Bringing STEM Experts into Your Classroom A Teaching and Learning Guide

Information and advice for primary schools, and scientists and engineers, wishing to develop a partnership to support primary science and technology

Bringing STEM Experts into Your Classroom

This Teaching and Learning Guide begins with an overview of some local programmes enabling upper primary pupils to interact with STEM practitioners from industry, academia and government. These programmes include Civil Engineers in Primary Schools (supported by the Institution of Civil Engineers), Science Expressions (supported by the Astra-Zeneca Science Teaching Trust, and W5), STEM Experts in Primary Schools (supported by the Primary Science Teaching Trust (PSTT), and Sentinus), Physical Scientists from the World Around Us (supported by the Royal Society of Chemistry, and the Institute of Physics in Ireland), Primary BioSciences and Primary Life Sciences (supported by the Wellcome Trust), Primary Food Sciences (in association with the Institute for Global Food Security at Queen’s University Belfast). The essential feature of these programmes is that they provide continuing interaction between a working scientist or engineer and a primary school teacher and pupils over a period of time leading to a specific outcome or event, and provide a foundation for pupils to make appropriate course and career decisions later.

As each section of this Guide is self-contained, there is some repetition between sections

The programmes described in this paper were supported by: the Institute for Global Food Security at Queen’s University Belfast, the Institute of Physics in Ireland, the Institution of Civil Engineers, the Primary Science Teaching Trust (formerly the Astra Zeneca Science Teaching Trust), the Royal Society of Chemistry, Sentinus, the School of Medicine, Dentistry and Biomedical Sciences at Queen’s University Belfast, W5, and the Wellcome Trust.

Bringing STEM Experts into Your Classroom Teaching and Learning Guide

Contents

1. STEM Experts in Primary Schools and similar Programmes 4 A description of the STEM Experts in Primary Schools (STEPS) programme, and ideas for schools developing a similar programme.

2. School Project Summaries 8 Summaries of pupil projects carried out in STEM Experts in Primary Schools and similar programmes.

3. Investigations and Experiments 24 Ideas for science investigations and experiments which can be carried out by pupils under the guidance of teachers and scientists, with links to appropriate websites. Activity sheets are available on the STEPS area of the Sentinus website.

4. Who is a Scientist? Careers in the Sciences 26 Information (including links to appropriate websites) on how to find out more about courses, jobs and careers in the sciences and engineering.

5. Evaluation 28 Finding out how effective your programme is in helping pupils appreciate and understand the sciences and their applications. Sample ‘before and after’ pupil attitude questionnaires, and sample pupil and teacher evaluation questionnaires are available as appendices on the Sentinus website.

6. School / Expert Partnerships: Information for Teachers and their Schools 30 Ideas for developing school / scientist partnerships. Information and advice for teachers wishing to develop a partnership similar to STEPS with industrial, government or academic scientists and engineers. Identification of financial resources to support the development of science in their schools. Sample letters of introduction, sample press information, sample grant applications, and sample risk assessment forms are available as appendices on the Sentinus website.

7. School / Expert Partnerships: Information for Experts and their Organisations 33 Information and advice for companies, academic departments, and scientists and engineers wishing to develop a partnership with primary schools.

8. Developing your Project 35 Advice for pupils developing a project for public presentation.

9. Presenting your Project 36 Information for pupils presenting material to an audience outside their classroom.

3 Bringing STEM Experts into Your Classroom Teaching and Learning Guide

1. STEM Experts in Primary Schools and similar Programmes

Bringing STEM Experts into your Classroom is based on a number of programmes designed to support primary science and technology, managed by Martin Brown, Colin Press and Peter McAlister, over the past thirteen years. Most of these featured a scientist or engineer (the expert) working with a single primary school. These programmes include: - 2006 – 09: Civil Engineers in Primary Schools (supported by the Institution of Civil Engineers) - 2007 – 08: Science Expressions (in association with W5, supported by the AstraZeneca Science Teaching Trust) - 2009 – 16: STEM Experts in Primary Schools (STEPS) (supported by the Primary Science Teaching Trust (PSTT), Sentinus, and the Institute of Physics in Ireland) - 2013 – 16: Primary BioSciences / Primary Life Sciences (supported by the Wellcome Trust, and the Institute for Global Food Security at Queen’s University Belfast) - 2014 – 16: Chemists in Primary Schools (supported by the Royal Society of Chemistry) - 2015 – 18: Primary Food Science (developed in association with the Institute for Global Food Security at Queen’s University Belfast) - 2017 – 19: Physical Scientists from the World Around Us (supported by the Royal Society of Chemistry, and the Institute of Physics in Ireland) See below for outlines of these programmes, and Section 2 of this Guide for school project summaries.

Science is no longer a discrete subject within the Northern Ireland primary curriculum: with history, geography and technology, it is part of the area of learning The World Around Us. In this context, Martin Brown, Colin Press, Peter McAlister and Lisa Connolly have managed a range of programmes designed to support the development of science and technology for upper primary pupils. Medium term programmes like these enhance their impact through the continuing interaction of the participating scientist or engineer with primary pupils during an extended period, leading to a specific outcome or event.

STEM Experts in Primary Schools (STEPS), supported by the Primary Science Teaching Trust, is a programme to help schools achieve the aims of the Northern Ireland Curriculum at Key Stage 2 by developing pupils’ capabilities related to employment and economic awareness in the science and technology areas of The World Around Us. STEM Experts are people in an industrial or academic context working in research and development applications of science, technology, engineering and mathematics, who give time to support primary school science and technology and act as inspiring role models to young people. Nearly two thousand pupils in thirty primary schools have participated during the last eight years. Physical Scientists from the World Around Us operates with the support of the Royal Society of Chemistry and the Institute of Physics in Ireland. This programme runs along similar lines to STEPS, in which industrial and academic physical scientists work with primary schools to develop pupils’ understanding of chemistry and physics and their applications in the world around us. In these programmes, after initial training, STEM Experts visit primary schools initially for a morning with a Key Stage 2 (upper primary) class. Based on their own experience, they demonstrate how they apply science and technology to their everyday work in industry, government or research, and how this relates to science and technology in school, and to potential STEM careers. They run practical investigations in a science and technology theme related to their work. The Experts then, in discussion with teachers, pupils and programme management identify an appropriate theme for each school, and ask pupils and teacher to specify a related school project, which can be developed over a two to three month period, for example in chemistry and pharmaceuticals, neuroscience applied to thinking and learning, or bioengineering. They help pupils identify and find the resources required, keeping in touch with them by visits, email or telephone as their project develops. The programme culminates in pupil presentations of their projects at a Celebration Event in a university or similar setting later in the year.

4 Primary BioSciences and Primary Food Science, managed in association with Lisa Connolly at the Institute for Global Food Security at Queen’s University Belfast and supported by the Wellcome Trust, are programmes to help primary schools achieve relevant aims of the Northern Ireland Curriculum at Key Stage 2, by developing pupils’ skills and capabilities specifically in the areas of the biosciences, and food safety and security. The main aim of Primary Food Science is for food scientists to help primary teachers and pupils to develop their knowledge, understanding and appreciation of food science and nutrition in the outside world, and the extent to which food science applications can personally affect them and their families. The scientists act as role models to pupils, and help them identify potential careers in food science and technology. The programme identifies areas in food science appropriate for investigation by upper primary pupils. Teachers, pupils and their associated scientists work together to develop teaching and learning resources in themes related to food science and technology. Primary Food Science also develops the communication skills of participating scientists in presenting and explaining their work to lay audiences. The programme culminates in pupil presentations of their projects at a Celebration Event in a university setting. Further information, including the teaching guide, activity sheets and other resources for the programmes described above, will be available from October 2019 on the Sentinus website www.sentinus.co.uk. Follow Primary Programmes, then STEM Experts in Primary Schools.

Medics in Primary Schools (MIPS), developed by Colin Press and Peter Mc Alister, and supported by the School of Medicine, Dentistry and Biomedical Sciences at Queen’s University Belfast, and Sentinus, provides opportunities for primary school pupils to learn about science and health, and for medical students to develop their communication skills. The programme, operating since 2001, each year involves over fifteen hundred pupils in about forty primary schools in the Greater Belfast area, and seventy second-year medical students. MIPS is offered as an assessed special study module within the medical students’ degree course. Students visit a primary school one afternoon a week for up to ten weeks in the spring semester. During this time they provide an interactive science and health education programme to upper primary pupils, and develop their own presentation and communication skills in working with young people. Pupils get effective health education from an informed source, and an indication of what it is like to be a doctor in development. The four programme units, each lasting 2 – 4 weeks and designed to be used by non-teachers, are Healthy Skin, Healthy Heart and Lungs, Healthy Brain, and Healthy Body. Further information, including the teaching guide, activity sheets and other resources, is available on the Sentinus website www.sentinus.co.uk. Follow Primary Programmes, then (page 2) Medics in Primary Schools for further information.

The Bringing Renewable Energy to Schools Initiative (BREESI) is a programme in development, managed by Colin Press and Peter Mc Alister, and supported by the Drumlin Wind Energy Cooperative. Peter introduces pupils to the concept of renewable energy, and takes them through the process of building a model wind turbine.

Science Expressions differed from the other programmes in that, in this programme, a group of two or three primary schools each worked on a common theme with support from a local secondary school. All other programmes featured a primary school working with a scientist or engineer, although some established relationships with local post primary schools which enabled them to carry out experiments not possible in primary.

For more information on these programmes, please contact: (MIPS: Medics in Primary Schools) Peter McAlister Email: [email protected] (BREESI: The Bringing Renewable Energy to Schools Initiative) Colin Press Email: [email protected] (Other programmes) Martin Brown: Email: [email protected]

There is significant educational value in effectively managed pupil projects, developed over a period of time, and leading to an event where pupils present their results to other schools and to an adult audience, either as an electronic presentation or on a table and stand, or both. Benefits to pupils include: - making school science and technology more relevant, exciting and enjoyable, - raising pupils’ interest and motivation in science and technology, 5 - developing pupils’ thinking and learning skills, and general personal capabilities including communication and presentation, - showing how school science is related to the world around us, and to potential careers in science and engineering.

There are also significant benefits to participating teachers and their schools, and to participating scientists, engineers, and their organisations. These are outlined in Section 5: Evaluation. The introduction to Section 2 illustrates the relevance of these programmes to the primary curriculum area The World Around Us, as well as literacy, numeracy, ICT, employability and economic awareness, and other cross-curricular themes.

Rather than providing summary material on all these programmes, STEM Experts in Primary Schools (STEPS) is used here, and in Sections 5 – 7, as an illustrative model. Except for Science Expressions and Medics in Primary Schools, the general organisation and management of the other programmes are similar, and STEM Experts in Primary Schools evolved over the years in response to critical evaluations of it and similar programmes.

Bringing STEM Experts into Primary Schools can be used as a model for programmes where industrial, government and academic scientists and engineers support the teaching and learning of science in primary schools over an extended period of time. The STEM Experts in Primary Schools programmes were supported financially by the Primary Science Teaching Trust and the Wellcome Trust, with additional support from Sentinus, the Royal Society of Chemistry and the Institute of Physics. There are several sources of finance that schools can access. The Royal Society’s Partnership Grant scheme, and other similar schemes, are described in Section 6.

It isn’t necessary to participate in a formal externally supported programme like those described above to benefit from bringing STEM Experts into your classroom. Some schools involved parents, governors and members of the local community with a science or engineering background. You might invite them to support science and technology in your school. If they – or you – are unsure how to proceed, start with a programme such as that described in Sections 6 – 7, and some appropriate experiments and investigations from Section 3.

The outline below describes one specific programme, STEM Experts in Primary Schools, which was managed by an agency external to the school. However, most of the ideas and activities described are relevant to similar programmes initiated from within the school, and can be adapted to suit the school’s particular circumstances.

STEM Experts in Primary Schools (STEPS) is a this Bringing STEM Experts into Your Classroom Guide programme to help primary schools achieve relevant available to primary schools in Northern Ireland aims of the Northern Ireland Curriculum at Key Stage through Sentinus, the programme will enable 2, by developing pupils’ capabilities related to teachers in participating and other schools to personal understanding and health, and in the science demonstrate the impact of the sciences and and technology area of The World Around Us. The engineering on their world, and suggest to pupils main aim of STEM Experts in Primary Schools is to potential science and engineering careers. develop primary teachers’ and pupils’ knowledge and The programme also develops the communication understanding of applications of the sciences and skills of participating experts in presenting and engineering in the outside world, and the extent to explaining their work to lay audiences. which these applications may personally affect them and their families. Scientists and engineers (the The STEPS programme begins with an afternoon ‘experts’) from industry, government and the Training Meeting in the autumn or early spring term, universities and colleges provide expertise, and work when the programme is explained in detail. Teachers with teachers to help develop pupils’ appreciation and and experts identify areas of the sciences and understanding of science and engineering applications engineering appropriate to the primary curriculum, in the world around them. These experts act as which can be made interesting and relevant to inspiring role models to young people, and help them primary pupils. The experts outline their activity in a identify potential careers in the sciences. range of contexts. An experienced primary teacher explains to the experts what to expect when they visit STEM Experts in Primary Schools identifies areas in the a primary class. Teachers and experts discuss their sciences appropriate for upper primary pupils. complementary roles in the programme, and develop Teachers and their associated experts work together an action plan and timetable for each individual to develop teaching and learning resources in areas school. They also discuss aspects of science education including water purification, renewable energy, with teachers from other participating schools, and 6 and food science and technology. By making established continuing supportive relationships. celebration event in the summer term. This can be a For pupils, the starting point to their science question arising from the expert’s presentation. As a partnership experience is the expert’s day in school, key element of STEPS is the continuing interaction normally in the early spring term. The expert starts by between pupils and expert, he / she agrees with the responding to the questions: What is your area of class a mechanism for keeping in touch for advice by science or engineering? What do you do all day as a email, telephone or personal visit, as their project scientist or engineer? What effect do science and develops. On appropriate occasions, the expert draws engineering have on the world around us? What attention to the science or engineering in the news, careers are available in science or engineering? This and explains the cultural, social and ethical contexts in includes an outline electronic presentation showing which the sciences operate. For pupils, the the scope of science or engineering in general, but programme ends with a celebration event in a personalised by the expert to illustrate some of his / university setting, where they demonstrate what they her own activities. Pupils are asked to prepare have learned about the sciences, and get an idea of questions in advance about science and technology, research scientists at work. what scientists or engineers do, and the impact of the This Bringing STEM Experts into Your Classroom Guide sciences and engineering on society so that the has been developed in parallel with activity in schools. presentation is a dialogue, rather than a front of class It includes information on successful expert / teacher lesson. / pupil interaction, project summaries, and ideas for appropriate science or technology activities for The day continues with the expert presenting a short primary pupils. This is also available on the Sentinus (60 – 90 minute) investigation or experiment for the website. It is linked to complementary resources on pupils to carry out. After discussion and evaluation of the site, including activity sheets which can be this, pupils and their teacher are asked to think about amended to suit individual classes, and links to a medium term (about eight weeks) science or appropriate external websites. engineering project that they could carry through to a

7 Bringing STEM Experts into Your Classroom Teaching and Learning Guide 2. School Project Summaries

During the thirteen years of STEM Experts programmes, over one hundred P5 – P7 classes, with nearly four thousand pupils from about sixty primary schools in Northern Ireland and Counties Louth and Donegal, participated by working with about eighty scientists and engineers from industry, academia or government, over a period of 3 – 4 months each. Pupils presented the results of their activities to scientists, engineers, educationists, and pupils and teachers from other schools at Parliament Buildings Stormont, Queen’s University Belfast, Ulster University at Jordanstown, and at Regional Colleges in Londonderry and Omagh.

Although there is significant variation in the projects developed by schools and their associated experts, all of them emphasise the investigative nature of science and technology, and the continuing association of scientists and engineers with pupils. For example, summaries from Lisburn Central PS and St Joseph’s PS below refer to pupils ‘working through the whole scientific process posing questions, making the test fair, making predictions, recording results and evaluating their findings’. Literacy was developed through pupils preparing reports and presentations, using new words like hypothesis and variables. In some cases, participation in STEM Experts in Primary Schools enhanced topics already part of the school’s programme for learning. In Creavery PS for example, as in effective research, unexpected results led to further questions.

The programmes can fit schools’ history and geography implementation of The World Around Us. King’s Park PS and St Colmcille’s PS both looked at the history of medicine in our fight with disease. Pupils at St Colmcille’s PS also learned about pharmaceutical research and development, and ‘debated medical ethics such as the need for animal testing and the cost of medicines’. Some schools involved parents: at Our Lady and St Mochua’s PS, parents who ran a mushroom farm took pupils through the cycle of mushroom growing, the following year their ‘expert’ was a civil engineer working on the new spectator stands at Ravenhill’s Kingspan Stadium. Parents from St John’s PS Carnlough accompanied their children to Queen’s University, and saw for themselves both their pupil presentations and the science research there. Two schools had an African connection. Ballymacash PS sent a solar panel and lamps they developed to provide a schoolgirl in Kenya with light to do her homework. Glencraig Integrated PS compared water purification in their project with NIBEC (the Nanotechnology and Integrated BioEngineering Centre) at Jordanstown with their partner school in Uganda. St Mary’s PS Bellaghy related their visit to IKEA to a range of P5 science activities in school.

Communication between schools and scientists was effective, mainly by email and telephone, though there were also useful visits: all scientists and engineers visited their partner schools at least once and, for example, pupils from St Eunan’s NS visited a local bakery to develop their understanding of the importance of yeast in the science and technology of making bread. Artwork and skills in information and communications technology were enhanced through developing electronic, and table and stand, presentations. All of the projects helped develop pupils’ basic thinking and learning skills, and most provided opportunities for the development of higher skills: analysis, synthesis and evaluation.

The participating experts were very effective role models: several project summaries and particularly teacher evaluations made positive comments about their partner experts. In most schools the experts presented career information, and answered intelligent pupil questions about their own careers in science and engineering – how they got from primary school to where they are now.

Following is a selection of pupil projects, in pupils’ or teachers’ own words.

8 Andrews Memorial Primary School, Comber Teacher: John Sandford Engineers: Alan Haley and Robert Childs (Harland and Wolff) Clean Electricity from AMPS Andrews Memorial Primary School (AMPS) has an historical link with Harland and Wolff through our namesake – Thomas Andrews, designer of RMS Titanic. Being linked with H&W for our project provided the opportunity to reflect upon its heritage but, more importantly, to examine the possibilities of the new technologies with which H&W is now involved. We have experimented with small scale wind turbines to see how much electricity can be generated, and which set-up provides the best generation. We also studied the nature of electricity itself in terms of the movement of electrons from one atom to another. Finally we explored, through studying Ordnance Survey maps, possible usage of wind energy at our school.

Andrews Memorial Primary School, Comber Teacher: John Sandford Scientist: Trudy McMurray (Department of Agriculture, Environment and Rural Affairs) Dais4y (Digestion: Amazingly Interesting, See 4 Yourself) DAIS4Y or just DAISY (it’s easier to say) is a multi-purpose project. First of all, she’s a larger than life 3D display of the digestive system. Each major organ involved in digestion is represented as an everyday object in an attempt to relate its function to something familiar and easy to understand. Secondly she is interactive, as we have created QR codes which, when scanned, help to explain about that area of the body. Last, but certainly not least, each area of DAISY’s digestive system is accompanied with a practical activity to investigate how we digest our food.

Andrews Memorial Primary School, Comber Teacher: Jane Alexander Scientist: Trudy McMurray (Senior Scientific Officer, Northern Ireland Environment Agency) Søren Sørensen: Acids and Bases We are exploring how acidic or basic everyday liquids are, with the use of Søren Sørenson’s pH scale. After initially using litmus paper and universal indicator to test, we moved on to explore some natural indicators of pH, and managed to find some which really work. Our presentation will show the audience the findings of our experiments and we hope additionally to give them some live demonstrations throughout, to illustrate what we’ve been up to in P7.

Andrews Memorial Primary School, Comber Teachers: John Sandford and Jane Alexander Scientist: Trudy McMurray (Department of Agriculture, Environment and Rural Affairs) Volcanoes – Boomers or Oozers Volcanoes. Big, really explosive mountains, right? Well, not always! Of course, some volcanoes are devastatingly explosive, causing catastrophic damage to people, wildlife and property. However, some volcanoes don't so much erupt as 'ooze' rivers of molten lava over a wide area. Hot they may be, but you can still get relatively close to them without a large boulder landing on your head! Our project is to investigate what determines whether a volcano will ooze or explode. The answer is quite surprising - it's all down to honey - OK not honey but...... wait and see.

Ashgrove Primary School, Newtownabbey Teachers: Linda Quail and Peter Waddell Engineers: Michael Cregan and Harry Ritchie (Queen’s University Belfast, School of Electrical and Electronic Engineering) P5 Bright Sparks Our P5 presentation explores electricity and magnetism. We started by finding out how electricity flows by constructing a circuit. From that point we studied conductors and insulators. Our project then moved on to magnetism and magnetic fields. We then found out about the contribution famous scientists, such as Faraday, Edison and Franklin, have made to the study of electricity and magnetism. Our visit to Queen’s University School of Electrical Engineering helped us explore the workings of wind turbines. Our project concluded with a visit to the Brett Martin wind turbine at Mallusk.

Ashgrove Primary School, Newtownabbey Teacher: Cynthia Ewing Scientist: Jessica Mackin (Queen’s University Belfast, School of Biological Sciences) Wrinkly fingers The Human Body is our current P6 topic so we decided to focus on the largest organ of our body – the skin. We started off by looking at the structure of the skin, and learning how to identify the main parts of each layer. We found out that scientists at Newcastle University had found that wrinkly fingers gripped better than non-wrinkly fingers so we decided to do a similar investigation to see if we got similar results. We also looked at the uniqueness of fingerprints. We looked at our prints and classified them into four groups. We investigated how fingerprints are used to identify us, and how they are now being used in security technologies.

Ballycraigy Primary School, Antrim Teacher: Claire Harmon Scientist: Rebecca Ellis (Queen’s University Belfast, School of Biological Sciences) Factors important to plants, and why plants are so important to us! The Primary Five pupils began the programme by looking at the different parts of plants through interactive activities and artwork. We then considered what factors are needed for plants to grow efficiently. Cress seeds were planted and their growing conditions were altered, for example water, warmth, and light. The children recorded their findings in the style of a scientific report using words such as hypothesis and variables. Next the children learned about seed dispersal, particularly sycamore helicopters and carried out an experiment using card templates of helicopters, each with a different shape or length of wing. These were held in front of a fan to investigate which design was most effective. Finally we looked at the importance of plants to us in everyday life and went on a scavenger hunt around our school grounds. We realised that lots of things that we don’t normally associate with plants are actually very dependent on them!

Christ the Redeemer Primary School, Lagmore Teacher: Matt McGinley Scientists: Cathal Morgan and Helen Vint (Graham Construction) Neptune 1: Mission to Europa The children were studying the topic of Space. We decided to combine a project looking at structures that could be built on other planets / moons. We looked at structures used in different earth environments and if we could apply these in space.

Ballymacash Primary School, Lisburn Teacher: Cathy Hull Engineer: Robin Watson (Engineer) Solar Light Project Our presentation explores electricity and using the power of the Sun as a renewable source of energy. We began by investigating how electricity flows by constructing a circuit. Our activity days also included investigating how conductors, insulators, diodes and resistors affect the flow of electrical current. We also investigated how much energy solar cells provide in changeable weather conditions.

Our project centred around designing and creating a solar panel which would capture the Sun’s energy and give enough energy to charge a battery. The solar panel connects to rechargeable batteries, which are part of a lamp. The batteries store the energy and energise the light when the user switches it on. We used a commercially available LED light but added some electronic components to allow rechargeable batteries to be charged. As a school, through Compassion UK, we sponsor a child, Florence John Koina, who lives in Kenya. The solar panels and lamps we created have been sent to Kenya to provide Florence, her family and her local community with alternative, safe, robust and durable lights inside their homes. Solar energy could transform their lives in simple ways like this.

Ballymacash Primary School, Lisburn Teacher: Cathy Hull Engineer: Robin Watson (Engineer) Using energy from the sun to pump water Our focus for this year’s STEPS project has involved investigating how easily accessible clean water is for children who live in Africa. Our interest began when we watched a Tearfund video which showed Richard and Peter Chambers, who won silver medals at the Olympic Games, agree to accompany two Ugandan teenage girls while they undertook their daily chores.

We discovered the harsh reality for thousands of African children who spend hours fetching water every day, carrying as much as 20 litres, barefoot, up and down mountains, over rough, unforgiving terrain. The girls often put themselves at great risk just so their families can survive. If families had access to clean water not only would the girls be freed from their dangerous journey but they would also be able to go to school and have the chance of a better future. So we posed the question, what could we do to help?

We thought carefully about the many ways in which people in Africa need and use water. Our project involved constructing a model of a typical African village. Robin Watson, our engineer, helped us design and create a working model of a water pump, which will supply enough fresh water for the families in the village to use each day. Our water pump is eco-friendly and powered by energy from the sun.

Creavery Primary School, Antrim Teacher: Lesley Hunter Scientist: Jonathan Dalzell, (Institute for Global Food Security, Queen’s University Belfast) Feed the world The pupils of Creavery Primary School worked alongside Dr Jonny Dalzell to look at ways in which modern bioscientists are attempting to improve food production throughout the world. The effect which parasites have on plants was measured, with the parasites themselves being observed through a powerful microscope. The pupils also investigated the effect on germination of stressing seeds by pre-soaking them in different salt or sugar concentrations before sowing. The unexpected results have led to further questions and ideas which we hope to continue to explore.

Cookstown Primary School Teachers: Diane Campbell and Paul Mitchell Engineers: David Logan (RPS Group) and Mark Rafferty (Mouchel) Thirsty plants! Our project looked at how rainwater can be collected and utilised in the school for gardening purposes. We identified prime areas where the water could be captured, where containers could be placed and where the greatest need for re-using water is in the school. We began by considering the various school buildings and how to best capture the rain water. As recycling is primarily a focus of our project, we had to consider the type of container that could be used to collect the water. Next we began building models, and soon came across some of the problems that engineers face. However, by building the models we discovered the importance of storage, the need for controls, and the concept of a gravity fed system. Finding containers required some negotiation with our local council. We were kindly given two redundant wheelie bins which we could re-use to help the rainwater to be re-used. The creative and design team then had the task of making these containers ‘child friendly’ with a particular appeal to younger children.

Dundonald Primary School Teacher: Katy Clark Scientists: Brett Greer, Sinead Watson and Carley Bailie (Institute for Global Food Security, Queen’s University Belfast), Maja Zaczek-Moczydlowska (Agri-Food and Biosciences Institute) Sharing Science Small groups from each P4 class got together to share their experiences of the visits from food scientists. We then carried out some investigations and experiments based on what we had covered with our food scientists.

Dundonald Primary School Teacher: Katy Clark Chemist: Beatriz Mayoral Lahuerta (Chemist) Polymer Project Beatriz introduced us to different types of polymers. We investigated the different properties of commonly used polymers and looked into their molecular structure.

Ebrington Primary School, Londonderry Teacher: Jennifer Kee Scientist: Brendan Grimes (Invista) Consumption and conservation of water Our presentation centres on the theme of Water. The class discussed with their engineer the importance of water in their lives, and in the school environment. They studied the way that water travels from the land to the sky, and then back to Earth: The Water Cycle. Our activity days centred on experiments related to evaporation and condensation. We set up an experiment to separate dirt from dirty water. We explored the problems caused by lack of access to clean water, which affects many people in our world.

Enniskillen Integrated Primary School Teacher: Liam McCaffrey Scientist: Linda Harron (Royal Society for the Protection of Birds (RSPB)) Birds in our school locality This project was centred on the theme of birds. It linked with our school’s eco focus and maximizing the school grounds and natural environment. Enniskillen Integrated PS established a link with the RSPB. Linda Harron visited both the Y7 and Y3 classes to offer her expertise. The Y7 class conducted the Big Schools Birdwatch and completed bird boxes with the assistance of Year 9 students from Erne Integrated College. We also involved a parent governor at the start of our work. We researched birds and their classification. We fed them regularly and gathered relevant data, and gained a sound knowledge of the different species and care needed for preservation.

Fairhill Primary School, Dromore Teachers: Lynsey Martin and Alison Kelly Engineer: Mark Kelly (BOC) Forces and energy at work in industry We investigated renewable and non-renewable energy sources. We used mechanical Lego to build different types of machines and vehicles that would be used in industry settings. We contacted our expert to find out the types of machinery used in industry. We visited BOC Gases and completed experiments with nitrogen and different gases and found out how BOC is involved in developing hydrogen - the fuel of the future to power cars.

Fairview Primary School, Ballyclare Teacher: Neil McAllister Scientists: Maeve Palmer, Matthew Rice and Matthew McGoldrick (Institute for Global Food Security, Queen’s University Belfast) How to make the best cup of tea Our project was based on our The World Around Us theme for Term 2A: Planet Tea. Having studied the production of tea in Kenya and found out about life on a Kenyan tea plantation, our three classes set about investigating how to make the best cup of tea. We agreed a number of Success Criteria: .. Plan an investigation, considering a Fair Test .. Display a range of scientific skills .. Present findings appropriately As a class, we discussed ways we could investigate tea. It was very interesting that tea drinking habits of parents at home differed greatly. This stimulated great discussed and produced a wide range of questions and subsequent investigations.

Fairview Primary School, Ballyclare Teacher: Denise Houston Scientists: Eugene McCullough and Noel McMullan What is Electromagnetic Induction? The children were provided with opportunities to investigate magnets and magnetic fields. They looked at a conductor moving in a magnetic field. From this they constructed different homopolar motors of their own. They investigated the magnetic effect of a current on a soft iron bar and saw how a bell works. Using an energy exchange board they looked at how energy can be changed from one form to another. We constructed and tested a copper coil train. A model steam engine was linked to a generator to show how electricity can be produced. They investigated different types of power such as steam, electric, solar and wind. They constructed paper windmills and then designed their own working windmill using various materials. Some of these windmills had generators attached. We connected these to a micro ammeter and monitored how much power was produced using a hairdryer to produce the wind.

Glencraig Integrated Primary School, Holywood Teacher: Jon Beattie Engineer: Patrick Dunlop (Engineering Research Institute, University of Ulster at Jordanstown) The great SODIS investigation Looking at health and hygiene in Northern Ireland and Africa Patrick Dunlop, of the Engineering Research Institute of the University of Ulster at Jordanstown, has been working with P7s from Glencraig Integrated Primary School. The project compares water purification in Northern Ireland with different approaches in Africa.

This work directly connects with a P7 topic on comparing childhood in Northern Ireland with that in Uganda. Glencraig IPS has a partner school in Rukunyu, Uganda, and classes from both schools look at the challenges to health faced by children in their respective societies. The STEPS project provides an invaluable opportunity to help the Glencraig children develop a range of scientific skills directly relevant to this topic.

Hollybush Primary School, Derry Teacher: Fearghal Friel Engineer: Leo Strawbridge (Derry City Council) De-icing the Nursery Ramp We are trying to solve our school’s number one safety issue: what to do about the nursery ramp on frosty mornings, given that salt will destroy the concrete surface, and sanding it will make the nursery unbearably dirty! Oh yes, and how do we solve the problem using only waste materials that are readily available in the school? Our solution takes us on a steep learning curve involving biomass energy, heat retention, and lots of other complicated stuff!

Holy Trinity Primary School, Belfast Teacher: Michael Hackett Engineer: Clare Gilleece (URS Scott Wilson) Solving dissolving Our presentation centres around the theme of water. We examined the scientific terminology of the Water Cycle, and how it affects the weather. We looked at dissolving solids in water, and how the Water Cycle links into the separation of soluble and insoluble substances. We visited the Wastewater Heritage Centre to meet our expert, Clare Gilleece, and learnt about the history, and future, of waste-water cleaning and recycling in Belfast. Clare showed us how to set up our own experiment for cleaning waste water, which we hope will help us as the basis for designing and making a rainwater harvester.

King’s Park Primary School, Lurgan Teacher: Clifford Mawhinney Scientist: Stephen Kennedy (GSK Head of External Affairs, Northern Ireland) Man v microbes Pupils at King’s Park PS investigated: - the continuing battle between man and disease. Initial focus on drugs and their use considering the difference between legal and illegal drug types. Testing within classroom environment was carried out to confirm illegal use of drugs in athletes. - how disease has been fought through the ages – an historical perspective highlighting some of the main scientists and their discoveries which helped shape medicines and cures. - what microbes are, and the three types that exist – viruses, bacteria and fungi. What the main characteristics of these microbe types are, and the threats they pose to mankind. - an in-class activity to demonstrate how easily infection can spread when hygiene rules are ignored. - finally, a look at the growing media attention to super bugs and their resistance to traditional treatments.

Lisburn Central Primary School Teacher: Rodney Brown Scientist: Kieran Corrigan (Sanofi) Lifestyle and healthy living Lisburn Central Primary 6 children carried out STEM (Science, Technology, Engineering and Mathematics) activities all about lifestyle and healthy living. The class began by studying the importance of having a balanced diet, and then each pupil devised their own healthy menu. The pupils also carried out four investigations. The first two centred on measuring reaction times and pulse rates. The third investigation involved testing foods for starch and the final investigation focused on measuring the Vitamin C content in different fruit juices. The children were extremely enthused about their STEM activities and they gained valuable experience and skills in respect of working through the whole process of a science investigation such as posing a question, making the test fair, making predictions, recording results, and evaluating their findings.

Londonderry Primary School, Newtownards Teacher: Caroline Hewitt Engineer: David Logan (RPS Group) Waste busters We looked at how waste is disposed of in school and found that food waste is not recycled: it is just sent to landfill. With the help of David Logan we organised a visit to our local Household Recycling Centre to see what happens to our waste and smell the Waste Transition station – yuck! We decided it would be a good idea for us to recycle our food waste in school. The local council gave us bin caddies and we have started collecting food waste in P1 - P3. We hope to ask the council for more bin caddies and get the whole school recycling soon.

Macosquin Primary School Teacher: Lorna Stevenson Scientist: Claire Surgeoner (Biologist, Queen’s University Belfast) Growing and glowing plants! Our investigation had two parts. First, we set up an experiment to investigate the best conditions for plant growth using cress seeds at various locations around school. Next, we studied the presence of chlorophyll in plants and discovered what happened to spinach when the chlorophyll is removed using white spirit. Our classroom was plunged into darkness as we switched on a UV (ultraviolet) torch and to our surprise, there was an exciting colour change!

Mossgrove Primary School, Newtownabbey Teacher: Laura White Scientist: Lynn Martin (Northern Ireland Water) Designing and producing a water filtration device Our project involved designing and producing a water filtration device which could be used in countries where there is a lack of clean water. We began by collecting a range of materials such as sponges, cloth, filter paper and sand and then made predictions about which would act as the best filters. We detailed plans and drawings of our filters with the different layers putting forward the pros and cons that might be associated with each. Next, we sliced off the base of a plastic bottle, turned it upside down to create a funnel and layered the inside with our chosen materials. As we poured dirty water into the top of the funnel we observed which device produced the clearest water and evaluated the effectiveness of the materials we had used. This allowed us to design and carry out a scientific experiment and evaluate our results while at the same time having fun!

Our Lady and St Mochua’s Primary School, Derrynoose Teacher: Eileen Hamilton Engineer: Niall Woods (Bullivant Taranto) We know concrete We looked at how concrete is made and how different types of concrete are used for different purposes. We looked at structures which used concrete and how their purpose met the type of concrete used.

Our Lady’s and St Mochua's Primary School, Derrynoose Teacher: Eileen Hamilton Scientists: Laura Hanthorn and Eugene Hughes (Gary Hughes Mushrooms) Mushroom Mania The focus of our project is Growing Mushrooms, based on a mushroom farm owned by one of our parents, Gary and Pauline Hughes. We studied the conditions for growth of mushrooms with the help of Eugene and Laura from Hughes Mushrooms in Moy. We grew mushrooms in the classroom under specific conditions, visited the mushroom farm and Hughes distribution factory in Moy. We constructed a mushroom house, showing the different stages of growth. We examined environmentally friendly methods of generating electricity for use in the twelve mushroom houses at Hughes farm. We were able to investigate the difficulties faced and problem solving techniques required when scientists are working in the food industry or the construction industry.

Scoil Muire na nGael, Dundalk Teacher: Kevin Mullen Engineer: Caroline Traynor (Arup) Reducing Energy Costs Our new school extension has been designed to reduce energy costs. With this in mind, we examined how we could improve this further. We built electric circuits and examined how electric motors worked. This led us to explore energy, what it is and how we could generate it. We looked at renewable and non-renewable forms of energy. Our visit to Dundalk Institute of Technology allowed us to see first hand how wind energy could be used to reduce energy costs. We began to realise that using renewable energy will become a necessity in the future. In our school we could reduce our costs further by using solar and wind energy and also through water recycling.

Scoil Naisiunta Mhin Teineadh De Meentinadea National School, Ardara, County Donegal Teachers: Ciarán McDevitt and Anne McBride Scientist: Gerry Kelly (Letterkenny Institute of Technology) Water Conservation Conservation of Water Water Usage Water Treatment Water Shortages in the Developing World

Our Lady Queen of Peace Primary School Teacher: Aoibhinn Ryan Engineer: Robert McIlhagger (Engineer) Flight We became involved in the STEPS programme to enable our pupils the opportunity to work with an expert involved in the engineering industry. The P7s took to the theme of Flight with great enthusiasm and having our engineer, Robert, there to guide and support us was brilliant. We were able to experience the different elements involved in aircraft planning, design and manufacture. Through Bombardier, we were able to use relevant materials and investigate their properties such as stiffness and density using equipment and tools they would not normally have. This real life experience as well as the in-depth knowledge from Robert, made our learning process much more real. We carried out investigations and activities related to each of the four forces of flight, and were able to design and construct a basic plane which could carry a payload. I didn’t realise how much work went into the planning stage of aircraft design. Looking at all the different materials and what they would be suited to was really interesting. (P7 pupil)

From a teaching perspective, we gained a lot of insight into material testing and the whole project was definitely a worthwhile experience for all involved.

Scoil na Fuiseoige, Béal Feirste Teacher: Eoin Ó Lochlainn Engineer: Catherine Potter (Queen’s University Belfast, Engineering) Catherine is an Irish speaker Ag fiosrú Gluaisteachtaí agus Fórsaí sa Domhan atá thart orainn Investigating Movement and Forces in the world around us Pupils have learned about different types of forces. They have investigated the relationship between weight and mass and how our weight will be different on different planets. The children have had opportunities to observe, predict, measure, infer and communicate their ideas during investigations related to forces. The pupils have benefited immensely from our expert’s guidance and support, especially during practical problem-solving activities. Catherine also helped the children realise how science can be applied and used in real-life contexts, especially in pharmaceuticals and other industry.

St. Colman’s Primary School, Dromore Teacher: Karen Clegg Engineer: Lauren Gracey (Graham Construction) Building Bridges Our investigation involved looking at bridges and experimenting with loads to find out which was the best for supporting the heaviest load. We examined the advantages / disadvantages of different bridges.

St Colmcille's Primary School, Ballymena Teacher: Henry Wells Scientist: Eugene Reid (Eli Lilley) Pizza and pills: helpful and harmful micro-organisms The emphasis of the project was on helpful and harmful micro-organisms. The first part focussed on food: we had a visit from a local chef and made pizzas to investigate the importance of yeast in the baking process. We also discovered the steps involved in food hygiene and how to prevent the spread of germs. We then looked at medicine: we studied scientists who had made medical advances such as Edward Jenner and Joseph Lister. Eugene Reid from the pharmaceutical company, Eli Lilly, explained to us the research and development involved in bringing new medicines to market. We debated medical ethics such as the need for animal testing and the cost of medicines. Working with Eugene gave us a greater understanding of the importance of science in the everyday world.

St Eunan's National School, Raphoe Teacher: Anita McMonagle Scientist: Lisa Connolly (Institute for Global Food Security, Queen’s University Belfast) Yeast is alive We have learned about yeast and the reactions it has with other food ingredients. We have discovered that yeast is a living thing. Water wakes yeast up and mixing yeast with sugar causes the release of carbon dioxide (CO2). We concluded from experiments that yeast will react with sugar and water in both cold and warm conditions, however that heat can speed up the reaction. We tested yeast with different drinks such as cola, orange juice, milk and tea. The release of CO2 from the mixture of yeast and cola was immediate and this was evident as it blew up a balloon. We also tested the reaction of yeast and water with certain foods. The results of the experiments proved that yeast does not react with oil and salt well, however it does create CO2 when added to a food bag which contains a cookie, flour and a banana. We also watched the yeast and sugar grow in a beaker over a period of time. Repeating this process with yeast, sugar and water in a beaker and adding mixed spices stops the growth of the mixture, which suggests that certain spices prevent the mixture from releasing CO2 in the same way.

The class visited a bakery and learned about bread making. They discussed their work with the owner, and he talked to them about the benefits of yeast in bread making on a large scale. We tasted a scone with yeast and a scone without yeast and gathered results from the class about the effect yeast has on the taste of bread. A parent of a child in the class came to our school and helped us to make pizza from start to finish. We created a song and dance to communicate the reactions of yeast to our fellow students. We also held a science fair to present their project to parents in the school.

St Eunan's National School, Raphoe Teacher: Anita Keeve Scientist: Lisa Connolly (Institute for Global Food Security, Queen’s University Belfast) St Eunan’s Colour Craft The children made their own natural food colours. They found brilliant blue, the artificial blue colour in skittles. They mixed colours to see if they could find a blue. They then tried to create blue by adding lemon and bread soda to the colours. They found blue by adding bread soda to the purple liquid they got from boiling red cabbage. They added the colour to icing, and iced buns and cakes with blue icing.

St Finian's Primary School, Newtownards Teacher: Bronagh Reid Scientist: Lisa Connolly (Institute for Global Food Security, Queen’s University Belfast) Assessing the effect on our bodies of drinks with various chemical ingredients St Finian’s is a small CCMS urban school that caters for children of all faiths and backgrounds. We got involved with the Primary BioSciences programme through Dr Lisa Connolly, a parent who is also a food scientist in the Institute for Global Food Security at Queen’s University. We focussed on the area of food and tested: vitamin content in drinks, food colour chromatography, using Skittles, and production of CO2 (linked to bread-making) using yeast (bottle, sugar, warm water and balloon) and bicarbonate of soda. We were keen to carry out research on drinks and the effects that different drinks have on our bodies. We tested high sugar drinks (Fanta) sports drinks (Lucozade Sport) energy drinks (Red Bull) and Water. The areas we studied in 2014 were: - looking at their ingredients / additives (colours, flavours and functional chemicals) listed on the drinks and researching the good / bad effects of these compounds on the body. - considering ingredient reactions such as ascorbic acid and sodium benzoate in the formation of cancer causing benzene and assess the true risk. - carrying out a survey on the consumption effects on heart rates. - testing the damage on teeth - carrying out a before and after knowledge gained consumer survey.

St Ita's Primary School, Purdysburn Teacher: Nuala Flanagan Scientist: Lisa Graham (Queen’s University Belfast, School of Psychology) Memory The project looked at how the brain works, focusing on memory and learning. Our bioscientist, Lisa Graham, explained to us that memory is a bit like a computer database. Your memory can only find stuff that is in its database and it has to be entered and saved first. A number of experiments were carried out to demonstrate how memory could be improved. We looked at techniques such as chunking, using mnemonics, word association and loci. We drew up graphs to show the number of words recalled using rote verbal memory versus visual loci method. We carried out experiments demonstrating the Serial Position Theory and how the position of a word in a list has an effect on its recall. Finally we engaged with information semantically (attaching meaning) as well as visually, making it personal to us.

St. John’s Primary School, Carnlough Teacher: Ciaran Kinney Scientist: Jack Noble (Engineer) The science of communication This project involved examining communication devices, their inventors, the science of how they work and how humans use external communication devices to transmit information. It also examines the human body and how the body transmits and receives information.

St John's Primary School, Carnlough Teacher: Mary Haughey Scientist: Kirsty Smyth (Queen’s University Belfast, School of Psychology) How to be an Effective Learner Primary Seven pupils have been looking at the brain and how it works. They have also been studying various types of learner: Visual, Auditory and Kinaesthetic. Kirsty Smyth, a psychologist, visited P7 to explain what her job entails and how we can use our minds to help us learn. We participated in various experiments and analysed the results. We then considered influencing factors and carried out further experiments. St John’s Primary Seven pupils want to share our findings with others and carry out experiments to let others know what kind of learner they are and How to be an Effective Learner

St John’s Primary School, Carnlough Teacher: Alec Emerson Scientist: Rhonda Curran (Institute for Global Food Security, Queen’s University Belfast) A healthy diet helps protect you Our project looked at how the human body defends itself against disease beginning with the first line of defence which includes: skin, saliva, stomach, nasal hair etc. If the organisms containing diseases, known as pathogens, breach the first line of defence, pupils then looked at how the body’s immune system took over producing antibodies to seek out and destroy the pathogens. As a healthy diet is important in maintaining a good immune system, pupils then looked at the importance of eating lots of fruit and vegetable, reducing sugar intake and finally an investigation into the amount of water in everyday foods.

St. Joseph’s Primary School, Galbally Teacher: Sean Quinn Engineer: Noel Donaghy (Engineering Manager, Sandvik) Keeping Mr. Quinn Happy! Using conveyors to transport pencil sharpenings. Our presentation focuses on the theme of solving a problem which was key to Noel Donaghy’s presentation on how Sandvik develops crushing material for use in the screening industry. Following brainstorming in the class we decided on the planning and construction of attractive pencil sharpeners which would develop the use of having a conveyor belt to transfer excess sharpenings to a bin. The problem we were attempting to solve? Keeping the classroom tidy to keep our teacher happy. Simple!

St Joseph's Primary School, Carryduff Teachers: John Cherry and Deirdre Donaghy Scientists: Louise Atkinson and Erin McCammick (Institute for Global Food Security, Queen’s University Belfast) Can worms make decisions? Both Primary Six classes worked with Louise and Erin from the Institute for Global Food Security. We wanted to investigate whether worms can make decisions. We also wanted to find out what factors were involved in worms making their decisions. We started off discussing the different types of worms there are. We then looked at how some worms are parasites. Next we learned about the different conditions different parasites need to survive. We then used microscopes to observe Caenorhabditis elegans. Every day we checked that the worms were multiplying in number and recorded the number of worms in our worm population as either low, medium or high. Our final activity was to investigate if C-Elegans could decide if they liked or disliked something. We worked through the whole scientific process posing questions, making the test fair, making predictions, recording results and evaluating their findings.

St Malachy's Primary School, Glencull, Ballygawley Teacher: Jim McAlinden Scientist: Tim Cander (Operations Manager, Fivemiletown Creamery) Investigating Change through the Process of Cheese Making Our presentation centres around cheese production and we have linked up with the multi award winning Fivemiletown Creamery to embark on our investigative journey. There are a number of strands to our project, investigating how cheese is made locally and its scientific processes, with a particular focus on investigating change in materials from liquids to solids. We have been extremely fortunate to link with one of Northern Ireland’s most successful companies, working specifically with Tim Cander, and utilising his twenty years’ experience in the food industry to guide us.

St. Mary’s Primary School, Bellaghy Teacher: Margaret McAuley Scientist: Nigel McGarry (IKEA) Material Matters Material Matters connects with our visit to IKEA. Below I have outlined how I matched aspects of what we observed at IKEA to Science / Technology with my Primary 5 Class.

IKEA VISIT RELATED ACTIVITY AT SCHOOL Packaging ‘Egg Drop Challenge’ Kitchen Utensils / pans Conductivity of heat in materials Design / materials used Magnetic Closures / Fridge magnets Magnetism Grip / Anti Slip rubber sheets designed for Testing shoes for grip safety Lighting Department – lamps / shades Light: observing light and materials Recycling: restaurant waste Compost / observing materials in compost Reducing energy costs Design reminder signs to reduce energy costs / for whole school Re-use Design picture using scrap wool and fabric off cuts Water Harvesting Water Harvesting model at school and Distribution of reminder signs to reduce water wastage

St Mary’s Primary School, Bellaghy Teacher: Margaret McAuley Engineer: Samuel Donaldson (AECOM) Water supply challenge Our Engineer, Samuel Donaldson, introduced our Water Study by explaining the work of a Civil Engineer. He then set the children a Water Supply Challenge. Working in small groups the children had to design, build and test a water supply system in the playground. Further class work included: - Investigating Water Filters, - Exploring materials for solubility in water and applying this to Hidden Sugars in popular soft drinks, - Considering Water Harvesting, - Testing Insulating Materials for water heat retention, - Technology explorations on water (by making boats and testing for load bearing), and over water (by solving problems in transporting loads over water)

St Mary's Primary School, Bellaghy Teacher: Margaret McAuley Scientist: Keeva McClelland (Almac Discovery Ltd / Queen’s University Belfast Cancer Research and Cell Biology) Cell Aware Pupils were introduced to the work of a cell biologist by Keeva McClelland from Almac Discovery Ltd and the Queen’s University Centre for Cancer Research and Cell Biology. Keeva then taught the children how to use specialised equipment, such as pipettes, sample scrapers and petri-dishes. An initial experiment was set up to investigate the effect of chemicals on bacterial growth. Pupils communicated their observations to Keeva via email and photographs. Further class experiments included: - an investigation into presence of bacteria on common surfaces, and - investigation into the effects of (1) water, (2) light, (3) nutrients and (4) temperature on plant growth. Children explored cell structure through an Art Work collage. They also studied how cells are the basic units of the body.

St. Mary’s Primary School, Bellaghy Teacher: Margaret McAuley Scientists: Eugene McCullough and Mr Noel McMullen Can we make electricity? Researching the work of Michael Faraday Considering where we use ‘motors’ in our school and homes Exploring making motors using neodymium magnets, batteries and copper coils Exploring ‘generating‘ electricity using movement of a bar magnet inside a copper coil Exploring ‘generating‘ electricity using movement of a copper coil inside a magnet Making and observing movement of a ‘magnetic battery train’ within an elongated copper coil Designing our own wind turbines that have blades which rotate as wind blows over them Designing and making a wind turbine that can generate electricity Interviewing a Wind Turbine Engineer about his work

St Michael’s Primary School, Belfast Teacher: Siobhan Curran Scientist: Beatriz Mayoral Lahuerta Plastics are Polymers and they are everywhere! But what are Polymers? Why are they so important in our daily life? And how can we make green polymers so we can help the environment? In this project we learnt what are polymers (commonly called “Plastics”), how their molecules form large chains and how by changing some of their atoms or molecular arrangements we can change the polymer final properties. We also mastered how to identify the different types of polymers for recycling. In the last part of the project we experimented with compostable raw materials such as milk and potatoes to make green biopolymers. So, not all plastics are bad but we must reduce their use in packaging, recycle as much as possible and keep researching to make them biodegradable and compostable!!!

St Teresa’s Primary School, Belfast Teacher: Ciaran Hughes and Eddie Haughey Chemist: Dermot Hanna (D5 Consulting) Bubbleology We have used this project to allow our P5 children to become more confident in carrying out the investigative process, creating a fair test and developing the use of scientific language. We decided to keep it fun by allowing children to create different solutions each week to see how we could make the biggest bubble. We began with investigating different washing up liquids. We moved on to testing each solution with different amounts of glycerol and then we allowed the children to create their own bubble wands for use with the winning formula. The children have enjoyed the process immensely and have developed their own scientific and mathematical skills.

St Teresa’s Primary School, Belfast Teacher: Rachel Sweeney and Eddie Haughey Chemist: Dermot Hanna (D5 Consulting) Bubbles In St. Teresa’s our P5 class decided to investigate “Bubbles”. We invited our own chemist Dermot Hanna to tell us about Chemistry and how important it is in our world. We learned about the chemistry of bubbles and the chemicals needed to make bubbles.

Our first investigation was to discover which washing up liquid would make the best bubbles – the best bubble being the biggest measured across the diameter when it burst on a table. We used this washing up liquid to make all of our bubbles. In our second investigation we changed the levels of this washing up liquid to try to improve our bubbles. For our next investigation we changed the levels of glycerol to see which would give us the best bubble. Our final investigation was to see who could make the best bubble wand. As this investigation progressed we learned about the importance of size and shape of wand as well as technique to get the biggest bubble. Chemists in Primary Schools was a highly successful project enjoyed immensely by all involved – children and adults. The children were able to develop a wide variety of skills, not just scientific and we hope that this project will become a regular feature of our children’s The World Around Us programme.

Tír na nÓg and Tildarg Primary Schools, Ballyclare Teachers: Andrene Kearney, Mary Forsythe, Eileen Supple and Lynda Mitchell Engineer: Glenn Hunter (Powershield) Polymers to Powershield Tír na nÓg and Tildarg schools joined together to investigate polymers and their importance in manufacturing today and, in particular, in the production of metal security doors. We learned about how the Big Bang theory, elements, atoms, molecules, forces, and changes in materials all play their part in making polymers, which are used by engineers to produce high quality security doors.

On our investigation day in Ballyclare High School we carried out exciting experiments on materials, where we produced our own ‘big bangs’ with hydrogen and water, and also made coloured slime and sweetie polymers. On our final day we made our own model doors with Mr Hunter from Powershield. Glenn also showed us the manufacturing process involved in making the real Powershield security doors, and where they are in use all over the world.

Tildarg and Tír na nÓg Primary Schools, Ballyclare Teachers: Anna Stewart and Lynda Mitchell (Tildarg PS), Andrene Rennie (Tír na nÓg PS) Chemist: Eileen Supple (Ballyclare High School) Investigating water quality indicators in the Sixmile River Tildarg Primary School and Tír na nÓg Primary School worked alongside each other to complete a river study on the Sixmile River. Our main aim was to discover the purity of the water and indicators of good water quality. During our river study we investigated the velocity and depth of the river. We also carried out a kick sample of the river bed which allowed us to discover what insects and creatures were in the river. We then carried out various experiments in Ballyclare High School including water purification, the hardness / softness of the water and also a pH test.

Wallace High School (Preparatory Department), Lisburn Teachers: Natalie Calo and Gillian Spence Scientist: Robyn McKenna (Queen’s University Belfast School of Biological Sciences) Microbe growth The P6 class from the Wallace High School Preparatory Department in Lisburn worked with Robyn McKenna, a young QUB biology undergraduate, to learn about microbes and investigate whether microbial growth was more likely to occur when environmental conditions were damp or completely dry. Samples of bread, apple, cheese and cereals bars were placed in test tubes and observed carefully every other day for a number of weeks. It was discovered that some foods had very little growth due to the amount of preservatives and chemicals that they contained.

Wheatfield Primary School, Belfast Teacher: Karen Batchelor Engineer: Alistair McIlhagger (Ulster University Engineering Research Institute) Driving the Future Our presentation shows how we explored the existing materials in cars and how they might change in the future. We looked at potato peelings for tyres and basalt fibres for car panels. We considered the effect on the environment, recycling, cost, performance, the availability of materials, and ethics. We explored the drive system in cars. We talked about solar, electric, hybrid and existing technologies. We researched on the internet where this could go in the future. We then began designing our own cars for the future. We continued to revise our designs, looking at how they could be improved.

Science Expressions Reports

St Bernard’s Primary School, Belfast Holy Rosary Primary School, Belfast St Michael’s Primary School, Belfast Aquinas Grammar School, Belfast (Nicola Byrne) Soaking science Our schools looked at the power of the most abundant chemical on our planet: H20, in its solid, liquid and gaseous forms. In collaboration through hands-on learning, our students researched and developed their understanding of: - the energy crisis, and the potential of water as an energy source, - the production of models to illustrate the use of water as an energy source, - floating and sinking, - the community of a pond habitat, - water as a coolant for spacesuits, - water as a solvent in separation techniques and many more aspects of the place of water in our everyday lives.

Bushvalley Primary School (Samantha Williams) Knockahollet Primary School (Gerry Black) Ballycastle High School (Nicola Pollock) Fantastic plastic In February, Ballycastle High School hosted a Day of Science, and invited Primary 7 pupils from Knockahollet and Bushvalley Primary Schools to experience how fantastic plastics are! W5 demonstrators entertained everyone with a ‘Slime Show’, and then the pupils investigated how different types of Silly Putty could be made and tested. The pupils then investigated how to change the properties of alginate beads while the High School Year 8s tested the plastics made at Cherry Pipes, Dungannon. Back at their own school, the primary schools analysed their results, and Ballycastle High School pupils visited Cherry Pipes to gain a deeper understanding of how plastics are made in industry, and careers linked to this.

Fairhill Primary School (David Woods) St Colman’s Primary School (Karen Clegg) Dromore Central Primary School (Robbie Masters) Dromore High School (Michele McCalmont, Gillian McMurran) Let’s go with the flow Let’s go with the flow follows water from its source to the sea along the river Lagan from Slieve Croob to Belfast Lough. We investigated factors that affected the water along its route. Each primary school was responsible for a section of the river. Fairhill considered its source, St Colman’s looked at it as it passes through the rural / farmland areas, and Dromore Central considered how it passed through the town to Belfast. We looked at a range of topics such as pollution, conservation, water safety, animals in the water, uses of water, water treatment, historical uses and associated jobs or careers. Through a combination of external visits, talks from invited speakers, practical and research work, pupils gained a greater awareness of the effect man has on its environment and the importance of water.

Fountain Primary School Longtower Primary School Nazareth House Primary School Lumen Christi College, Derry (Martina Gillen) Healthy lifestyle In our project we tried to make pupils more aware of choices that they could make which would make their lifestyles healthier. We examined their dental care, diet and exercise regime. We studied the different types of teeth and the structure of the tooth. We looked at the causes of teeth decay. We investigated the amount of sugar in drinks and the role of sugar in helping tooth decay. We also investigated the benefits of using fluoride toothpaste. We investigated the amount of physical activity that pupils do each day compared to the time spent watching TV or playing computer games. We studied the structure of the heart and the role of exercise in keeping the heart healthy. We looked at the diet of pupils and in particular the snacks that they eat. We focussed on the amount of salt, sugar and fat that pupils consume, and suggested more healthy snacks. We examined how pupils in other countries achieve a balanced diet.

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Bringing STEM Experts into Your Classroom Teaching and Learning Guide

3. Investigations and Experiments

On their first school visit, scientists and engineers explain who they are, what they do, and then lead pupils through an experiment or investigation related to their everyday work. This is designed to show pupils what science is, and how school science is related to science in the world around us. Below is a selection of websites that may be of use to you in introducing investigations in engineering and the sciences related to biology, chemistry, earth science and physics. These website addresses were correct and active in September 2019, but some may have changed since then, particurlarly in their internal structure.

Some of this material can be used directly with pupils if the classroom has an interactive whiteboard and access to the Internet, but please view the material in advance if you intend to use it directly from the website, and discuss your use of it with your partner teavcher. As there is significant variation in school investigations and projects, references are given to relavant websites rather than actual experiments.

ABPI: The Association of the British Pharmaceutical Industry www.abpischools.org.uk Browse through 7 – 11 and 11 - 14 (and possibly 14 – 16) for useful information and animated diagrams. Follow 7 – 11, then Science, and for example, Medicines to Treat disease - a series of powerpoints, covering bacteria, medicines in the body, drugs in the body (legal and illegal). Follow 11 – 14, then Science, then as appropriate. This material is written for Key Stage 3, but edited material can be used at primary level.

Association for Science Education (ASE) www.ase.org.uk/resources. Follow 7 – 11, then choose appropriate resource. Primary Update www.ase.org.uk/primaryupd8 is a subscription service, free to ASE members.

BBC Browse these BBC websites for appropriate resources www.bbc.co.uk/bitesize (BBC Bitesize) Follow Primary, then Northern Ireland KS2, then Science www.bbc.co.uk/schools/teach (BBC Teachers) The BBC’s general website for teachers. Follow Primary then Science 7 – 11. Or follow The Dengineers or Terrific Scientific (mid screen) www.bbc.co.uk/science (BBC Science) The BBC’s general website on science

The Book People www.thebookpeople.co.uk Follow Children’s Books for inexpensive material on science and technology experiments, investigations and projects.

British Nutrition Foundation www.foodafactoflife.org.uk Follow 7 – 11 Years and Activity Packs or Healthy Eating

Cancer Research UK www.sunsmart.org.uk/schools Information on protection from the Sun

Cochranes of Oxford Ltd www.cochranes.co.uk Follow Primary Education

CLEAPSS (Consortium of Local Education Authorities for the Provision of Science Services) www.cleapss.org.uk Follow Primary Website for information on services available. Also follow Helpline (on the Secondary website) to access help on any science teaching matter. This service is also available by telephone on 01895 251496. All primary schools in Northern Ireland are members of CLEAPSS through the Education Authority, and can access help directly either from the website or Helpline.

Discover Primary Science and Maths www.sfi.ie/engagement/discover-primary-science-and-maths Follow Teacher Zone for information and resources

Glogerm www.glogerm.com. Follow Education, then School Worksheets.

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GSK Science Education www.gskstemeducation.com Follow Classroom Resources, then 8 – 11 under Age Group

The Institute of Physics www.iop.org/activity/outreach/resources/pips. Physicists in Primary Schools is a series of lessons aimed at physicists visiting primary schools, but is suitable for use by teachers with some science background. Also see www.physics.org/marvinandmilo.asp for over 150 experiments pupils can try at home.

Learn Differently http://learn-differently.com Paul McCrory’s website outlining presentation activities in schools.

National STEM Centre www.nationalstemcentre.org.uk/elibrary Browse the site, or follow Primary. This is a library of free resources published since the 1960s. Thousands of contemporary and archived resources are available through an online eLibrary. These can be accessed by age range or area of science, type of resource, or by using the search box. Note that year references are related to the National Curriculum in England

Northern Ireland Curriculum www.nicurriculum.org.uk Browse the site, or follow KS1&2, then The World Around Us.

The Primary Science Teaching Trust www.pstt.org.uk General information on the Trust. Browse, or follow Resources.

The Royal Academy of Engineering www.raeng.org.uk Follow Education, then Schools and STEM Learning Resources

The Royal Society of Biology www.rsb.org.uk Follow Content Tailored For … Teachers then Primary Schools

The Royal Society of Chemistry www.rsc.org/learn-chemistry Follow Primary

Sentinus www.sentinus.co.uk General information on Sentinus activities. Follow Primary Programmes for a list of programmes. Then follow Medics in Primary Schools (on page 2), for MIPS material, including the Teaching and Learning Guide, activity sheets and other associated material. Also follow Sentinus Ambassadors for information on potential STEM Experts, and on security clearance for visitors to your school.

UBM Medica Australia www.mydr.com.au/tools/child-energy-calculator Child energy requirement calculator

Wellcome Trust www.wellcome.ac.uk General information on the Trust. Follow https://thecrunch.wellcome.ac.uk/ for information on how to use the food related experiment kit sent to all primary schools by the Wellcome Trust in 2016. Follow https://explorify.wellcome.ac.uk for information on activities matched to The World Around Us

Wikipedia www.wikipedia.org General information. Follow English or Gaeilge, then Search Wikipedia and enter a word or phrase as appropriate.

CLEAPSS is an organisation based on local authorities in Northern Ireland, Wales and England established to support primary and secondary schools, particularly in the area of health and safety. All controlled, maintained and integrated primary schools in Northern Ireland are members through the Education Authority. The CLEAPSS website: www.cleapss.org.uk contains useful information for primary teachers, and there is a helpline (01895 251 496) where experts will answer your questions relating to science and technology.

25

Bringing STEM Experts into Your Classroom Teaching and Learning Guide

4. Who is a scientist? Careers in the Sciences and Engineering

There is a wide range of potential careers in the sciences and engineering. This section identifies relevant websites where further information can be found. Please note that most of the information linked to these websites is designed for secondary pupils or adults, but some may be useful background information for teachers and scientists to respond to primary pupil questions. These website addresses were correct and active in September 2019, but some may have changed since then, particurlarly in their internal structure. Many of the websites in Section 3 have useful careers information.

Sentinus provides useful careers information on its website www.sentinus.co.uk Choose STEM Career Links. This includes links to websites of many career related organisations. The linked STEM Careers Booklet, published by the former Department for Employment and Learning, has sections covering Biology, Chemistry, Physics, Information Technology, Food Technology, Aerospace Engineering, Chemical Engineering, Civil Engineering, Electrical and Electronic Engineering, Mechanical Engineering, and Mathematics. Each section includes about four profiles of local working scientists and engineers. For example, Keeva McClelland (Senior Biologist (Drug Discovery / Oncology) at Almac Discovery Ltd), who supported St Mary’s Primary School Bellaghy in Primary BioSciences (see Section 2: Cell Aware), answers questions like: .. Describe the balance of office and laboratory work .. What has been your route to this post? .. How has being an R+D Biologist make the world a better place? Do you find your job satisfying? .. What do you really like about your job? .. Would you recommend what you do as a drug discovery biologist to other young people? The other featured scientists and engineers respond to similar questions.

Some other useful websites are: Association of the British Pharmaceutical Industry (ABPI) http://careers.abpi.org.uk Follow School and college students or science teachers

The Big Bang www.thebigbangfair.co.uk/careers Follow Careers at the Fair.

Institute of Biomedical Science www.ibms.org/home Follow Careers

Institute of Mathematics and its Applications www.mathscareers.org.uk

Institute of Physics www.iop.org Follow Careers

Institute of Physics and Engineering in Medicine www.ipem.ac.uk Follow Careers & Jobs

Institution of Chemical Engineers www.whynotchemeng.com careers website. Follow Become a chemical engineer

Medical Research Council www.mrc.ac.uk (general information on medical research) Follow Skills and careers

NI Careers Service www.nidirect.gov.uk/careers Explore Career starter (11 – 13 year olds), or Careers A – Z in Career tools.

National Health Service www.nhscareers.nhs.uk Follow Career Planning Note that the NHS Careers website refers to England. However, much of the general information there is also relevant to Northern Ireland

26 Royal Society of Biology www.rsb.org.uk Choose Careers and CPD

Royal Society of Chemistry www.rsc.org Follow Students and Careers Guidance at the foot of the screen

Tomorrow’s Engineers www.tomorrowsengineers.org.uk. Examples from a range of engineering careers

Women into Science and Engineering www.wisecampaign.org.uk Search Resources for girls

Wellcome Trust www.wellcome.ac.uk

Bringing STEM Experts into Your Classroom Teaching and Learning Guide 5. Evaluation

Effective evaluation is essential to the ongoing improvement of programmes involving the participation of scientists and engineers in primary science support. Although you will be interested in supplementary information, effective evaluation can ask three main questions of a programme: - To what extent did it achieve its aims? - What went well? and - What could be done better next time? This section outlines elements of evaluation used in STEM Experts in Primary Schools, relating these to the aims of this programme

The aims of STEM Experts in Primary Schools are that There was a similar evaluation form for scientists pupils should: including the questions: 1. develop their attitudes and understanding in - what aspects of the programme they and their responding to ideas in the sciences and engineering, organisations found most useful, and why, 2. enhance their communication skills and capabilities - how they thought the programme could be through involving them in developing and presenting improved. science and technology material to appropriate audiences, A simpler evaluation form for pupils completed in 3. be provided with a background of experience and some schools asked: understanding of the sciences and engineering that - what did you like about this programme when a will enable them to make appropriate course and scientist / engineer came into your school? career choices later, - how could the programme have been better? and that teachers should: - what more would you like to know about science? 4. feel that participation in the programme has enhanced their own professional development, and Two information gathering end-of-programme their confidence in discussing science and technology assessments were used in some schools. A Pupil applications with pupils and other adults. Attitude Questionnaire provided pupils with about fifteen statements about science and technology, and These are aims or aspirations rather than measurable asked them to agree or disagree. A ‘not sure’ option objectives in that teachers need to use their was also available. Example statements were: I would judgement to decide the extent to which they have like to be a scientist / engineer, and You don't need to been achieved. There is no end-of-programme test learn science unless you are going to be a scientist. related to these aims: it might be possible to devise Pupils were asked to respond before they began to one, though difficult due to the diverse nature of the participate in the programme, and after completion, programme in individual schools. and their responses compared.

In the case of STEM Experts in Primary Schools, Copies of all evaluation forms used in the programme judgement was on a subjective one (not achieved) to are available on the Sentinus website: five (fully achieved) scale. Teachers were also asked www.sentinus.co.uk Follow Programmes, then STEM in open ended questions: Experts in Primary Schools - what aspects of the programme they found most - Pupil evaluation form useful, and why, - Teacher evaluation form - how they thought the programme could be - Scientist evaluation form improved, - Pupil attitude questionnaire - how their pupils would benefit from their - Thinking Levels Form (to identify examples of higher participation in the programme, thinking: analysis, synthesis and evaluation) - what effect the programme will have on their own - Introduction for teachers (see Section 6) teaching, - Introduction for experts (see Section 7) - how they felt their professional development had These are in Word format, so they can be amended to been enhanced through their participation the suit the individual purposes of teachers and pupils. programme.

28 An external evaluation of Primary Life Sciences was - Some pupils talked about how the scientist helped carried out by Dr Karen Kerr of the Queen’s University their teacher so that she / he was able to do more School of Education. Some issued raised by this science with them. evaluation included: - Some pupils said that participation in the - The quality of the presentations and the confidence programme made them want to learn more science with which they were delivered by the pupils showed and made them more positive about science. Some the benefits of the work carried out during the also said that the programme made them think more programme in relation to pupils’ increased about careers in science. knowledge, understanding and confidence. - Teachers emphasised their increased confidence in - Pupils learned from other presentations at discussing scientific themes with children and other celebration events, and felt that learning through the adults, and discussed how they will use what they programme helped prepare them for science in learned from the programme for further school level secondary school. development to include whole school planning, - Pupils and adults (teachers and experts) felt that the development of after school activities, and general practical elements of the programme were very development of STEM in their school. positive, and different to the work pupils normally did in school. - Teachers and scientists emphasised the real-life applicability of the work, and the importance of pupils seeing an actual scientist do science. Pupils emphasised the ‘real’ science and experiments they had conducted, and how they applied this to their own lives. They were enthusiastic about doing ‘real’ science with a ‘real’ scientist or engineer.

29 Bringing STEM Experts into Your Classroom Teaching and Learning Guide 6. School / Expert Partnerships: Information for Teachers and their schools

Science is no longer a discrete subject within the Northern Ireland primary curriculum: with history and geography, science and technology are part of the area of learning The World Around Us. Pupils may be unaware of the nature of science and technology, embedded as they are within The World Around Us, and it is useful for them to have contact with working scientists and engineers. While single visits to schools by scientists and engineers are welcome, medium term programmes like STEM Experts in Primary Schools enhance their impact through the continuing interaction of the outside expert with primary pupils and teachers during an extended period, leading to a specific outcome or event.

This material, initially designed for use by primary school principals and coordinating teachers, is for an external organisation like STEM Experts in Primary Schools or similar inviting schools to take part in a primary science support programme. Although direct reference is made to STEM Experts in Primary Schools, the material is relevant to other similar school / scientist partnership programmes, including programmes where the school identifies a relevant working scientist or engineer within its circle of parents, governors or friends.

Section 6 is based on an information sheet provided for teachers participating in STEM Experts in Primary Schools and similar programmes during 2011 – 19. Note that some of the information provided in Sections 6 and 7 is similar, but that Section 6 is directed to teachers, Section 7 to scientists and engineers (although it is useful for teachers and experts (scientists and engineers) to be aware of information provided for their partners). Word versions, aimed at teachers and experts, which can be amended to suit your school’s purposes, are available on the Sentinus website.

Thank you for agreeing for your school to take part in STEM Experts in Primary Schools (STEPS), which is In STEM Experts in Primary Schools, university, supported by the Primary Science Teaching Trust. The government and industrial scientists and engineers programme is designed to help your pupils see that provide expertise, and work with teachers and the science and technology they do in school is educational advisers to help develop primary pupils’ directly related to what people do day by day in the understanding of science and technology applications world around us. We trust that you and your pupils in the world around us, to act as inspiring role models will enjoy working with your partner expert (scientist to young people, and to help teachers and pupils or engineer) in STEPS. Below are answers to some identify potential careers in engineering and the questions you might have about the programme. sciences. Development of an in-school science or engineering project leads to celebration events where Why have we developed STEM Experts in pupils present the results of their activity to adults Primary Schools? and other pupils.

Science and engineering are vital to the Northern The programme is also producing teaching and Ireland economy. If this are to expand as anticipated, learning resources for primary teachers who do not it requires that pupils currently at school develop an have a science and technology background. One interest in, and an understanding of, the sciences and outcome is this Guide, together with associated online engineering as they progress through the primary and resources including activity sheets and website links. secondary school system. Since 2007 science is no longer a discrete subject in the Northern Ireland primary curriculum and there is evidence that science How can STEM Experts in Primary Schools teaching in our primary schools has declined help my pupils? significantly in recent years. So pupils, who are now STEM Experts in Primary Schools is a programme allowed to drop science at age 14, may have little designed to help you and your pupils achieve aims of science and technology experience on which to make the Northern Ireland Curriculum at Key Stage 2, by future course and career decisions, which may result a developing their capabilities related to employment reduced number of school leavers competent to and economic awareness in the science and follow STEM subjects as apprentices and technology area of The World Around Us. Scientists 30 university students. and engineers participating in STEPS are people working in industrial, government and academic How will STEPS benefit primary schools? scientific research and development, who give time During the programme, STEPS management, experts and expertise to act as advisers and role models. The and teachers will identify science and technology programme should make school science and activities which can be carried out in schools outside technology more relevant, exciting and enjoyable, and the programme by teachers without a science raise pupils’ motivation and interest in the sciences background. So a second outcome is publication of and engineering. It should also help to develop pupils’ this Teaching and Learning Guide. This provides thinking and learning skills, and personal capabilities. information and advice on activities designed to Pupils will see how school science is related to the enable teachers to interest their pupils in science and outside world, and to potential courses and careers. technology, and develop their own understanding and capabilities. The Guide includes direct links to What training will I have? associated websites, and access to activity sheets in There is a training afternoon in the autumn or early Word format, which teachers can adapt to the needs spring term. This begins with tea and biscuits, of their own classes. followed by an introduction to STEPS, and discussion of the programme. You will probably meet your How will STEPS help my professional partner expert to develop a plan of action for your development? school’s participation in STEPS. There may be an Participation in STEPS will help you share ideas and afternoon mid programme review during the spring concerns with other teachers and your partner expert term. Contact with programme management is in relation to science and technology, and enhance available to address any issues that arise. your confidence in discussing science with your pupils

and other people. The programme will develop your What happens when my partner life expertise in producing resources to enable you and scientist comes to school? other teachers to teach science and technology more After training and initial discussion between you, your effectively in the Key Stage 2 curriculum. partner expert and STEPS management to help identify an appropriate science or engineering theme, What resources are available? your expert visits your school for a morning with a Key This Guide, together with the resources listed below Stage 2 class: see The expert’s initial day in school in are available on the Sentinus website Section 7. You should ask your pupils to prepare www.sentinus.co.uk. Follow Programmes, then STEM questions in advance and, for variety, these can be Experts in Primary Schools. They can be used as taken at appropriate points during your expert’s appropriate by schools developing relationships with presentation. Based on their own experience, they specific scientists and engineers, experts developing demonstrate how they apply appropriate science and relationships with specific schools, or outside technology to their everyday work in industry or organisations linking schools and experts. The research, and how this relates to school science and documents are in a format that teachers and others to potential science related careers. They run a short can amend to suit their own pupils. practical investigation in a science or technology theme related to their work (see the project summaries in Section 3 for ideas). Forms: Risk Assessment, Then what? Outline Development Plan, At the end of the initial day, your partner expert helps Participation Response, you and your pupils to identify a related school Pupil Attitude Questionnaire, project, which can be developed over an eight to ten Pupil Evaluation, week period. They help your pupils find the resources Teacher Evaluation, required, keeping in touch with them by email, Scientist Evaluation, telephone or visits as their project develops, possibly Thinking and Learning Levels. including a visit to a site related to your project theme. You might also wish to involve the science or Sample material: technology department of a local post-primary school Letters of Introduction, in your project. For your pupils, the culmination of Participants’ Introduction to STEM Experts in Primary the programme is presentation of their projects at Schools, celebration events later in the year, possibly at a Press / Media Information, university venue. Grant Applications. 31

What financial support is available? Science Activities, then RSC Funding and Outreach £150 - £400 was made available to schools Fund. participating in STEPS and similar programmes, as a www.rsb.org.uk (The Royal Society of Biology) Follow contribution towards transport and resources costs. Teachers, then Schools and Regional Grant Scheme. The Royal Society offers Partnership Grants of up to £3000 to schools wishing to work with scientists. See Finally https://royalsociety.org/grants-schemes- At the end of the STEM Experts in Primary Schools awards/grants/partnership-grants/. programme, there are celebration events at Stormont or Queen’s University Belfast, or other educational Other providers include: centres, with schools presenting their projects to www.iop.org (The Institute of Physics) Follow About other schools and people in local science, education us, then Support and Grants and School Grants and government. Scheme. www.rsc.org (The Royal Society of Chemistry) Follow

32 Bringing STEM Experts into Your Classroom Teaching and Learning Guide

7. School / Expert Partnerships: Information for Scientists and their Organisations

This material, which can be modified for use by an external organisation providing a primary support programme, is based on an information sheet provided for engineers and scientists participating in STEM Experts in Primary Schools and similar programmes during 2011 – 19. A Word version (Participants’ Introduction to STEM Experts in Primary Schools) which can be amended to suit your purposes is available on the Sentinus website.

In many Northern Ireland schools, science is regarded as a minor part of the learning area The World Around Us (which also includes geography and history), as many teachers feel they do not have the confidence to teach it effectively. Pupils may then lack the background in science and technology that should enable them to make appropriate course and career decisions later in their educational development, particularly as they can choose to drop science at age 14, the end of Key Stage 3. During the STEPS programme, teachers, scientists and management identify ideas, activities and investigations that can enhance teachers’ confidence and pupils’ understanding of the sciences and their applications to the world around us. These are published in this Guide, providing interesting and relevant ideas for science classes, to be available to all primary schools in Northern Ireland. This is accompanied by access to online activity sheets in Word format, and other resources, which can be downloaded and customised by teachers to suit their own classes.

Thank you for agreeing to participate in the STEM role models to young people, and help identify Experts in Primary Schools (STEPS) programme, potential careers in engineering and the sciences. supported by the Primary Science Teaching Trust. As Development of an in-school science or technology an ‘Expert’ you will be one of a team helping primary project leads to a celebration event where pupils pupils find out how the science and technology they present the results of their science activity. learn in school are applied in the world around us, and what potential careers follow from this. We hope you The programme is also producing teaching and enjoy working with primary pupils in STEPS. Below learning resources for teachers who do not have a are answers to some questions you might have about science background. The outcome is this STEM the programme. Teaching and Learning Guide, together with online resources including activity sheets and website links. Why are we developing STEM Experts in Primary Schools? What is STEM Experts in Primary Schools Science and engineering are vital to the Northern about? Ireland economy. If this is to expand as anticipated, it STEM Experts in Primary Schools is designed to requires that pupils currently at school develop an introduce scientists and engineers from industry, interest in and an understanding of science and government, or higher education into primary engineering as they progress through the school schools. This is aimed at enhancing pupils’ system. Since 2007 science is no longer a discrete understanding of the world around us, and giving subject in the Northern Ireland primary curriculum them an idea of what scientists and engineers do in and there is evidence that science teaching in our their everyday work. It also aims to give primary primary schools has declined significantly in recent pupils practical experience that they can use later to years. So pupils may have little experience of the consider courses and careers in science and sciences on which to make future course and career engineering. decisions.

In STEM Experts in Primary Schools, university and industrial scientists and engineers provide expertise, and work with teachers and educational advisers to help develop primary pupils’ understanding of science 33 applications in the world around us, to act as inspiring What can I bring to the programme? this is estimated to be about 10 – 15 hours, spread Your enthusiasm and experience. Show pupils what over a period of about five months. you do, and why you enjoy what you do in your work. You might also tell them how you got from their age How can STEM Experts in Primary Schools to where you are now. benefit me, and my organisation? We trust that STEM Experts in Primary Schools will What do I do with my partner school? enhance your own communication and presentation Although final detail will be decided through skills. You may be able to regard it as part of your discussion between you, your partner teacher, and accredited professional development. Participation in STEPS management, your typical STEPS activity would the programme should help your organisation to be to: meet its corporate social responsibilities. STEPS also - participate in a local afternoon training session in provides a model for involving other scientists and the autumn or early spring term as an introduction to engineers in primary school support. the programme. At this you meet your partner school’s coordinating teacher, and outline with him / My initial day in school her an action plan for your involvement in the This should be regarded very much as an advisory programme. You register as a Sentinus or STEM timetable. The actual in-school programme will be Ambassador (if not one already). Sentinus determined through discussion between you and your Ambassador registration includes an Access NI check, partner teacher, during or shortly after the training which clears you to work in schools. See meeting, and may be subject to further amendment www.sentinus.co.uk for more information on this. on the day. - spend a day in school early in the spring term: see My initial day in school below. Initially you might use 9.30 What do I do as a scientist or engineer? a powerpoint presentation to explain what science or The starting point might be an electronic presentation engineering is, your area of science or engineering, related to your own area of science or engineering. what you do as a scientist or engineer, and relate this Pupils will be asked to prepare relevant questions in to science and technology pupils do in school. Pupils advance, and these can be taken at appropriate points are asked to prepare relevant questions for you in during your presentation. advance. You then lead a short (60 – 90 minute) investigation for pupils to do. Ideas for this may be 10.00 Project activity provided by STEPS or recommended websites, or you A short investigation related to your field of activity. may discuss appropriate topics with your partner The specification should allow about two hours for teacher. Finally you ask pupils and teacher to start introduction, planning, investigating, and evaluating. thinking about a project in your area that they can The evaluation should include: What went well? develop over about eight weeks, which they will What could have been improved? What can be done present at a celebration event later in the year. better next time, leading into ideas for the school - possibly participate in a mid programme review project? about one month into the spring term programme - support the pupils informally during the 12.00 The school project development of their project, by email, telephone or How do we develop a project? Begin an initial by visiting them in school or having them visit you at discussion of possible ideas from pupils for a school your place of work. science or engineering project. To allow pupils and - attend a celebration event with your partner school. teacher time for consideration, this need not be - help in the development of resources for schools finally decided on the initial day. Pupils and teacher who may not have teachers with a science should agree a project specification with you within background. one to two weeks after your visit.

Although your total time commitment will vary depending on discussion with your partner teacher,

34 Bringing STEM Experts into Your Classroom Teaching and Learning Guide

8. Developing Your Project

Your expert will provide you with a background to her / his area of science or engineering, and help you with the task of identifying a theme for the project you will be developing over the next few months, and presenting to an audience in the summer term.

1. Questions 4. Evidence Following your expert’s visit, what do you want to find From your record of investigation, organise your out? It’s useful to use a question as your project title, evidence in words and images. Images include rather than just a heading. For example: How do cycle drawings or photographs of your system in its stages helmets protect our brains? rather than just Cycle of development, and charts or graphs summarising Helmets. Discuss this as a class, and suggest possible your results. You may want to include some video. questions or areas for investigation. Look for and record any patterns in your results.

2. Prediction 5. Interpretation Based on background information already available to Describe what you can tell from your evidence. Try to the class, or information from books or the internet, explain the reasons for patterns you have found. Your discuss some ideas or possible answers to your class may have more than one explanation: record questions. Identify two or three of these for further these. How can you decide which is (or are) correct? investigation, and predict what might happen. Agree There may be more than one correct explanation. an area for investigation with your teacher and expert. State this as a question or title. You may wish 6. Conclusions to amend this later. Were the predictions you made in item 2 confirmed? If not, can you explain why? Did you find anything 3. Investigation unexpected? Can you explain why? What would you Your investigation should include observing and do differently next time? Can you relate your measuring what you already have (this is the system conclusions to life in the world around us? Relate you are investigating). Check with your expert if a risk your investigation to jobs and careers in the outside assessment is necessary for what you intend to do. A world. form for this is available on the STEPS area of the Sentinus website. Look at your system and see what 7. Presentation happens if you change some things (one at a time). Organise your conclusions either as an electronic Redesign or modify your system to make it work screen presentation or on a table and poster stand (or better. All the time, record what you are doing, and both). See Section 9 for advice on this. what happens as a result of changing things.

35 Bringing STEM Experts into Your Classroom Teaching and Learning Guide

9. Presenting Your Project

In many programmes the end point for pupils is a presentation, either on a table and stand or an electronic presentation, for example by Powerpoint or similar electronic formats. This information is aimed at pupils presenting material to an audience outside their classroom, either at a programme celebration event or to school pupils, parents or governors. Some of these points are obvious, but it’s useful to restate them here.

Presenting electronically Get your timing right. Practice a couple of times with Your electronic presentation might follow the pattern: a school audience, and time your presentation. - introduction (about 5 - 15% of the total number of Consider giving a presentation to your teachers or slides). This should briefly describe the background, perhaps your Board of Governors. Decide what can and outline how you intend to develop your theme. be expanded or contracted to fit a different audience. - development (about 75 - 80%). This should be a series of slides, each describing a single item within If available, use a laser pointer to draw attention to your topic. Use pictures, diagrams and possibly video, key points on the screen, rather than finger point. to help explain your ideas. - conclusion (also about 5 - 15%). This should look Try not to get in front of the projector, or between back at the introduction, and give the audience the your audience and the screen. main message of the summary. It should not include new material at this stage. Make sure that you relate the level of your It may be useful to start from this pattern, and presentation to your audience. They may be familiar develop your material as necessary if it doesn’t fit. with science in general, but not with the details of your topic. Spell out any initials the audience may not Make sure your lettering on the screen stands out: be familiar with. use contrast. Avoid gimmicks like bouncing letters in illustrations and screen changes. Use photographs Get someone to check your presentation for spelling, and audio and visual material, like audio or video punctuation and grammar. Remember to check for clips, where appropriate. US / English spelling of words like meter / metre.

Keep your text to no more than eight lines per screen, Presenting on a table and stand and make sure your font size is big enough to be read clearly from anywhere in the room or lecture theatre Tables and stands vary in size, but a typical set-up (sans serif bold (like this: Calibri)), at least 20 point). would be a table approximately 1 metre square in Don’t overlap text and photographs, unless this is front of a vertical stand of surface area about 2 square necessary to make a point. metres.

Speak clearly. Make sure you can be heard: use Assume that text and images on your stand must be amplification if available. Speak directly to the readable by a visitor standing outside the table, about audience, not to the screen, and establish eye contact 1 – 2 metres from the stand. Try a range of type sizes with the audience. If there is a single microphone, in school to decide what is most effective at this speak closely into it, and then pass it quickly to the distance (large enough to read, but not taking too next speaker. much space). Some of your text should include questions relevant to your project for guests to Try not to read your material: use headings on screen consider. or notes on a page and develop these, rather than having a full text to read. But it might be useful to Ensure that the items you place on the table are read your first sentence to get you going. relevant to your project, and related to the text on your stand. Use your hands for emphasis (but not too 36 wildly, especially if you are holding a It may be useful to have copies of a short summary for microphone). visitors to take away.

Thanks are due to the following people and organisations for their support during the programmes covered in this Guide:

Participating schools, their pupils and teachers Participating scientists and engineers, and their organisations (See Section 2: School Project Summaries, for details)

Colin Press and Peter Mc Alister Basil McCrea, former MLA Neil Porter, Parliament Buildings, Stormont Brian Glencross, Bridon Business Services

The Institute for Global Food Security at Queen’s University Belfast, and Lisa Connolly and Joyce Watterson The Institute of Physics, and Sheila Gilheany and Liz Conlon The Institution of Civil Engineers, and Alan Strong, Wendy Blundell and Richard Kirk The Primary Science Teaching Trust (formerly the Astra-Zeneca Science Teaching Trust), and Dudley Shallcross, Kathy Schofield, Sue Williams, Karen Copeland, and the late Hugh Lawlor Learn Differently, and Paul McCrory The Royal Society of Chemistry, and Declan McGeown and Stephanie Holmes Sentinus, and Bill Connor W5, and Judith Harvey The Wellcome Trust, and Tom Anthony

Martin Brown Programme Manager, STEM Experts in Primary Schools [email protected]