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LI: Science in Society (no 10)
eg abortion, animal testing etc
- Walking debates are a good idea
- keep in mind pictures can affect emotional response eg difference between a kitten and a rat will determine some kids minds on animal testing
- are you appealing to logic or emotion?
-balance benefits against cost etc
- role plays also helpful to establish ideas

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http://learningdesigner.org/
Helpful for lesson planning, gives pie chart of class breakdown

https://www.stem.org.uk/resources/collection/2885/satis-revisited

http://www.curriculumonline.ie/

ww.rsc.org/learn-chemistry

Science concept cartoons
-leave one box blank and ask for student opinions
-v good to establish prior knowledge
- good for intros

SATISrevisted - resources

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- give groups roles to keep them on task
- vary structure of activities  - highly structured for difficult topics, more student led for easier topics
- Home group: who they sit with
- Expert group: groups they move to to work together, then move back to home groups to report back (this extends the amount of students' minds working together)

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- collaboration
- discussion
- enquiry
- producing
- acquisition of skills

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'Nature of science - investigating'
- grid of 6 boxes (see notes)
-  give out 6 boxes labelled 1-6 with different things inside them - sealed closed
- get students to make observations and guess each substance and write down answers on separate post its
- encourages students to make observations
- put all post its together and compare students answers
- don't tell students what are in the boxes, explain you won't always get answers in science

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Classroom ideas for Ethical Issues (and other)

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Classroom ideas for Ethical Issues (and other)

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- role plays
- walking debates

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Activity could be done with any Junior Cycle class
- hands on makes it very memorable for them
- meets curriculum criteria
Systems and Interactions:  investigate reactions between acids and bases; use indicators and the pH scale.  **we did not use the pH scale but could easily be introduced to the lesson. We used different fruits as indicators

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I would consider spending about 4-6 double classes on this with the students
This would ensure they had sufficient time to carry out their investigations, draw up and analyse their results, create a presentation and present it to their peers

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- knowing there was a presentation at the end of the class kept us focused throughout the lesson
- we could be creative when making our posters (JC key skill) to present our results
- we got to practice public speaking by presenting to our class
- teamwork was built

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- keeps class motivated as they want to impress their peers
- really hammers home what the teacher is looking for from the students as they are given the success criteria and have to score each other from 1 - 10 on how successful they believe they were
-NB: Don't give point scores for peer reviews as students can be offended quite easily and may give inaccurate scores based on who their friends in the class are

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- at beginning we were told we'd have to present our findings to the class, this kept us motivated and focused as we didn't want to let our group down for the presentation
- cooperation (JC key skill) was implemented throughout lesson - each of us had roles within the experiment
- team work skills
- more enjoyable when working with others
- help each other to learn

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- being given the success criteria at the start of the lesson was helpful as it helped us to decide how we would carry out our experiment to meet the criteria
- it motivates students as they can see what needs to be done to get the top results
- it also aids students when it comes to giving peer feedback as they know what they should be looking for
- having a written copy of the success criteria was v helpful to refer back to during the experiment to ensure you are on track

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Gives students 'safe space' rather than being put on the spot to answer a Q

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- Clap hands, 1-2-3-4-5, raised hand
- Wait time - staying silent can be even more effective than speaking and far more effective than shouting over the class
- Timer apps - good tool to put up on interactive whiteboard eg countdown timer, lets students know how long they have for a task and keeps them on track and motivated to finish the task on time
- Even when circulating the class during an activity to observe/ assess/ give feedback etc., be careful to position yourself so you can always see every student - this will keep them on task

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1. Communicating: discussing their results with one another
2. Working with others: cooperating in a group
3. Being creative: by creating their own experiment, imagining results before beginning their experiment, creating a presentation poster
4. Being numerate: by seeing patterns and trends between the results of the different fruits as indicators
5. Managing information and thinking:  by being curious, gathering, recording, organising and evaluating the results of the different fruits, thinking creatively and critically about their experiment, and reflecting and evaluating their results
6. Staying well: being social (groupwork) and confident (presentation)
7. Managing myself: being able to reflect on their learning through their results and presentation
8. Being literate: expressing ideas clearly on their posters

We can see that all 8 key skills of the Junior Cert syllabus were met in this one simple experiment in some form.

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**Tiger is very good for props eg the mini globes and torches
- yellow plates can be the sun
- give props to students and let them try figure things out for themselves
- cutting a paper cup and placing the globe into the cup at angle to count the lines of longitude = how many hours of sunlight in Ireland in that season

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- The earth is closest to the sun in january
- Plants need sunlight to grow
- When it is winter in Ireland it's summer in New Zealand

then Q: Why do plants grow better in summer?
- statements immediately get your thoughts racing

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have a crossword/ wordsearch / filler activity with you in case students tell you they have already covered the topic
- gives you breathing space to organise yourself

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Not giving affirmation whilst their answering encourages them to expand on their answers

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- page divided into four with circle in centre
- each individually fills in their section recapping on last week, prior knowledge, questions etc etc
- then once all done group decides together what goes into the centre of the page

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- mini whiteboards

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- red, orange, green
- supports students with 'no hands up' approach once again
Red: we need immediate help
Orange: we can get by for a little while but we need help once you're ready
Green: getting on well

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- good for students to have their input
- give each student a post-it 'Write down one question or idea you have an put it on the wall'
- Good assessment for areas of confusion
- allows students to have some say on what is done in class

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- good for embarrassing topics
- also good to assess 'Put two things you learnt today into box'
- just leave box down end of classroom for students

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- Lollipop sticks
- Give thinking time to avoid panic 'In a minute I'm going to ask *name* what the different states of matter are' etc