Holiday Science Fun

Am planning to try this out with my niece and nephews. ( 5,7,9)

I bought these tiny rainbow beads online - (you can also use the silica beads that come with trainers ) a couple of pounds for thousands of them.

All you need to do is pop them into a container of water

These have been in for a couple of hours.

Simple activities can include counting , how many different colours, holding the container up to the light.

Pop a hand in:

How many am I holding? Two?

Fabulous! The clear beads are so difficult to see when in the water. Lots of fun to try to guess how many there are and then take out one by one.

Further activities can include timing how long they take to grow, if different colours take more or less time. Can also see how long they take to return to normal size.

How about trying a salt solution? Or pop some food colouring in.

Lots of potential for measuring , weighing and if you have a torch handy see how the light is refracted by the spheres. See what happens if you hold one above some writing.

If you've tried this, let me know how it goes.

**Important** don't throw these down the drain when finished with..they can be dried and reused over and over . If they must be thrown away they'll need to go in the general household waste.

Have fun!

Gopher science labs

Gopher : small , burrowing rodent .
Gopher

So, what's that got to do with science?  Well, the Royal society of Biology  offers small grants to support transition between secondary and primary.

Further details Here

Now, generally secondary teachers apply for this, but I wasn't letting that stop me. I drummed up support from my local schools and applied.

Hey presto, grant received. Thank you again Royal Society.

After lots of emails we managed to fix a date and our local secondary school trained up some year 9 students to deliver a series of fun activities to year six pupils from the feeder primaries.

See some pictures Here

I will shortly be leading a staff meeting to share the experience and hopefully encourage others to apply for this wonderful opportunity.

Students teaching students.
Cross phase links.
Transition opportunity.
Fun science.

I'm still not sure what it all has to do with gophers, but it was certainly a great experience.

Why don't you go for it this year?  😉

Applications close end of this month.

Great way to start the year

I felt compelled to write this as soon as I came home; I have spent one of the most enjoyable days with my class today thanks to the BRILLIANT resources from  the ASE.
' Why you'll never catch smallpox'

My Year six class were captivated from the moment we started.
It certainly helped that the village our school is in is where Benjamin Jesty lived (see http://www.dorsetcountymuseum.org/benjamin-jesty) . Another session or two could follow up as to why he isn't as famous as Jenner.

There are enough activities to fill a week or a half term, but I had chosen just the 'Speckled monster' resources . At the summer PSTT conference ( see www.pstt.org ) the resources had been introduced and the suggestion made that this would work well as a stand alone exercise.

We began with a chat about microbes and watched a cartoon about how germs from a sneeze travel ( 'That's so gross, I'm always going to keep my hands clean!' exclaimed one of my class)

https://m.youtube.com/watch?v=yToii3-p-NI

We then watched the excellent film, James. Quite hard to watch at times, but sparked loads of discussion .

We used the concept cartoon to channel ideas and then embarked on the role play. I have fewer than 30 in my class so they had brought various toys in to make up numbers. Much hilarity as these were allocated as grandmothers, sons, butlers and others.

The children threw themselves into their characters and we're trying to guess who would 'get the pox'

We have recently introduced various signals across the school for behaviour management and these were indispensable as I could leave them to immerse themselves and quickly get their attention for the next part of the scenario.

Small pieces of wool were tied around little fingers of sufferers ( again much hilarity when this was a toy!)  The 'graveyard' was used to map the village and observe proceedings. Children were discussing where they thought the next victim would be, who would survive and so on. They were sceptical about the wood lice charm and agreed that they were pleased that such superstitions don't still exist. ( (Although , later in the day some of the children told me about various superstitions they had heard)

When we came to the end of the scenario there were cheers for the survivors ( funnily one of the tiniest toys that had been brought in!) and lots of talk about why that could have been.

The teacher PowerPoint was brilliant at keeping discussions on track.

We spent the whole morning on this , drew line graphs , looked at genuine case studies from Jenner's diaries and discussed how the language was different. We will spend a little time tomorrow to finish machine up the case studies.

The resources are all here : http://www.schoolscience.co.uk/whyyoullnevercatchsmallpox

A fabulous way to start the year off and great for team building. The resources are so accessible and totally age appropriate for my year  six class.  Curriculum constraints are such that time won't allow for a lot more , but the activities could easily be stretched out for longer . We have no internet in school at the moment , else I would have gone straight onto biography work. However, I shall return to this later in the term.  I would definitely use this to start the year off again .  Personally I like the fact this can be used as a stand alone and feel inclined to use it in the same way as it made such an impact . I can then revisit aspects as appropriate.

Check out the resources and see a different way of linking science, history, maths, English, drama, pshe.

Final day of Space Camp

Day five
Dan talked about camp opportunities for visually impaired students. Lots of wider full opportunities for disadvantaged students.

We then watched a film in the IMAX about future plans for Mars exploration ( narrated by the lovely Patrick Stewart) . After that time for gift shop.

Evaluations and post event questionnaire were next.

Opportunities that space camp has offered came next, then ablative shielding. We had to make a shield to protect an egg from five minutes of welding torch. Our team was successful.
We had a range of materials... Foil, mesh ( steel and copper) filler , card, cork, pasta sheets.

Here's our team's

Ablative shield


This was followed by graduation rehearsal!

We then listened to ....who wrote 'Rocket Boys' ( later a film based on the book, October Sky, was released) . Another example of what can be achieved if you 'Dream big!'

https://goo.gl/photos/UzMxZtvqjmq3rNpPA


Graduation followed with awards for teams who had won missions and engineering challenges.

The evening closed with a meal and live band. I can count myself among the few who have danced under Saturn 5!

Have made great links with international teachers. United in our desire to make learning experiences relevant, stimulating, character building and fun, we will share how we take this collaboration forward.


Here are some other videos
Using the 1/6 chair Moon walk

Launching rockets Rocket

Mission simulator Capcom

Space Camp day four

Day four

Day begins with a simulation for a mission based in the past . Shuttle launch. We are representing Kennedy Space centre ( largest single storey building in the world , if no air con it would have its own climate with clouds!) . Also represent Houston and the Marshall operations centre. Their job was to monitor the astronauts and take once from Houston if their was a problem .
Our shuttle is called Atlantis which we will launch and dock with the ISS.
We have a training session in the morning and full mission in the afternoon. 👍
Rocket launch outside. Number 8
Following that , we did the 1/6 chair which gives an idea of what it is like to be in a low gravity environment.

We completed the mission. Our team were successful in docking and undocking the shuttle, but unfortunately crashed on landing. Oops! Houston, we have a problem

We listened to Honeywell ambassadors and completed activities on nano science.

Space Camp day three

Started with the mission. We were successful in our mission to swap a team on a lunar mission. Teams swapped and safely returned to Earth after experiments

After that we went on the space ride...scary!

Next rover and lander mission
 Have to protect an egg using materials provided. We have a budget and limited resources. Lander has to be dropped , rover transports the capsule. It will be dropped from the second floor of the building! All resources will be on the google drive.

After that we had lunch and then a trip in the cactus to the lake. There we took part in a range of activities .first was the zip wire. This was to simulate a crash landing in water. You climb a tower ( after being strapped in) and are then strapped to the zip wire. When clear to go you whizz down backwards into the lake which is a refreshing tonic to the heat. Once you have been un clipped you swim to the side where you clamber out.
The next activity was a simulated helicopter crash. Six in the dome which is plunged into the water and fills with water. The team leave via the door , one by one, and swim to a designated area. The whole team then swim to the landing area where one by one you climb into a landing net, are raised up and climb out.

Return to the centre and hear from Honeywell ambassadors. These are teachers who have previously attended space camp and share some of their activities.

First, Nadia from Romania. (11-18 physics teacher ) . She talked about activities she has carried out with her class. Also links with other schools in Europe . She has produced some resources to teach nano science. She also talked about ways that she has developed methodology in teaching to make mathematics more accessible.

Second ambassador talked about how he has used team work as his focus. Introduced a game called kahoot that can be used for multiple choice games. Discussed a range of team building games that he has used with children.

One of the main things that I have found from this experience is how similar our experiences are- assessment , funding, parental support, status of the profession. These were all shared. Interestingly there were no teachers from Finland, but this is a country recognised as having high standards and a well respected teaching profession. I would have loved to have had a conversation about this.  However, I have been privileged to speak to teachers from U.S.A. , Croatia, Brazil, South Africa, South Korea, Kenya, Turkey, Portugal, New Zealand, China, Romania, Germany, Canada. There are 25 countries represented in the group this week, but we are in smaller teams so I have not been able to talk to everyone! The team work, collaboration and shared passion to raise standards, to make teaching accessible and creative are something that the policy makers for the education systems in our countries could benefit from seeing.

Space Camp day two

Day two

 Team building activities at area five. Moving toxic waste without touching the bucket, balance board and confusion maze where we had to get across using three planks.
Team building
Team building 2
Team building 3

Followed by talk about ARISS communication wth the ISS via radio. Gives opportunities to talk to astronauts. Plus video from Tim Peake.

Rocket making. With high speed instructions! Will be lanced on fourth day. Good reminder of what it is like to be a learner.

G force spinner. Strapped in and spun to 4G . Very strange and not very pleasant feeling at all. But I did it!

Mission patch activity . Team activity to make a logo to represent the team. We have to create a patch that defines us as a team. Chosen a hexagonal outline which will include the six countries represented by our team .

Now space mission...

I am CAPCOM. This means that I communicate between places to tell the right team people what to do
We are doing a simulation set in the future where we have to swap over astronauts who have been on Mars with replacements.
We have a script to follow, but anomalies can occur. I am the only one on base control who can communicate with the module.  Did a practice run...hard to follow all the instructions and keep to time. Have to switch between channels and listen to what's happening in each section. Really interesting. Look forward to the full activity tomorrow.

Then feedback to each other on how to use activities in our classrooms.


Science on orbit.
How the ISS operates. Life size scale replica of the ISS. Fascinating insight into life onboard.
On board the ISS
Robotics workshop

Using Lego to make robotics. See some pics. Two wheels and 'make it easier to turn.
Now programming. Using a Lego programme which has drag and drop icons to make a programme that will move the robot.

Space Camp USA

Day one

I hadn't realised how significant Hunstsville was in the whole space programme. This is the place that the engines were developed and built for the first missions to space...those which flew unmanned, and those with chimps. Probably the most famous of all , the Apollo missions, all as a result of the work carried out in this once small , cotton trading town. President James Kennedy visited Hunstville and gave his pledge to support the Amercan mission to send a man to the moon.

It's somewhat surreal seeing the huge rockets reaching to the sky, but incredible to see the enormity of it all close up.

This is where I am staying :
Accommodation

First day included seminars from Ed Buckbee, part of the team who trained the astronauts on the NASA space program and Astronaut Dorothy Metcalf-Lindenburger. She was on the I.S.S in 2012 and had taken part in space camp here in Huntsville as a child!

Here's her presentation https://www.facebook.com/HoneywellEducators/

Drama and Science

Since moving into Year 6 I have been determined to give the children plenty of opportunities for creativity. This has always been high on the agenda, but with new curriculum and assessments it has become even more important.

These are some of the most successful activities I have carried out so far this year.
Please try them out and feedback. I will endeavour to take photos next time so that I can include them. We were too carried away with what we were doing to remember to take photos!

1) The circulatory system.

I did this with my whole class as I am lucky to have a very small group of 20. With a larger class I would split it as follows:

2 children- lungs. Holding a container with red counters (or similar)

2 children heart- could make a 'bridge'

2 children- body. Holding a container with blue counters (or similar)


Rest of group- blood cells, start off at body with blue counters.

Children process round the body, through the heart, to the lungs where the counter is swapped to show the exchange of gases, back to the heart, round the body where the blood becomes de- oxygenated, back to the heart and so on.

Could have a couple of children beating out a rhythm on drums, or play a suitable tune to keep in time too (I especially like Mr Parr's heart song which you can find  here   or  for lots of others click here )

2) Pollination 

Again this can be done with the whole class or groups. No fancy equipment needed, just some space.

Some children- flowers- they need yellow counters/stickers etc. to act as pollen

Fewer children- bees/butterflies (or bats if you have been looking at a range of pollinators!)

Pollinators move from flower to flower, collecting and depositing the 'pollen' as they travel. This demonstrates how pollination occurs.

3) Electrical circuits

All you need is a group of children and a piece of thick cord long enough for everyone to hold when it is in a loop.

The loop is held gently by all (health and safety not to grip too tight to avoid burns)
One (or more) act as the cell and gently pull the cord to demonstrate the flow of electrons in a circuit. The more cells, the more energy . The fewer cells, the lesser the amount of energy.
The others can demonstrate resistance by holding onto the cord more tightly; this makes it harder to move the cord round the circle. If the cord is cut, the circuit is broken and the energy cannot flow all the way around.

4) Not so much drama as freeze framing . Light

Groups of children use string/wool to show the path of light from source to eye . For example one child acts as light source, string goes to object (child two) and then to observer (child 3) . This can help to show how light travels in one continuous line that is reflected from the object to the eye.
 Other groups can then narrate the path of the light.

Teaching evolution to Year 6

This half term I have been teaching one of the new curriculum areas to my year 6 class.

Evolution.

Goodness, that is an area that challenges! Determined to make it accessible to the children I have used ideas from a brilliant session I attended with Stuart Naylor to give them an idea of the huge timescales.

( here's a link to the book written in collaboration with Jo Moules http://www.nsta.org/recommends/ViewProduct.aspx?ProductID=22411 )

Last week the children , for home learning, took a moth outline home and coloured it with the remit of colouring so they could hide it in school. When we had a dry day, they hid them and we then pretended to be birds hunting moths.  This really helped to understand the process of natural selection. 

This afternoon we were thinking about variation within species and inheritance. I had drawn a simple pattern ( first of the photos) the children came to a screened off part of the room or at a time to copy the picture the previous child had copied.

The results are here:

They were astonished to see how the pictures changed...tiny changes, over time, leading to something altered.

They have been buzzing with questions ( favourite today, "So, could humans evolve horns at some point?"

We rounded the afternoon with coming up with the offspring of Little Misses and Mr Men and had a lot of chuckles discussing characteristics that could be inherited.

I was quite apprehensive about tackling such a challenging scientific area, but it's been huge fun and the children have been so eager to ask questions. 

Good grief, having fun!? Yes, it IS possible. 

Learning in science

I thought I would try something new with my class this year. Well, there are lots of new things: new room, new year, new class, new assessment... the list goes on.

Specifically, I am trying out a 'reporters' book' . The plan is that in each science lesson, one group is responsible for recording the learning that is happening. The group has a camera and the children are not expected to double up on their work, but to record what's been learnt.

Next step maybe to try in other subjects, maths would be my next move.

The point? A record, a revision tool, a discussion point, a way for me to assess understanding .

Will it be useful? Raise standards? Improve understanding? I hope so. Watch this space...

ASTs - another great idea bites the dust.

So, yesterday I went on an outreach day. Since having attained AST status in 2001 I have been to dozens of schools and worked with many different teachers from trainees, returning teachers, teaching assistants, classroom teachers, middle and senior leaders, advisors, tutors- oh yes, and children; lots and lots of them!

It was with great sadness that I drove away from the school I worked with  as this was the last outreach I shall do as an LA AST.

Why?

One word- funding.

Funding for ASTs ceased three years ago, the end of the year marks the end of my role. My LA safeguarded until the end of the year and I have continued to support schools across the area during this time.

  I think of the schools I have worked with; would they have paid independent consultants ? Probably not with their ever diminishing budgets.

So, there must be something new to replace ASTs? Yes, of course- excellent teachers. Oh, no, they aren't funded for outreach work.

What about leading practitioners?
No funding for those.

Ah, SLEs, that looked promising; but they are to support school leaders. what is an SLE?

So, who is out there to support  classroom teachers now? The LA? Hmmm, perhaps not...

Of course, we are all supporting each other now in our clusters/federations/academy chains.

Or are we?

I became an AST as a career choice; I love being a teacher and don't want to lose sight of that.  Becoming an AST has given me the opportunity to develop my skills as subject leader, as teacher, coach and mentor.  Each outreach role I have undertaken has been successful.  I am sure that my experiences are replicated across the country by many other ASTs. And now, with a new curriculum and assessment without levels, no one out there to offer support. Publishers clamouring to sell their wares. The strength of ASTs was in their classroom role. Teachers doing the job with the understanding to offer support realistically.  To say that ending this role is to miss a trick is a massive understatement.

So where next? Well, I am looking into seeing if I can continue to offer support to schools I have built links with; not as a consultant, but as a class teacher, doing the job, but keen to work with others as well.

I'd live to hear from teachers (ASTs or others) who have managed to continue their role creatively. I'm fortunate that in working part time I have some flexibility to not affect my class time ...

Watch this space!

Science Museum, London

I took a group of year 4 and 5 children to the London Science Museum this week.
We were amazingly lucky with the journey both there and back so maximised the amount of time we had to spend there.

The museum is just an incredible place to visit. There is nothing like it in Dorset, @Bristol isthe nearest hands-on visitor centre.  The explora centre ( link ) that is hoped for would be of such benefit to the schools in and around Dorset.  It could also provide great opportunities for young people considering teaching as a career to work with children. In fact, a wonderful opportunity for anyone who has time to spare .

The science museum , London, has the launchpad area - totally hands on zone full of activities for the children to experience. Having been many times now, I leave the children to explore for the first ten minutes or so before directing them to different exhibits and talking them through the whys , hows and wherefores.  Staff at the launchpad are super enthusiastic, but far too few in numbers.( no doubt due to financial constraints and by no means a critcism to the great staff who are there!)   To raise impact further , why not iinvolve students from Imperial college (a stone's thow away) in outreach work? Ot trainee teachers in the area? I would have loved that chance as a trainee.

When the explora centre project is up and running, it could really make the experience for visiting children even better if there are plenty of people there to explain the activities to the children. Science is such a fun subject to teach. Many practicals can be carried out easily in primary schools, but budgetary constraints mean that visits to centres with super powerful microscopes, dry ice, large scale models , super strong magnets and pulleys, can bring small scale science experiences from class to larger than life experiences.

So, get to the science museum in London if you can; it is FAB! And , if you're in the SW check out the Explora website http://www.explorascience.co.uk/index.php

PSTT- what's it all about?

PSTT

Nope, I am not trying to get your attention ; PSTT is the Primary Science Teacher Trust (formerly known as the Astra Zeneca Teaching Trust)

Read all about the trust, their work and history here

I was thrilled to become a part of this fabulous college in 2012. This year I was lucky enough to be awarded one of the Primary Science Teacher of the Year awards alongside many other teachers . All sharing the same passion and enthusiasm for developing science teaching in their schools. What a fabulous group of people to be associated with.

The recent conference, held this year at the rather splendid University of Manchester, was truly inspirational. You can read about the conference on the above website, but I thought I would share some of the more memorable parts here. The conference was so packed that it has taken me a couple of weeks to reflect on the wealth of information shared.

The conference kicked off on Monday morning (after a very enjoyable dinner at a local Italian restaurant on the Sunday where the new college fellows had a chance to meet) with an introduction from Kathy Schofield, college director and a virtual appearance from Professor Dudley Shallcross whose vision to grow the trust to reach across every school in the country is gathering momentum.

We heard about successful projects from existing fellows such as Growing music at Shaw Primary ( see here ) funded by the PSTT.

New members then had a chance to share what they are doing in schools- so many fantastic ideas going on in schools across the country; a side of teaching that is all too often overlooked by a negativity driven media  (IMO) andnot enough time given to share and celebrate the fabulous work that is happening in our primary schools.


Following lunch, we were treated to a key note speech by Tony Hughes from Huthwaite International  (here ) "Logic is not persuasive. Neither is being right!"  where he talked about how to recognise verbal and non verbal signals. To be honest the hour he was given wasn't really enough  - a whole day, several days in fact could have been taken up with this. However, there was certainly lots of food for thought. Only two pm and already so many ideas to take away and build on!

There were various workshops going on and I had to choose which to go to; I plumped for the Making it Practical option. This was led by Tara Mawby (website ) and was full of great ideas.
My favourites were odd one out starter questions to get the children thinking . For example I am going to try one with my class following our earth in space topic :

Really like the idea that there are so many possible answers; great way to encourage children to be confident about having a go.

We also looked at how to use easily available pocket money toys to stimulate scientific enquiry.
 This was a great way to make me think outside the box when it comes to our resources. The new, slimmed down , curriculum gives so much more time to devote to working scientifically. Pocket money toys such as the above can lend themselves to so many activities. Children choose an object adn come up with a question that they could then test out.

I then went to a workshop which focused on KS1 (but everything could go across both KS1 and 2)
This was run by Pam Waite and was FAB. One of my favourites from the session was this ingenious way to make a Cartesian diver:



and this way to make branching databases with children more accessible: I often use objects to make these but had not thought of doing it on quite such a grand scale; fabulous way to do it!

 

Goodness me- and this was just on day one!
Day two to follow

I'm a scientist!

This term , along with many other schools across the country, we have been learning lots about the Olympic games. It has been of particular relevance to schools in Dorset as the sailing events are to be held at Weymouth and the torch is going to be spending several days along the world heritage site Jurassic coast.
http://www.spiritofbridport.org/category/news/
http://www.visit-dorset.com/whats-on/london-2012-sailing/the-olympic-torch-relay

We have been having fun planning our own sports day which will be happening (weather permitting) later this week.

Something a little different that I have done with my class this term is "I'm a scientist!"

  ‘I’m a Scientist, Get me out of Here!’ is a free online event where school students get to meet and interact with scientists. It’s a free X Factor-style competition between scientists, where the students are the judges.

Pitting students against scientists in a live round of intense, fast-paced, quick fire online live CHATs. Students get the chance to ASK scientists all the questions they want to, then VOTE for their favourite scientist to win prize of £500 to communicate their work with the public.' http://imascientist.org.uk/

We had a fabulous live science chat last week where the children could ask science related questions. What a fast paced session it was- here are some of the questions and answers we had:

gordon : What inspired you to become a scientist?

classash : @Stuart who do you think your information will be useful to?

classash : stuart are you always so cheerful or is being asientist hard work?

classash : @stuart when you were little was your dream to be a scientists

trumpetdude : @ stuart how many skin sellls can you fit in a bath

classash : @stuart are you friends with any of the other scientists

jadey2412 : hi @stuart what does it feel like being a scientist

classash : have you always wanted to be a sientist?

classash : @stuart how many skin cells on one body

classash : @stuart what are muscles made of.

youforgotthebluebe : @stuart were you the smartist in your class?

abigail6995 : @Stuart did you study alot of science at high school or were you not as interested in science then you are now?

jadey2412 : hi @ stuart whats the most toxic thing you have used before and explain why?

abigail6995 : what type of experiments do you do? Are they on humans or something else?

classash : @stuart thank you for coming and answering all our questions we have learnt a lot

hetty123 : @stuart it's great that you answered all those questions I didn't know that theres so many different sciences to do?

mrshalford : @stuart thanks so much- the class are quite literally buzzing with excitement and are very impressed with your speed of answering

classash : @Stuart thak you for all the chat it was fun

THIS CHAT WAS AMAZING AND FUN

Here are some of stuart's answers. You can read his profile at http://7-11.imascientist.org.uk/profile/stuartgray

• stuartgray : @jacobr i use many pieces of equipment. Bikes, treadmills, analysers for oxygen, strenght testing equipment, centrifuges. The list can go on and on and on......

stuartgray : @youforgettheblu ebe I was one of the smartest in my class but there is always someone cleverer than you!!

stuartgray : @abigail yes i studies maths, physics, chemistry and biology at high school. I have always liked science

stuartgray : @jadey2412 formaldehyde as it can send you to sleep, very toxic in large amounts

stuartgray : @jadey2412 i enjoyed in class experiments when you got to see explosions or anythign cool like that!

stuartgray : @gordon @trumpetdude I do enjoy being a scientist and it is because of the variety of things and the discoveries you can make. Also things like this are very fun!!

stuartgray : L@ the best chemicals I have used are the radioisotopes. they are radioactive so I have to very careful with them, but they give great results

stuartgray : @classash it is quite hard being a scientist but if you enjoy it it seems more like fun than hard work

stuartgray : @abigail6995 I most definitely work as part of a team. I have many doctoral students and staff working with me in the lab. The old saying that 2 heads are better than one is very true!

stuartgray : @trumpetdude. there are many tubes, the main ones would be the blood vessels and the airways. They are very important for helping keep you all moving about!

stuartgray : @trumpetdude I probably run about 1000 miles a year. I just trianed for and ran the London Marathon this year and was beaten across the line by a women in a wedding dress

stuartgray : @hetty123 lots of scientists study biology but many also study things like the environment, engineering and chemistry for example!

stuartgray : @trumpetdude I most experiment on humans so dont do much work in plants. I did do some stuff in my early University years and found it very fascinating!

stuartgray : @1tich1 we all just have one overall immune system in the body but it is made of many many different parts. We have millions of immune cells in our blood to help protect against bacteria and viruses and also proteins in tissues and saliva to help to.

stuartgray : @abigail6995 a very good question. Some people have weak hearts because of their genes (i.e. they get it from their parents) and there is not that much that can be done. Others it is because they do not carry out enough exercise or have a bad diet. These people can change their lifestyle to help this

stuartgray : @gordon If the sun explodes then that would pretty much be the end of the galaxy as we would have not heat to support human life. The gravitational pull of the sun would also be lost. All in all it will be bad news but a long time away, hopefully!

stuartgray : @hetty123 probably not as many people as I would like become scientists. The more we can get the more help we can be!

stuartgray : @trumpetdude there are about 5000000000 red blood cells in a ml of blood so 330 times that. A very BIG number!

stuartgray : @classash I think my research will be useful to medical practitioners who need to know the exact amount of exercise or proper nutrition to advise people to take to help with their health

stuartgray : @hetty123 Being a scientist involves a lot of planning experiments, trying to convince somebody to fund them and then actually carrying out the experiments!

stuartgray : @jadey2412 it feels good to be a scientist. There is a great feeling when you realise you are the first person in the world to discover something!

stuartgray : @classash that is a lot of good questions. Not sure about the skin cells in the bath, but a very large number! Muscles are made of protein, the main ones being actin and myosin.

stuartgray : @jacobr I qualified with my PhD (doctorate) in 2007 so I would say i have been a proper scientist for 5 years!

stuartgray : @akni I think i always have wanted to be a scientist. It was always my favourite subject at school and I think you should get more of it!

stuartgray : @youforgottheblu ebe I never actually remember deciding to become a scientist it just all seemed to fall into place!

stuartgray : @hetty123 I wouldnt say it was easy. it does involve a lot of hard work and study. but it is fun!

I was incredibly impressed by the range of questions the children (y5) asked and how sensibly they took part in the session. It really highlighted to me the importance of  making science relevant and of showing children how science is used in jobs and everyday life. I will wait to see which scientist wins the £500 award...

As I look through the new curriculum in detail I plan to work with colleagues across our cluster schools to shape a curriculum for science that will motivate and enthuse our pupils, that will show them ways that science is used by real people in the local area in the here and now, not just what happened in the past.

I want to make better use of the internet to show how science makes a difference in our lives. 

That is my plan , I'm hoping that my colleagues will want to come along for the journey.

School trips

Just returned home after an exhausting but rewarding day at @Bristol. (Science museum for anyone who hasn't heard of it). 105 very excited children arrived in school early this morning ready for our "Brain and Body theme day."

Highly enthusiastic staff there led us through a series of workshops and talks; some of which were better than others, but the enthusiasm and energy of the presenters could not be faulted. The highlight, though, was the time spent in the interactive parts of the museum. Watching children from Years 2,3,4,5,6 working together and enjoying a range of scientific activities made the experience so worthwhile (apart from the travel sick children :S)! The children were literally buzzing with excitement. "Come and look at this!" "Wow!" "This is incredible" were just a few of the comments that poured from the children. We literally had to drag them away at the end to get the coach! Having the chance to watch children working with different classes has made me think about how to make more use of that within school...

School trips take a lot of organisation and are stressful (how many times did I count the children!) but well worth it. Everyone had a great day and can't wait to get back to school tomorrow to share our experiences and make some big posters to put up on display. A great day for all. Where to next?...