamiliar cases using questioning a concept from books and other sources. Through this unit they will also develop an apprication of the values of science in sport and exercise and the importance of human health in keeping the body fit and healthy so its human organ systems can function at their optimum.

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learning outcome
unit of learning
lesson plan

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Students should be able to: describe the structure, function, and interactions of the organs of the human digestive,
circulatory, and respiratory systems