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-Allows students to work collaboratively
-lets students consider and discuss the ideas of others
-addresses many of the JC Key Skills: communication, managing information and thinking, working with others, being literate etc

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-learning about the earth and the seasons of the year
-interesting practical way for students to learn about this topic

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-A great way for students to be selected in the class
-It appears fair to students and keeps them all engaged

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-angle
-strength and distance of light
-thickness/number of sheets
-time of exposure
-colours
-torches (number, amount)
-beads (number, amount)

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The next step was to put all the information together
-We created a poster in order to convey our findings to the class
-We included clippings of the colours which were the best for our visor

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-My group began by individually testing each colour of paper
-We then came to conclusions about which colurs were most effective
-As a result we put these together and created a visor which we though was best

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-Our task was to create a visor that would defend the beads from uv light damage

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curriculumonline.ie
stem.org.uk
rsc.org/learn-chemistry

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-it is easier for dyslexic students to read lower case letters from the board

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-predicting and making observations about the contents of sealed boxes

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-Use learningdesigner.org
-Outline a short series of lessons

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-Question Boxes
-Ideas Wall
-Traffic Lights
-Placemats
-Walking Debates

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-I would like to discover and discuss more of the new elements of the Junior Cycle syllabus
-I also would like to try more practical activities similar to the chemical indicators investigation that could be transferred into a classroom situation

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-At first I was confused with how or where to begin with the chemical indicators task but after spending some time reading the task cards and laminated sheets we were given I was ready to begin. I think this was mainly because this was a new type of task and I had never completed anything like it before. I really enjoyed working on this task.

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-we revisited different methods of classroom management e.g. lollipop sticks, traffic lights, mini whiteboards and use of iPads and apple TV
-the benefits of "think-pair-share" and how this method benefits many of the key skills of junior cycle such as communicating, working with others and being creative

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-I enjoyed working as a group to find and trial a method for this task
-I also enjoyed presenting our findings to the rest of the group and listening to other groups findings at the end of the investigation. It was enjoyable to see the different methods each group used and the range of ideas used for presenting the findings.

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Practical Work: Using Plant Material as Chemical Indicators

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-More emphasis on the new aspects of the Junior Cycle Science specifications and the methods of assessment for them

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-Ideas of the lollipop sticks, questions box, ideas wall, traffic lights system etc.
-More information regarding what causes seasons and how the Earths position affects day length

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-Introduction to classroom management and techniques to use
-Practical work involving the mini globe and foam cups
-Discussions which were initiated by four questions displayed by the teacher
-I felt like it was a lesson which guided students towards the learning intention and allowed them to participate in a very student centered lesson