Science
2023-2024
Example 1: Living Things
In Second class A, the children embarked on an exciting exploration of their senses. Together, they brainstormed fun challenges to put their senses to the test and learn in the process.
First, they tackled their sense of smell. With a variety of pots and scents, they matched each aroma to its corresponding container. It was a delightful game of sniff-and-match, enhancing their sense of smell in a playful way.
Next, they dove into the sense of touch. Taking turns, they hid objects in a dark box and relied solely on touch to identify them. The children had great fun reaching into the mysterious darkness, discovering objects by feel alone.
Then, they put their listening skills to the test. Shaking boxes to guess the hidden contents, they relied on their sense of hearing. It was a guessing game filled with suspense and excitement.
First, they tackled their sense of smell. With a variety of pots and scents, they matched each aroma to its corresponding container. It was a delightful game of sniff-and-match, enhancing their sense of smell in a playful way.
Next, they dove into the sense of touch. Taking turns, they hid objects in a dark box and relied solely on touch to identify them. The children had great fun reaching into the mysterious darkness, discovering objects by feel alone.
Then, they put their listening skills to the test. Shaking boxes to guess the hidden contents, they relied on their sense of hearing. It was a guessing game filled with suspense and excitement.
2023-2024
Example 2: Energy and Forces
In Senior Infants, the children explored the world of Science through light. They worked together in small groups and as a whole class to brainstorm ideas about where it comes from, how it is created and different light sources they could find in their everyday lives.
Next, they conducted an investigation into light and shadow. They wanted to see could they create shadow using their own gingerbread man artwork. The children took turns observing how a shadow can be made using a torch and how it's shape and size can be altered depending on the position of a light source.
The class thoroughly enjoyed their inquiry and were able to link their learning to shadows they saw throughout the day, inside and outside of class. Senior infants loved their task and as a result have developed a deeper understanding of light and shadow in the world.
Next, they conducted an investigation into light and shadow. They wanted to see could they create shadow using their own gingerbread man artwork. The children took turns observing how a shadow can be made using a torch and how it's shape and size can be altered depending on the position of a light source.
The class thoroughly enjoyed their inquiry and were able to link their learning to shadows they saw throughout the day, inside and outside of class. Senior infants loved their task and as a result have developed a deeper understanding of light and shadow in the world.
2023-2024
Example 3: Materials
During Science Week second class had a hair-raising experience with static electricity! Children were given the chance to create static electricity and observe its effects on different materials. Children charged their balloons with static electricity by rubbing it off their hair and performed an experiment by seeing what materials they were attracted to. We found out that rubbing it off our hair gave the children some very crazy hairdos as the hair was attracted to the charged balloon.
The children worked in pairs with a balloon and a recording sheet and explored the classroom, testing their charged balloons on different materials. The children discovered that balloons were attracted to walls, paper and clothes but didn’t attract to metal.
The children were incredibly excited to see and undertake an experiment that was “just like magic” with some children even discovering that you could levitate two charged items off one another as they were repelled.
By end of the lesson everyone had very messy hair, but everyone agreed that science could be loads of fun.
Third class played the part of mad scientists by making chemical reactions. Using simple household items, the children were able to create a chemical reaction that could blow up a balloon!
Third class discovered that when you mixed baking soda and vinegar in a bottle the two react and produce carbon dioxide gas. The carbon dioxide is release as bubbles which causes the mixture to fizz and bubble up. The same process can be seen in fizzy drinks where carbon dioxide is added to create bubbles.
As the carbon dioxide builds up inside the bottle the pressure builds enough that it can blow up the balloon that was placed over the top of the bottle.
The children had a fantastic time showing their chemistry experiment to other classes during the science fair and even though it got a little messy it was all in the name of fun and science!
Pupils undertook an investigation growing rainbows as part of an exploration into capillary action.
The children began by discussing how plants use water to grow and stay healthy. They were intrigued by the process which takes place and wanted to conduct an experiment to find out more.
Firstly, to increase visibility, we used a small amount of bright, vibrant colour at the end of kitchen roll. We then carefully dipped the end of our tissues into the water, holding it in place to observe the results.
The children were amazed to see capillary action at work. We watched as the ink was carried by the water molecules using the processes of adhesion and cohesion as it travelled up the tissue. They thoroughly enjoyed trying to get their colours to meet in the middle and create their very own 'rainbow'.
Following our experiment, the class were able to apply their learning to the real world and give fantastic explanations for how plants grow and develop through their consumption of water.
The children worked in pairs with a balloon and a recording sheet and explored the classroom, testing their charged balloons on different materials. The children discovered that balloons were attracted to walls, paper and clothes but didn’t attract to metal.
The children were incredibly excited to see and undertake an experiment that was “just like magic” with some children even discovering that you could levitate two charged items off one another as they were repelled.
By end of the lesson everyone had very messy hair, but everyone agreed that science could be loads of fun.
Third class played the part of mad scientists by making chemical reactions. Using simple household items, the children were able to create a chemical reaction that could blow up a balloon!
Third class discovered that when you mixed baking soda and vinegar in a bottle the two react and produce carbon dioxide gas. The carbon dioxide is release as bubbles which causes the mixture to fizz and bubble up. The same process can be seen in fizzy drinks where carbon dioxide is added to create bubbles.
As the carbon dioxide builds up inside the bottle the pressure builds enough that it can blow up the balloon that was placed over the top of the bottle.
The children had a fantastic time showing their chemistry experiment to other classes during the science fair and even though it got a little messy it was all in the name of fun and science!
Pupils undertook an investigation growing rainbows as part of an exploration into capillary action.
The children began by discussing how plants use water to grow and stay healthy. They were intrigued by the process which takes place and wanted to conduct an experiment to find out more.
Firstly, to increase visibility, we used a small amount of bright, vibrant colour at the end of kitchen roll. We then carefully dipped the end of our tissues into the water, holding it in place to observe the results.
The children were amazed to see capillary action at work. We watched as the ink was carried by the water molecules using the processes of adhesion and cohesion as it travelled up the tissue. They thoroughly enjoyed trying to get their colours to meet in the middle and create their very own 'rainbow'.
Following our experiment, the class were able to apply their learning to the real world and give fantastic explanations for how plants grow and develop through their consumption of water.
2023-2024
Example 4: Environmental Awareness and Care
Pupils in Junior Infants have become Picker Pals this year! The Picker Pals Programme has been designed to deliver deep and sustained behavioural change for the primary participants while also affecting peers, family and the broader community. Pupils begin learning about caring for the environment in school during classroom lessons. Pupils work together to clean up the school environment. Over time, pupils bring home the Litter Picking Pack to their families and pick up litter in the environment. Pupils have really enjoyed cleaning up their localities and spreading awareness for the need to keep our local area clean and litter-free!
In addition to this, our Green School Committee are working on our 2nd Green Flag – The Water Flag! We have pupils from Junior Infants – 6th Class on our Green School Committee, working hard to promote a cleaner environment in Lucan CNS!
In addition to this, our Green School Committee are working on our 2nd Green Flag – The Water Flag! We have pupils from Junior Infants – 6th Class on our Green School Committee, working hard to promote a cleaner environment in Lucan CNS!
2023-2024
Example 5: Our Wormery
Our school's wormery is home to a fascinating community of worms, each playing a vital role in our ecosystem. Craig Benton came to our school to set up the wormery for Lucan CNS. These funny creatures may seem small, but their impact is significant. From breaking down food waste to enriching the soil, worms contribute to the health of our environment in remarkable ways. Through observing and learning about these worms, we gain a deeper appreciation for the interconnectedness of all living things.
In our wormery, students are not only caretakers but also curious observers, discovering the intricacies of worm behaviour and biology. It's great to see everybody playing their part in keeping the worms fed and watered. As we nurture and care for the worms, we also learn valuable lessons about responsibility, sustainability, and the importance of respecting all forms of life. Pupils in all classes are really enjoying learning about the worms and caring for the worms!
In our wormery, students are not only caretakers but also curious observers, discovering the intricacies of worm behaviour and biology. It's great to see everybody playing their part in keeping the worms fed and watered. As we nurture and care for the worms, we also learn valuable lessons about responsibility, sustainability, and the importance of respecting all forms of life. Pupils in all classes are really enjoying learning about the worms and caring for the worms!
2023-2024
Example 5: Education for Sustainable Development
Pupils in 5th Class have been receiving weekly talks and lessons from Eddie Ferns about Climate Literacy and Education for Sustainability. The pupils took part in 8 workshops about Climate Change and Sustainable Development. Some topics covered included fast fashion, upcycling, plastic in the oceans, biodiversity loss and taking action. Our school received a native Irish tree sapling which 5th Class planted together, to promote a more-green school environment. The lessons have helped our pupils to understand different ecosystems and the issues connected while developing critical-thinking, problem-solving and decision-making skills. Pupils have planned and completed a variety of action projects to support a more sustainable and eco-friendly lifestyle and school community. 5th Class pupils would agree that these talks, and Eddie, have supported them to learn about the climate crisis and take action to live more sustainably now and into the future.
2022-2023
Example 1: Living Things
During the year, 3rd Class B investigated the different types of fingerprints and how this information could be used in forensics to help us solve a class crime! Our class had our mascot stolen by a member of staff and over the course of a number of weeks, the students had to use their science skills to examine a number of pieces of evidence and solve the crime in time.
One of the pieces of evidence, was fingerprints left at the crime scene. The class learned about the 3 main types of fingerprints: Whorls, Arches and Loops. They took samples of their own fingerprints using ink pads and compared their results with the rest of their classmates. They then converted this data onto bar charts in Maths. Interestingly, on the right thumb (one of the fingers used), the girls had far more whorls than the boys.
Using our new found skills, we then compared the crime scene fingerprints, to that of the 4 main suspects. Beforehand, we had discussed the difference between observations and inferences and how in science, while everyone may have the same piece of evidence, you may come up with numerous different theories. However, while the class couldn’t state with 100% certainty, the fingerprints at the crime scene clearly matched 2 of our suspects: our caretaker and our principal!
Again, we discussed different theories like the caretaker was perhaps just cleaning/locking up or how maybe the fingerprints were planted and the real suspect was attempting to frame these two. Ultimately, we came to the conclusion that we needed more evidence.
Overall, it was a really fun way to introduce the topic of fingerprints, forensics and investigative science to the pupils.
One of the pieces of evidence, was fingerprints left at the crime scene. The class learned about the 3 main types of fingerprints: Whorls, Arches and Loops. They took samples of their own fingerprints using ink pads and compared their results with the rest of their classmates. They then converted this data onto bar charts in Maths. Interestingly, on the right thumb (one of the fingers used), the girls had far more whorls than the boys.
Using our new found skills, we then compared the crime scene fingerprints, to that of the 4 main suspects. Beforehand, we had discussed the difference between observations and inferences and how in science, while everyone may have the same piece of evidence, you may come up with numerous different theories. However, while the class couldn’t state with 100% certainty, the fingerprints at the crime scene clearly matched 2 of our suspects: our caretaker and our principal!
Again, we discussed different theories like the caretaker was perhaps just cleaning/locking up or how maybe the fingerprints were planted and the real suspect was attempting to frame these two. Ultimately, we came to the conclusion that we needed more evidence.
Overall, it was a really fun way to introduce the topic of fingerprints, forensics and investigative science to the pupils.
2023-2024
Example 2: Energy and Forces
Junior Infants B had so much fun experimenting with Dancing Raisins!
First, we filled up two jars, one with 7up and the other with water. We observed both jars and shared with our partner what was different and similar between the two jars. We noticed that while both were clear, the jar with 7up had bubbles inside. The bubbles went up and down inside the jar.
Next, we made predictions. If we added raisins to both, what would happen? Would the raisins sink or would they float? What would happen the bubbles inside the jar with 7up? The children had so much fun making predictions and reasoning why they thought the raisins would sink or float inside the jars.
The raisins were heavier than the drink so they sank at first in both! For a moment we were shocked and disappointed. Would nothing happen the raisins?
Then suddenly, we saw some magic! The raisins in the 7up rose to the surface and sank when the bubbles burst at the top, they were dancing all around the jar. We found out it was because the bubbles in the 7up attached to the raisins and made them lighter.
We drew beautiful pictures of our dancing raisins and our sinking raisins. This was to show our friends in school about our exciting experiment. We displayed these in the hall behind our experiment.
We were so proud to see our experiment and our work in the hall and present it to all the other classes during a Science Carousel.
First, we filled up two jars, one with 7up and the other with water. We observed both jars and shared with our partner what was different and similar between the two jars. We noticed that while both were clear, the jar with 7up had bubbles inside. The bubbles went up and down inside the jar.
Next, we made predictions. If we added raisins to both, what would happen? Would the raisins sink or would they float? What would happen the bubbles inside the jar with 7up? The children had so much fun making predictions and reasoning why they thought the raisins would sink or float inside the jars.
The raisins were heavier than the drink so they sank at first in both! For a moment we were shocked and disappointed. Would nothing happen the raisins?
Then suddenly, we saw some magic! The raisins in the 7up rose to the surface and sank when the bubbles burst at the top, they were dancing all around the jar. We found out it was because the bubbles in the 7up attached to the raisins and made them lighter.
We drew beautiful pictures of our dancing raisins and our sinking raisins. This was to show our friends in school about our exciting experiment. We displayed these in the hall behind our experiment.
We were so proud to see our experiment and our work in the hall and present it to all the other classes during a Science Carousel.
2022-2023
Example 3: Materials
3rd Class A investigated whether brands really make a difference to the taste, smell, texture and overall enjoyment of a food product. We tested cola, cream crackers, custard cream biscuits, water and plain biscuits and lemon and lime soda. We had a non-brand and branded item of each. Before the testing began, each item was concealed and the students were not aware which items were branded and not-branded.
To begin, we predicted whether we thought brands were important. 14 people predicted that the branded items would be better. 4 people predicted that the non-branded items would be better.
We followed the following method in our experiment: 1. Buy samples of branded and non-branded items.
2. Label each item A or B.
3. Take each item out of the packet and put it
into a plain container or plate.
4. Smell each item and score it out of 3.
1 = Poor, 2 = Okay, 3 = Good.
5. Judge the appearance and score it out of 3.
1 = Poor, 2 = Okay, 3 = Good.
6. Taste the item and score it out of 3.
1 = Poor, 2 = Okay, 3 = Good.
7. Write the total number of preferences
from the class.
8. Reveal which was branded and non-branded.
We had the following results:
3 branded items were preferred:
Pepsi Max, Bottled Water and Boland’s Custard Creams.
3 non-branded items were preferred: Tesco Lemon and Lime, Tesco Plain Biscuits and Tesco Cream Crackers.
Following our investigation, we created bar charts to display our results. We used our maths skills to help us to analyse the results of our experiment. It was a very interesting experiment and we thoroughly enjoyed testing the samples during this science activity!
To begin, we predicted whether we thought brands were important. 14 people predicted that the branded items would be better. 4 people predicted that the non-branded items would be better.
We followed the following method in our experiment: 1. Buy samples of branded and non-branded items.
2. Label each item A or B.
3. Take each item out of the packet and put it
into a plain container or plate.
4. Smell each item and score it out of 3.
1 = Poor, 2 = Okay, 3 = Good.
5. Judge the appearance and score it out of 3.
1 = Poor, 2 = Okay, 3 = Good.
6. Taste the item and score it out of 3.
1 = Poor, 2 = Okay, 3 = Good.
7. Write the total number of preferences
from the class.
8. Reveal which was branded and non-branded.
We had the following results:
3 branded items were preferred:
Pepsi Max, Bottled Water and Boland’s Custard Creams.
3 non-branded items were preferred: Tesco Lemon and Lime, Tesco Plain Biscuits and Tesco Cream Crackers.
Following our investigation, we created bar charts to display our results. We used our maths skills to help us to analyse the results of our experiment. It was a very interesting experiment and we thoroughly enjoyed testing the samples during this science activity!
2022-2023
Example 4: Environmental Awareness and Care
In Junior Infants, we began to notice changes in the local environment as seeds and flowers began to grow on the trees and in the grasses in our school. We asked 'Why are flowers growing?' and wondered 'Why can't we pick the leaves and flowers from the trees?'.
Our curious questions encouraged us to learn more about what plants need to grow. We learned that plants start from a seed. We noticed seeds in apples, strawberries and other foods that we eat. We were given some cress seeds and soil. We buried the seeds gently in the soil. We recorded our process orally and pictorially. We sequenced the process using images.
Afterwards, we asked 'What do we need to do now to help the plants to grow?'. We discovered that plants need water and sunlight to grow. We kept the seeds on the windowsill and one person watered the plants each morning. We predicted that the plants would not grow without water. We did not water one plant and it did not grow. We were amazed when we saw roots and shoots growing from our plants that we were watering regularly. We were so excited! We learned how to care for our plants before bringing them home. At home, we continued to care for our cress plants and watched them grow taller and stronger.
Our curious questions encouraged us to learn more about what plants need to grow. We learned that plants start from a seed. We noticed seeds in apples, strawberries and other foods that we eat. We were given some cress seeds and soil. We buried the seeds gently in the soil. We recorded our process orally and pictorially. We sequenced the process using images.
Afterwards, we asked 'What do we need to do now to help the plants to grow?'. We discovered that plants need water and sunlight to grow. We kept the seeds on the windowsill and one person watered the plants each morning. We predicted that the plants would not grow without water. We did not water one plant and it did not grow. We were amazed when we saw roots and shoots growing from our plants that we were watering regularly. We were so excited! We learned how to care for our plants before bringing them home. At home, we continued to care for our cress plants and watched them grow taller and stronger.
2022-2023
Example 5: Science Week
Lucan CNS held its Science Week from November 14th to 18th, 2022, providing an eventful and thrilling experience for all participating classes. The week was full of exciting activities that enabled us to acquire various science skills. You may refer to the week's summary for a glimpse of our learning journey.
Science Carousel:
Every morning, the children had the opportunity to switch classes and teachers for a 30-minute session of science fun. This innovative approach not only enabled us to delve into various science topics but also allowed us to acquaint ourselves with other teachers in the school. Throughout the week, we conducted exciting experiments such as investigating magnetism, static electricity, and the reaction between acids and bases, among other science projects. The mornings were always a blast as we eagerly delved into new and exciting scientific concepts.
Poster Competition:
During the week, all the classes were tasked with creating science posters to explore various science topics. These posters were then showcased in the P.E. hall for the Science Showcase, where parents and everyone else could view them. We thoroughly enjoyed designing and crafting the posters to showcase our scientific knowledge.
Science Showcase:
The school held a Science Fair on Friday, where parents were invited to attend. Each class had set up a 'Science Fair Stand' where the students explained their experiment to the parents. The students also had the opportunity to explore the fair and learn about the science projects from the other classes that had taken place during the week. The experiments showcased included the tallest tower challenge using marshmallows and spaghetti, paper towel colour mixing, lava lamps, and dancing raisins. The highlight of the event was the chance to dress up as 'Mad Scientists.' It was an enjoyable experience for all, and we relished the opportunity to showcase our knowledge to our parents and peers in the school.
Mad Scientist Dress Up:
During the Friday of Science Week, we thoroughly enjoyed donning our mad scientist outfits and had an amazing time!
Science Carousel:
Every morning, the children had the opportunity to switch classes and teachers for a 30-minute session of science fun. This innovative approach not only enabled us to delve into various science topics but also allowed us to acquaint ourselves with other teachers in the school. Throughout the week, we conducted exciting experiments such as investigating magnetism, static electricity, and the reaction between acids and bases, among other science projects. The mornings were always a blast as we eagerly delved into new and exciting scientific concepts.
Poster Competition:
During the week, all the classes were tasked with creating science posters to explore various science topics. These posters were then showcased in the P.E. hall for the Science Showcase, where parents and everyone else could view them. We thoroughly enjoyed designing and crafting the posters to showcase our scientific knowledge.
Science Showcase:
The school held a Science Fair on Friday, where parents were invited to attend. Each class had set up a 'Science Fair Stand' where the students explained their experiment to the parents. The students also had the opportunity to explore the fair and learn about the science projects from the other classes that had taken place during the week. The experiments showcased included the tallest tower challenge using marshmallows and spaghetti, paper towel colour mixing, lava lamps, and dancing raisins. The highlight of the event was the chance to dress up as 'Mad Scientists.' It was an enjoyable experience for all, and we relished the opportunity to showcase our knowledge to our parents and peers in the school.
Mad Scientist Dress Up:
During the Friday of Science Week, we thoroughly enjoyed donning our mad scientist outfits and had an amazing time!
2022-2023
Example 6: Green Schools
At Lucan CNS we are committed to saving our planet and learning about how we can reduce our carbon footprint and help the environment. Following the success of the litter pickers last year we renewed our green schools flag and a huge amount of hard work went into achieving this goal. A member of an Taisce came to our school for the official raising of our Green Flag.
The Green Team celebrated a momentous achievement this year… our school's first Green Flag! We were so proud of each and every member of the team who worked very hard to introduce and promote recycling across the school. In their monthly meetings, the team came up with innovative ideas to reduce litter and waste. This included the No Litter Lunch Day, during which all staff and pupils used only recyclable containers to pack their lunch. The team observed the type of waste that was taking up most of our bins and recognised that lots of lunch waste could be reduced. This has continued during the school year and the school's general waste has been greatly reduced.
The Green Team questioned further ways to improve the local environment in the school. It was identified that wildlife didn't have a lot of space to thrive. As a result, the Green Team came up with an initiative to create a 'Bug Hotel'. The team, alongside our Caretaker, Martin, created a 'Bug Hotel' in a grassy area in the school yard. It has been fascinating watching the insects thrive inside the 'Bug Hotel'.
In addition, the Green Team noticed that batteries couldn't be disposed of in our school. After some brainstorming, it was suggested that we incorporate battery recycling boxes into each classroom. To make it more interesting, it became a competition to see how many batteries each class could collect. The classes estimated the amount of batteries that the box could hold and weighed the boxes when they were full.
Junior classes earned about protecting the environment by reading the picture book ‘Michael Recycle’ written by Ellie Bethel. Senior classes in our school entered the An Post 'A Happier and Healthier Ireland 2030' writing ion which asked students to brainstorm ways we make the world more sustainable and create positive changes for the future.
The Green Team have communicated results from all of their initiatives using facts and information gathered. It has coincided with the science skills of questioning, observing, analysing, and recording and communicating information. Students have planned initiatives , implemented ideas and evaluated their success after each initiative. Furthermore, we have excelled in protecting and enhancing the environment in Lucan CNS!
The Green Team celebrated a momentous achievement this year… our school's first Green Flag! We were so proud of each and every member of the team who worked very hard to introduce and promote recycling across the school. In their monthly meetings, the team came up with innovative ideas to reduce litter and waste. This included the No Litter Lunch Day, during which all staff and pupils used only recyclable containers to pack their lunch. The team observed the type of waste that was taking up most of our bins and recognised that lots of lunch waste could be reduced. This has continued during the school year and the school's general waste has been greatly reduced.
The Green Team questioned further ways to improve the local environment in the school. It was identified that wildlife didn't have a lot of space to thrive. As a result, the Green Team came up with an initiative to create a 'Bug Hotel'. The team, alongside our Caretaker, Martin, created a 'Bug Hotel' in a grassy area in the school yard. It has been fascinating watching the insects thrive inside the 'Bug Hotel'.
In addition, the Green Team noticed that batteries couldn't be disposed of in our school. After some brainstorming, it was suggested that we incorporate battery recycling boxes into each classroom. To make it more interesting, it became a competition to see how many batteries each class could collect. The classes estimated the amount of batteries that the box could hold and weighed the boxes when they were full.
Junior classes earned about protecting the environment by reading the picture book ‘Michael Recycle’ written by Ellie Bethel. Senior classes in our school entered the An Post 'A Happier and Healthier Ireland 2030' writing ion which asked students to brainstorm ways we make the world more sustainable and create positive changes for the future.
The Green Team have communicated results from all of their initiatives using facts and information gathered. It has coincided with the science skills of questioning, observing, analysing, and recording and communicating information. Students have planned initiatives , implemented ideas and evaluated their success after each initiative. Furthermore, we have excelled in protecting and enhancing the environment in Lucan CNS!
2021-2022
Example 1: Living Things
Nature Trail
Junior Infants A
Observe, discuss and identify a variety of plants and animals in different habitats in the immediate environment: An Autumn nature hunt in October 2021 to find autumn related objects in the environment around the school.
Sort and group living things into set: we collected leaves on our nature hunt and sorted them by colour
Become aware that animals and plants undergo seasonal change in appearance or behaviour: we compared the colours of the leaves to green ones we see in the summer to identify the changes they undergo throughout the season of Autumn
In March 2022, we then returned to the strand 'Living Things' to complete the following:
Explore conditions for growth of bulbs and seeds: we looked at the process of planting and looking after seeds by sequencing the event together and planting our own cress seeds
Bbserve growth and change in some living things: we then watered our cress seeds daily and watched them grow and began to recognise the role of the sun due to the direction the seeds grew towards.
Sort and group living things into set: we collected leaves on our nature hunt and sorted them by colour
Become aware that animals and plants undergo seasonal change in appearance or behaviour: we compared the colours of the leaves to green ones we see in the summer to identify the changes they undergo throughout the season of Autumn
In March 2022, we then returned to the strand 'Living Things' to complete the following:
Explore conditions for growth of bulbs and seeds: we looked at the process of planting and looking after seeds by sequencing the event together and planting our own cress seeds
Bbserve growth and change in some living things: we then watered our cress seeds daily and watched them grow and began to recognise the role of the sun due to the direction the seeds grew towards.
2021-2022
Example 2: Energy and Forces
Electrical Circuits and Static Electricity
3rd Class
Firstly, 3rd Class investigated static electricity. We watched a video to learn that an object with extra electrons has a negative charge. We rubbed balloons on our hair to transfer protons and create static electricity. We stuck balloons to the wall using static electricity, it was like magic! We also rubbed rulers on our clothes and moved water from the tap! We placed paper on top of a pencil nib and moved the paper without touching it! We were so impressed by our learning about Static Electricity.
Afterwards, we investigated electricity. We learned about where electrcity comes from and how it gets to our houses. We looked at electrical pylons nearby our school.
Soon after , 3rd Class had so much fun investigating how electricity flows by building electrical circuits.
A circuit is a complete path which allows electricity to flow.
The materials that we needed were Wires with crocodile clips, LED bulb, battery, battery holder, paper clip, elastic band, rulers.
We made many discoveries throughout our experiment We came to realise that the bulb would not light if there was a gap in the circuit. When there is a break in a circuit, the electricity cannot flow from the battery to the light. We also used a metal paper clip to test the flow of electricity from two different metals, and it worked! We realised that electricity could not flow through rubber bands or rulers.
Now that we know how to build an electrical circuit we are excited to explore them further and get creative with them!
Afterwards, we investigated electricity. We learned about where electrcity comes from and how it gets to our houses. We looked at electrical pylons nearby our school.
Soon after , 3rd Class had so much fun investigating how electricity flows by building electrical circuits.
A circuit is a complete path which allows electricity to flow.
The materials that we needed were Wires with crocodile clips, LED bulb, battery, battery holder, paper clip, elastic band, rulers.
We made many discoveries throughout our experiment We came to realise that the bulb would not light if there was a gap in the circuit. When there is a break in a circuit, the electricity cannot flow from the battery to the light. We also used a metal paper clip to test the flow of electricity from two different metals, and it worked! We realised that electricity could not flow through rubber bands or rulers.
Now that we know how to build an electrical circuit we are excited to explore them further and get creative with them!
2021-2022
Example 3: Materials
Baking Soda Investigation
6th Class
6th Class made fizzing baking soda eggs with a hidden surprise inside to explore the chemical reaction between an acid and a base.
6th Class moulded the baking soda into eggs using a small amount of water. They let them freeze overnight. Once frozen solid, they used a syringe to spray the vinegar to unveil the chemical reaction. It was so much fun to watch the fun fizzing reaction take place!
The chemical reaction happens when vinegar's acetic acid reacts with the baking soda's sodium bicarbonate to form carbonic acid. Carbonic acid falls apart into carbon dioxide and water. The bubbles come from the escaping carbon dioxide.
The 6th class students decided to make it more interesting by hiding small toys inside the baking soda eggs which students from other classes really enjoyed. We all had a blast!
6th Class moulded the baking soda into eggs using a small amount of water. They let them freeze overnight. Once frozen solid, they used a syringe to spray the vinegar to unveil the chemical reaction. It was so much fun to watch the fun fizzing reaction take place!
The chemical reaction happens when vinegar's acetic acid reacts with the baking soda's sodium bicarbonate to form carbonic acid. Carbonic acid falls apart into carbon dioxide and water. The bubbles come from the escaping carbon dioxide.
The 6th class students decided to make it more interesting by hiding small toys inside the baking soda eggs which students from other classes really enjoyed. We all had a blast!
2021-2022
Example 4: Environmental Awareness
Litter Pickers
Senior Infants A
Check out the video below to learn all about Picker Pals, as past of our Green Schools Initiative and STEM Award!
2021-2022
Example 5: Virtual Science Show
3rd and 4th Class
In November, the students in 3rd and 4th Class were invited to the 'Wonderstruck: Energy and Forces Show' through Cork Education Centre. It was an online event on Zoom and we had a 'blast' connecting to the show.
The children learned about forces, rockets, air pressure, fire, heat, flames and much more.
We loved the show and it was extremely engaging. It inspired us to learn more about Forces and Energy.
The children learned about forces, rockets, air pressure, fire, heat, flames and much more.
We loved the show and it was extremely engaging. It inspired us to learn more about Forces and Energy.
2021-2022
Example 6: Materials and Design
Building Towers
1st Class
1st class took part in a paper tower challenge. The class was split into groups and the aim of the challenge was for each group to build the tallest tower using white paper, sellotape and scissors in ten minutes. Prior to building our towers, we looked at many famous tall buildings/structures around the world. The students were particularly interested in the Leaning Tower of Pisa in Italy. Children were divided into 5 groups, and they were asked to discuss and answer questions such as:
What will you do with the paper to make it stackable?
How will you make the paper stronger? How will the tape help? How will you help each other?
Each group provided feedback on what they discussed and what answers they came up with which provided the class with loads of ideas of how to construct their tower. Finally, before commencing their construction the group discussed how they would make a tower with the resources. Student were then given ten minutes to construct their towers.
When all towers were constructed, we presented them to the rest of the class. We were all very intrigued to hear how each group decided to make their own tower. We compared all the towers with others in the class and decided whose was the most successful and why? The students thoroughly enjoyed this engineering challenge and have developed a great interest in engineering as a result.
What will you do with the paper to make it stackable?
How will you make the paper stronger? How will the tape help? How will you help each other?
Each group provided feedback on what they discussed and what answers they came up with which provided the class with loads of ideas of how to construct their tower. Finally, before commencing their construction the group discussed how they would make a tower with the resources. Student were then given ten minutes to construct their towers.
When all towers were constructed, we presented them to the rest of the class. We were all very intrigued to hear how each group decided to make their own tower. We compared all the towers with others in the class and decided whose was the most successful and why? The students thoroughly enjoyed this engineering challenge and have developed a great interest in engineering as a result.
2021-2022
Example 7: Light
Senior Infants B and 4th Class
Throughout Science Week Junior and Senior Infant classes wanted one question answered and that was Why is the sky blue?
It’s something we’ve always thought about and now was our chance to investigate!
We decided that the best way was to make our own miniature version of the sky by using a clear jar filled with water and a drop of milk to act as the clouds!
The next element we needed was light to act as the sun. We decided that the best option was a torch so we could move it around just like when the sun rises and sets throughout our day. First, we made our predictions of what would happen, then we carried out the experiment. When we shone the torch through the jar it turned blue! It was amazing and we recorded these results. There were so many great questions that we decided to investigate further!
What would happen if there was no milk added and it was just water with the torch shining through? When we did this, there was no colour change we could just see the light shining through. We were shocked! This meant that the milk had something to do with the colour change and we learned that the tiny particles in the milk scatter the light. Light has different wavelengths so when the light comes from the side of the jar and meets the milk it is of a shorter wavelength, making the light appear blue, so this is the colour we observe and what we see happening in the sky above us!
We had so much fun and learned a lot!
It’s something we’ve always thought about and now was our chance to investigate!
We decided that the best way was to make our own miniature version of the sky by using a clear jar filled with water and a drop of milk to act as the clouds!
The next element we needed was light to act as the sun. We decided that the best option was a torch so we could move it around just like when the sun rises and sets throughout our day. First, we made our predictions of what would happen, then we carried out the experiment. When we shone the torch through the jar it turned blue! It was amazing and we recorded these results. There were so many great questions that we decided to investigate further!
What would happen if there was no milk added and it was just water with the torch shining through? When we did this, there was no colour change we could just see the light shining through. We were shocked! This meant that the milk had something to do with the colour change and we learned that the tiny particles in the milk scatter the light. Light has different wavelengths so when the light comes from the side of the jar and meets the milk it is of a shorter wavelength, making the light appear blue, so this is the colour we observe and what we see happening in the sky above us!
We had so much fun and learned a lot!
In 4th Class, Shadow Puppets were used to create the story of Fantastic Mr.Fox. We learned about how light can be used to show shadows, make them larger, smaller and to illustrate a story. This was linked with Drama and the BLAST Art Initiative in DUblin West Education Centre in collaboration with Theatre Artist Margaret Callan Bergi.
We learned a lot of script skills, drama skills, production skills as well as the science of light.
We had so much fun and we were so proud of our performance.
We learned a lot of script skills, drama skills, production skills as well as the science of light.
We had so much fun and we were so proud of our performance.
2020-2021
Example 1: Living Things
From Caterpillars to Butterflies
Junior Infants A
Junior Infants learned about the lifecycle of a butterfly in real life!
Question: How do butterflies change from caterpillars?
Materials:
1. Pop-up habitat for butterflies
2. 3-5 live caterpillars
3. Feed pipette
4. Chrysalis station
5. Insect Lore Sugar packet for butterfly nectar
Method:
1. Place the live caterpillars into the cup.
2. Put the insect lore sugar into the cup.
3. Keep the cup upright and out of direct sunlight.
4. Watch the caterpillars eat and grow.
5. Look for silk webs that they create for protection.
6. Look for 'frass' or caterpillar waste.
7. After 7-10 days, the caterpillars will go to the top of the cup to make a chrysalis.
8. When all caterpillars have made a chrysalis, carefully put the lid into the chrysalis station that is inside the butterfly habitat.
9. Make sure the habitat is in a safe place where it won't be disturbed.
10. Watch the chrysalis open and the butterflies emerge!
Results:
A caterpillar metamorphosis into a butterfly. The caterpillar uses a chrysalis to change and emerge into a butterfly.
The chrysalis becomes darker in colour before the butterflies are ready to fly.
Data:
We created the process of the butterfly life cycle with a variety of pasta shapes!
Learning:
We have learned how to respectfully care for our caterpillars and begin to prepare their new homes as butterflies. We have had so much fun recording their life stages and learning all about this fascinating process.
Question: How do butterflies change from caterpillars?
Materials:
1. Pop-up habitat for butterflies
2. 3-5 live caterpillars
3. Feed pipette
4. Chrysalis station
5. Insect Lore Sugar packet for butterfly nectar
Method:
1. Place the live caterpillars into the cup.
2. Put the insect lore sugar into the cup.
3. Keep the cup upright and out of direct sunlight.
4. Watch the caterpillars eat and grow.
5. Look for silk webs that they create for protection.
6. Look for 'frass' or caterpillar waste.
7. After 7-10 days, the caterpillars will go to the top of the cup to make a chrysalis.
8. When all caterpillars have made a chrysalis, carefully put the lid into the chrysalis station that is inside the butterfly habitat.
9. Make sure the habitat is in a safe place where it won't be disturbed.
10. Watch the chrysalis open and the butterflies emerge!
Results:
A caterpillar metamorphosis into a butterfly. The caterpillar uses a chrysalis to change and emerge into a butterfly.
The chrysalis becomes darker in colour before the butterflies are ready to fly.
Data:
We created the process of the butterfly life cycle with a variety of pasta shapes!
Learning:
We have learned how to respectfully care for our caterpillars and begin to prepare their new homes as butterflies. We have had so much fun recording their life stages and learning all about this fascinating process.
2020-2021
Example 2: Energy and Forces
Electrical Circuits
3rd Class
3rd Class had so much fun investigating how electricity flows by building electrical circuits.
A circuit is a complete path which allows electricity to flow.
The materials we used were: a sheet of paper, copper tape, an LED bulb and a battery. We used a sheet of paper to lay out the circuit. Metal is a conductor of electricity and we used the copper tape to allow the electricity to flow. The battery is the power source of the circuit and the bulb demonstrates the flow of electricity.
We made many discoveries throughout our experiment We came to realise that the bulb would not light if there was a gap in the tape. When there is a break in a circuit, the electricity cannot flow from the battery to the light. We also used a metal paper clip to test the flow of electricity from two different metals, and it worked!
Now that we know how to build an electrical circuit we are excited to explore them further and get creative with them!
Similarly, 5th and 6th Class explored circuits using batteries, wires and bulbs. We created parallel and single circuits. We realised that a circuit needs to be closed for it to work. We added other materials to our circuit to investigate whether electricity flows through the material. For example, electricity does not flow through rubber bands but it will flow through a paper clip. After a while, we added fans, motors and resistors to our circuits. Although it was tricky, we managed to add a dimmer to the circuit as well to allow us to control the brightness of our bulbs. We had a lot of fun learning about electricity.
2020-2021
Example 3: Materials
Floating and Sinking Bears
Senior Infants B and 1st Class B
Senior Infants B focused on floating and sinking. We evaluated and tested a variety of classroom materials to see which would float or sink. For example, we discovered that the scissors sinks but the styrofoam cup floats!
We used different materials to make flotation devices. We made floats from tinfoil and gradually added plastic bears to the floating tinfoil boat. We tested how many bears we could add to the float, before it began to sink! We had a lot of fun playing with water and creating floats for our bears.
Similarly, Múinteoir Michaela’s 1st Class designed and made boats with our wonderful student teacher Múinteoir Rachel. In small groups, we thought about what materials should be used for a boat. Lots of groups tried to make a waterproof boat. In groups, we discussed what shape would be best for our boat and we tried to ensure that our boat would float. After some discussion and planning each group selected materials and carefully put together a boat. We tested our boats to see if they would float or sink. Some of our boats sunk so we discussed what we could do differently if we were to design and make the boat again.
We used different materials to make flotation devices. We made floats from tinfoil and gradually added plastic bears to the floating tinfoil boat. We tested how many bears we could add to the float, before it began to sink! We had a lot of fun playing with water and creating floats for our bears.
Similarly, Múinteoir Michaela’s 1st Class designed and made boats with our wonderful student teacher Múinteoir Rachel. In small groups, we thought about what materials should be used for a boat. Lots of groups tried to make a waterproof boat. In groups, we discussed what shape would be best for our boat and we tried to ensure that our boat would float. After some discussion and planning each group selected materials and carefully put together a boat. We tested our boats to see if they would float or sink. Some of our boats sunk so we discussed what we could do differently if we were to design and make the boat again.
2020-2021
Example 4: Environmental Awareness
Growing Food!
A Whole School Approach
This year, Senior Infants A showed a keen interest in seeds and plants. Because of this, we decided that we would give our school garden a makeover and involve the whole school in the process.
In Senior Infants A we planted lots of seeds to begin the planting process. We planted radishes, peas, lettuce and courgettes. We watered these seeds every day and made sure the growing conditions were correct (sunlight, water, room temperature). Once the seeds had begun to peep their heads above the soil we distributed them to other classes so that we could share our plants with them. We planted radishes and raspberries in our raised bed.
Each week we checked on the growing progress of all of the raised beds and we worked alongside our caretaker, Martin, to make sure that the plants and seeds are well watered and they are happy in their raised bed.
The following plants were grown:
CSE: Sunflowers Lily of the Valley
Junior Infants: Onions
Senior Infants: Raspberries and Radishes
First Class: Peas
Second Class: Wild Flowers
Third Class: Courgettes and Lettuce
Fourth Class: Wild Flowers
Fifth Class: Potatoes
Sixth Class: Alyssums and Goji Berries
Each class truly revelled in the planting experience. So far, we have had the opportunity to taste the radishes and they were delicious! We cannot wait to try some of the other foods grown on our own school grounds!
In Senior Infants A we planted lots of seeds to begin the planting process. We planted radishes, peas, lettuce and courgettes. We watered these seeds every day and made sure the growing conditions were correct (sunlight, water, room temperature). Once the seeds had begun to peep their heads above the soil we distributed them to other classes so that we could share our plants with them. We planted radishes and raspberries in our raised bed.
Each week we checked on the growing progress of all of the raised beds and we worked alongside our caretaker, Martin, to make sure that the plants and seeds are well watered and they are happy in their raised bed.
The following plants were grown:
CSE: Sunflowers Lily of the Valley
Junior Infants: Onions
Senior Infants: Raspberries and Radishes
First Class: Peas
Second Class: Wild Flowers
Third Class: Courgettes and Lettuce
Fourth Class: Wild Flowers
Fifth Class: Potatoes
Sixth Class: Alyssums and Goji Berries
Each class truly revelled in the planting experience. So far, we have had the opportunity to taste the radishes and they were delicious! We cannot wait to try some of the other foods grown on our own school grounds!
2020-2021
Example 5: Energy and Forces
Catapults in 5th/6th Class
5th and 6th Class have been learning lots about the Ancient Romans. We discovered that an ancient Roman war weapon was a catapult. We were very interested in this and decided to create our own catapults.
Firstly, we examined a VR version of a catapult to investigate the mechanisms of the machine.
Furthermore, we discussed how energy is stored and released in the catapult. Recently, we have learned that energy cannot be created, but transferred from one form to another. Then, we investigated rubber bands and their properties. We realised that rubber bands are different from most materials because they stretch when pulled. We also recognised that energy is stored in rubber bands and this makes them a useful material when creating a catapult.
Following this, we worked in groups to design a catapult. Then, we gathered the necessary materials and began to build our design. As a team, we were challenged to build a catapult that would shoot our 'ammunition' the furthest.
When our catapults were finished, we took them to the yard to test them out.
Firstly, we projected a variety of materials to see which piece of 'ammunition' would be most effective. Then we recorded our shots five times. We measured the distance that the ammunition flew each time. Finally, we found the average by dividing our total distance by 5. We all revealed our results and investigated reasons why some catapults projected materials further than others.
We had so much fun learning about catapults and projecting items into the air!
Firstly, we examined a VR version of a catapult to investigate the mechanisms of the machine.
Furthermore, we discussed how energy is stored and released in the catapult. Recently, we have learned that energy cannot be created, but transferred from one form to another. Then, we investigated rubber bands and their properties. We realised that rubber bands are different from most materials because they stretch when pulled. We also recognised that energy is stored in rubber bands and this makes them a useful material when creating a catapult.
Following this, we worked in groups to design a catapult. Then, we gathered the necessary materials and began to build our design. As a team, we were challenged to build a catapult that would shoot our 'ammunition' the furthest.
When our catapults were finished, we took them to the yard to test them out.
Firstly, we projected a variety of materials to see which piece of 'ammunition' would be most effective. Then we recorded our shots five times. We measured the distance that the ammunition flew each time. Finally, we found the average by dividing our total distance by 5. We all revealed our results and investigated reasons why some catapults projected materials further than others.
We had so much fun learning about catapults and projecting items into the air!
2020-2021
Example 6: Materials and Change
Cooking and Life Skills in the Centre of Specialised Education
Múinteoir Riona’s class investigated materials in the form of food and its ingredients during our cooking and life skills lessons.
The children prepared to bake a loaf of bread by identifying the ingredients that are needed and compiling a shopping list for Múinteoir Riona. An element of mathematics is incorporated into cooking and life skills lessons through the method of measuring and weighing ingredients.
The children practised turn-taking and sharing when gathering and measuring the ingredients. Following a step by step approach, the children take turns adding and mixing the ingredients together to form a dough. Múinteoir Riona baked the bread at home and returned it to school the next day for tasting!
Needless to say, our bread passed the taste test, even with some of our harshest critics!
The children then put their recall skills to the test by completing a sequencing activity; numbering each step in the correct order. We had great fun practising our cooking and life skills in school! Watch out Pat the Baker, CSE.2 have future bakers in the making!
The children prepared to bake a loaf of bread by identifying the ingredients that are needed and compiling a shopping list for Múinteoir Riona. An element of mathematics is incorporated into cooking and life skills lessons through the method of measuring and weighing ingredients.
The children practised turn-taking and sharing when gathering and measuring the ingredients. Following a step by step approach, the children take turns adding and mixing the ingredients together to form a dough. Múinteoir Riona baked the bread at home and returned it to school the next day for tasting!
Needless to say, our bread passed the taste test, even with some of our harshest critics!
The children then put their recall skills to the test by completing a sequencing activity; numbering each step in the correct order. We had great fun practising our cooking and life skills in school! Watch out Pat the Baker, CSE.2 have future bakers in the making!
2020-2021
Example 7: Materials
Light and Shadows: 1st Class A
1st Class A recognised their shadows while outside in the yard. The children realised that their shadows can be different lengths depending on the time of day.
Following our discussion, we investigated how shadows are made. We looked at a variety of materials and investigated materials that allow light to pass through (transparent) and materials that do not allow light to pass through (opaque).
Using these materials, we created shadow puppets. We used the light from the projector to create shadows on the wall. We made stories using our shadow puppets and it was lots of fun!
We shone a torch through lots of different items such as fabric, glasses, paper, plastic and tin-foil to see if they were transparent or opaque.
We discovered that the sun finds it hard to pass through the clouds on a very cloudy day and this makes the day darker.
Following our discussion, we investigated how shadows are made. We looked at a variety of materials and investigated materials that allow light to pass through (transparent) and materials that do not allow light to pass through (opaque).
Using these materials, we created shadow puppets. We used the light from the projector to create shadows on the wall. We made stories using our shadow puppets and it was lots of fun!
We shone a torch through lots of different items such as fabric, glasses, paper, plastic and tin-foil to see if they were transparent or opaque.
We discovered that the sun finds it hard to pass through the clouds on a very cloudy day and this makes the day darker.
2019-2020
Example 1: Living Things
Senior Infants Grew Plants
We were so fortunate this Spring, in senior infants 1, to receive a ‘Big Grow Kit’ from the company Innocent. The arrival of a package sparked curiosity and excitement amongst the children. We began our investigation into living things by learning a poem ‘A Little Seed’. This would assist us in finding out about the process involved to plant our seeds.
Following this, we began to wonder ‘What was not in our ‘Big Grow Kit’ that our plants needed to grow?’ Our little gardeners then planted their seeds. We planted three extra. One we kept in a press where it would have no sunshine, another we were planning to keep without water and our third we placed boiling water on and a layer of oil (to stop the oxygen flow) . Unfortunately, our investigation was cut short, when we received the news on the 12th of March 2020, that the schools in Ireland were closing due to Covid – 19. Luckily, our little gardeners had no problem taking their plants home to look after. They have been updating and communicating with their teacher on their plants progress through Class Dojo and making note of the many changes that have been taking place to their seeds. When they are a little bit bigger they will be re planting their plants (peas, baby carrots and cress) into bigger pots! We are thrilled to see all the flourishing plants thrive in their new homes. |
2019-2020
Example 2: Energy and Forces
Junior Infants Explored Magnetism
Junior Infants explored magnetism with Múinteoir Laura, during our Science Carousel. During the Science Carousel, each class moves to a new classroom for 30 minutes of science fun! It is repeated everyday for one week, so that we can learn lots of different science topics.
First, we sat in a circle an talked about the words 'magnet', 'magnetic', 'push' and 'pull'. Afterwards, we worked in pairs to find things that were magnetic in the room. We showed our findings to our peers. We learnt that wood, the floor, copies, windows and table tops were not magnetic. We discovered that the legs of tables, metal handles and the radiator was magnetic.
Following this, we played games with magnets. We moved cars by pushing them away with our magnets. We moved a paper clip through a maze by pulling it along with out magnet. We rescued a paper clip from a cup of water by pulling it along with our magnet. We realised that magnets worked through paper and water. We had a lot of fun learning about magnets.
First, we sat in a circle an talked about the words 'magnet', 'magnetic', 'push' and 'pull'. Afterwards, we worked in pairs to find things that were magnetic in the room. We showed our findings to our peers. We learnt that wood, the floor, copies, windows and table tops were not magnetic. We discovered that the legs of tables, metal handles and the radiator was magnetic.
Following this, we played games with magnets. We moved cars by pushing them away with our magnets. We moved a paper clip through a maze by pulling it along with out magnet. We rescued a paper clip from a cup of water by pulling it along with our magnet. We realised that magnets worked through paper and water. We had a lot of fun learning about magnets.
2019-2020
Example 3: Materials
4th Class took part in the Engineers' Ireland Project
4th class were encouraged to explore the world of engineering through the STEPS Young Engineers Project.
The boys and girls brainstormed ideas to develop an engineering project that would help improve their local community. The children were guided by a by various questions to help aid scientific discovery and although challenging at times, the children achieved huge success learning how engineers work- by listening carefully to one another and working as part of a team. The children experimented with various materials and objects to build their creations.
A challenging, yet most rewarding aspect of completing this project for the children was building resilience to problems incurred and solving them scientifically.
Once the children had begun building projects in groups, the class received a visitor from an engineer from Engineers’ Ireland. All children presented their projects and ideas to Niall, who gave feedback on each. As a whole, Niall expressed great gratitude and excitement to the new engineers of the future! The children were invited to ask Niall any questions about the field of engineering he works in- construction. Niall showed us how him and his colleagues built the Luas in Dublin city and as the children had experienced, there were lots of problems that the workers had to endure too. We learned a lot about the types of materials used to build the Luas. We were fascinated by the information that he had to tell us. We learned a lot about the types of materials used in construction.
For our projects, we planned, designed and built wind powered car models, wind energy powered robots, bio-degradable bags and games using recycled materials. We were inspired by the visit from Niall and the STEPS Young Engineers Project.
The boys and girls brainstormed ideas to develop an engineering project that would help improve their local community. The children were guided by a by various questions to help aid scientific discovery and although challenging at times, the children achieved huge success learning how engineers work- by listening carefully to one another and working as part of a team. The children experimented with various materials and objects to build their creations.
A challenging, yet most rewarding aspect of completing this project for the children was building resilience to problems incurred and solving them scientifically.
Once the children had begun building projects in groups, the class received a visitor from an engineer from Engineers’ Ireland. All children presented their projects and ideas to Niall, who gave feedback on each. As a whole, Niall expressed great gratitude and excitement to the new engineers of the future! The children were invited to ask Niall any questions about the field of engineering he works in- construction. Niall showed us how him and his colleagues built the Luas in Dublin city and as the children had experienced, there were lots of problems that the workers had to endure too. We learned a lot about the types of materials used to build the Luas. We were fascinated by the information that he had to tell us. We learned a lot about the types of materials used in construction.
For our projects, we planned, designed and built wind powered car models, wind energy powered robots, bio-degradable bags and games using recycled materials. We were inspired by the visit from Niall and the STEPS Young Engineers Project.
2019-2020
Example 4: Environmental Awareness and Care
Homes for Hedgehogs
Múinteoir Michaela’s nature club talked about what animals need to survive. We discussed how animals need food, water, shelter and sleep. We then talked about hedgehogs and what would make a good shelter for a hedgehog. The main points were that hedgehogs would need somewhere to stay that would keep them warm and dry. There was also the suggestion that hedgehogs would want a home that looks nice.
We divided our club into four groups and each group brainstormed natural materials that would keep our imaginary hedgehogs warm and dry (while still looking nice for the hedgehogs). Each group then gathered a variety of natural items such as twigs, grass and leaves and made a hedgehog home. One person was nominated to describe each home and the reason their group chose their materials and their design. We then gave feedback to each group using two stars and a wish which involved naming two things we liked about the hedgehog home and one way it could be improved. It was a really fun way to learn about animals, animal habitats and natural materials!
2019-2020
Example 5:
2nd Class Explored Floating and Sinking
In 2nd Class we have been learning about objects that float and sink, through online learning on SeeSaw. We read about a boat that was very heavy and made out of very strong steel. We wondered how it could float when it was so heavy? We wondered if the shape of the object made a difference. We experimented with playdough to see if using the same amount of playdough but in different shapes, would it sink or float? Materials: Basin, water, playdough Method: Firstly, we made the playdough into a ball shape. We predicted it would sink. Some of us said this was because it is heavy. Next we used the same amount of playdough and spread it out into a curved shape like the bottom of a boat. Some of us predicted it would float like a boat but some of us thought it would sink as it was the same amount of playdough as the ball. Result: The ball sank but the curved boat shape floated, even though it was the same amount of playdough as the ball. Conclusion: We discovered that you can make heavy objects float it they are the right shape |
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2019-2020
Example 6: Engineering Week
2nd - 6th March 2020
During Engineering Week 2020, Lucan CNS took part in may engineering tasks.
Monday/ Tuesday: On Monday and Tuesday each class had the opportunity to take part in a Lego Robotics challenge. Each class built a 'big rig' or truck using lego and motors. The tasks varied for each class level. The children learned a lot about following instructions, team work, problem-solving, working creatively, exploring, planning, testing and making, among many other skills. It was a really fun and engaging session for all children!
Wednesday: On Wednesday, 3rd, 4th and 5th Class went to Science Blast in the RDS. Each class showcased their project to the judges and received excellent feedback from the judges. 3rd Class investigated whether a computer could replace your teacher. 4th Class observed whether exercise can make you perform better on tests. 5th Class tested whether reaction speeds could be improved with video games or sports. Everybody learned a lot of skills during the investigations. Science Blast was a special day out because there were science shows and exhibitions from many science, technology and engineering companies. Everybody really enjoyed themselves and learned a lot along the way.
Thursday: On Thursday, 5th Class went to Tallaght Library to take part in an engineering design task. The children had to build a sky scraper with a rotating restaurant at the top. After exploring skyscrapers, the children learned about the power of triangles when building tall, solid structures. The children worked in teams to build a sky scraper using K'nex. It was a material that the children hadn't used a lot before but their designs were outstanding!
Friday: On Friday, classes shared their learning across the school. Classes took part in engineering challenges in their classrooms as well. It was a brilliant week with lots of fun, interesting and different tasks that got our brains working like engineers.
Click through the slideshow below to see some of the fun we had!
Monday/ Tuesday: On Monday and Tuesday each class had the opportunity to take part in a Lego Robotics challenge. Each class built a 'big rig' or truck using lego and motors. The tasks varied for each class level. The children learned a lot about following instructions, team work, problem-solving, working creatively, exploring, planning, testing and making, among many other skills. It was a really fun and engaging session for all children!
Wednesday: On Wednesday, 3rd, 4th and 5th Class went to Science Blast in the RDS. Each class showcased their project to the judges and received excellent feedback from the judges. 3rd Class investigated whether a computer could replace your teacher. 4th Class observed whether exercise can make you perform better on tests. 5th Class tested whether reaction speeds could be improved with video games or sports. Everybody learned a lot of skills during the investigations. Science Blast was a special day out because there were science shows and exhibitions from many science, technology and engineering companies. Everybody really enjoyed themselves and learned a lot along the way.
Thursday: On Thursday, 5th Class went to Tallaght Library to take part in an engineering design task. The children had to build a sky scraper with a rotating restaurant at the top. After exploring skyscrapers, the children learned about the power of triangles when building tall, solid structures. The children worked in teams to build a sky scraper using K'nex. It was a material that the children hadn't used a lot before but their designs were outstanding!
Friday: On Friday, classes shared their learning across the school. Classes took part in engineering challenges in their classrooms as well. It was a brilliant week with lots of fun, interesting and different tasks that got our brains working like engineers.
Click through the slideshow below to see some of the fun we had!
2018-2019
Experiment 1: Living Things
1st Class Grew Peas
This spring 1st Class are learning about Living Things by growing peas. We prepared by learning a poem called "A Little Seed" which taught us how to plant seeds. Next we used the EdPuzzle app to watch videos about what plants need to grow and to learn about the different parts of a plant. Then it was time to start sprouting our seeds. We wrapped them in wet tissue paper and put them into ziplock bags and kept them in a hot press for a few days. We watched how the seeds sprouted and then we planted them in small pots in our classroom. Our gardeners watered the peas everyday and some children even brought them home for Easter holidays to keep them alive. We have been recording the process in the ebooks that we created on the BookCreator app. We add in photos, videos and text to describe and explain what steps we are taking and long the peas have been growing. Now that the plants are a bit bigger and stronger they are ready to be planted outside in our school garden. Next month we will be keeping a watch out for pea pods starting to appear. We can't wait to taste our home-grown peas!
2018-2019
Experiment 2: Energy and Forces
Senior Infants - Static Electricity and Magnetism
Static Electricity
In Senior Infants, we explored all about Static Electricity. We engaged in two different experiments.
The first experiment was to see and understand the effect of Static Electricity. We explored this by the using a balloon and rubbing it off various surfaces.
What we need:
What did we do?
Inflate balloons
Charge the balloons by rubbing it against their clothes which gives it a negative charge.
The Negative charge which is static electricity will force the balloon to stick to and attract positive charge.
We had lots of fun experimenting what items in the classroom, including hair and paper which stuck to the balloons.
The second experiment was to engage in an alternative experiment to examine static electricity.
What you need:
What to do:
Results: The neutral water was attracted to the charged comb, and moved towards it.
In Senior Infants, we explored all about Static Electricity. We engaged in two different experiments.
The first experiment was to see and understand the effect of Static Electricity. We explored this by the using a balloon and rubbing it off various surfaces.
What we need:
- Balloons
- Pieces of paper/Tissue
- Cloth
- Paper clips
- Pencil
What did we do?
Inflate balloons
Charge the balloons by rubbing it against their clothes which gives it a negative charge.
The Negative charge which is static electricity will force the balloon to stick to and attract positive charge.
We had lots of fun experimenting what items in the classroom, including hair and paper which stuck to the balloons.
The second experiment was to engage in an alternative experiment to examine static electricity.
What you need:
- a hard rubber or plastic comb, or a balloon
- a sink and water faucet.
What to do:
- Turn on the faucet so that the water runs out in a small, steady stream, about 1/8 inch thick.
- Charge the comb/ruler by running it through long, dry hair/cloth several times or rub it vigorously on a sweater.
- Slowly bring the comb near the water and watch the water "bend."
Results: The neutral water was attracted to the charged comb, and moved towards it.
2018-2019
Experiment 3:Materials
Chromatography in 2nd Class
In 2nd class as we were learning about China, Chinese calligraphy and art, we decided to look at chromatography. As we were using black ink for the calligraphy we wanted to see if it was possible to split the black ink into different colours and if so could we split different colours such as red or blue and find out how colours are made! Each group had a different coloured marker drawn in a straight line across some coffee filter paper and the pictures show you what we saw happening as the water began to split the colours!
2018-2019
Experiment 4: Environmental Awareness
Grow Your Own Tomatoes in 2nd Class
As a part of environmental awareness within our class and school each class was given a different fruit or vegetable to grow in our school flower beds. 2nd class have been growing tomatoes and learning about the growing process of plants. We are so excited to see the tomatoes grow and each of us have our own jobs to manage and look after the plants! We also designed posters to spread awareness of deforestation and looking after the trees around us.
2018-2019
Experiment 5: Materials
Capillary Action in 3rd Class!
Capillary Action: Can water go upwards?
Investigation:
In 3rd Class, we looked at the movement of water. We talked about things that can move in water and the fact that gravity pulls water down to the ground (e.g rain, showers, fountains). We questioned whether water could go upwards. We realised that water could go upwards with forces, like in a water display. We also realised that water can go upwards into a tissue when we are cleaning up a spill. We decided to investigate the movement of water using tissue paper and cups.
Method:
Results:
The colours spread from one cup to another to create a rainbow effect.
We learned that water can move upwards.
We discovered that the primary colours can move into the empty cups to make secondary colours.
We realised that tissue paper was not the best material for soaking up water as it ripped easily and the colours did not transfer in the cups as a result.
We learned that the water moves upwards because of capillary action. This means that the water sticks to the walls in the tissue paper.
Investigation:
In 3rd Class, we looked at the movement of water. We talked about things that can move in water and the fact that gravity pulls water down to the ground (e.g rain, showers, fountains). We questioned whether water could go upwards. We realised that water could go upwards with forces, like in a water display. We also realised that water can go upwards into a tissue when we are cleaning up a spill. We decided to investigate the movement of water using tissue paper and cups.
Method:
- Place a 50ml of water into a plastic cup.
- Add a drop of red food colouring to one cup, yellow food colouring to another cup and blue food colouring to a 3rdcup.
- Place an empty cup between each cup.
- Join the cups using tissue paper (for example kitchen towels).
- Observe the water move up the tissue paper.
- Leave the experiement for a few hours and come back to see what has happened.
Results:
The colours spread from one cup to another to create a rainbow effect.
We learned that water can move upwards.
We discovered that the primary colours can move into the empty cups to make secondary colours.
We realised that tissue paper was not the best material for soaking up water as it ripped easily and the colours did not transfer in the cups as a result.
We learned that the water moves upwards because of capillary action. This means that the water sticks to the walls in the tissue paper.
2018-2019
Experiment 6: Living Things
4th Class Investigate Lung Capacity
We wanted to find out who has largest lung capacity in our class - girls or boys. We made a simple measuring device using a large bottle of water (5L), straws & a basin of water.
Each child took a deep breath and blew as hard as they could into the bottle through the straws. We measured how much water was replaced by the air blown into the bottle and we were able to calculate each child's lung capacity using a simple formula.
Our results showed that the girls in our class had a larger average lung capacity than the boys.
Each child took a deep breath and blew as hard as they could into the bottle through the straws. We measured how much water was replaced by the air blown into the bottle and we were able to calculate each child's lung capacity using a simple formula.
Our results showed that the girls in our class had a larger average lung capacity than the boys.
2017-2018
Experiment 1: Living Things
Senior Infants Investigate Cress
In January we started to grow cress seeds. We've been learning that plants need water, sunlight and oxygen to grow. We got such a shock today when we looked at how much our cress seeds have grown! We really enjoy taking care of them and can’t wait to watch them grow like us!
We have also been keeping an eye on our celery to learn about how plants grow and take in water! We noticed it has started to change colour!
We have also been keeping an eye on our celery to learn about how plants grow and take in water! We noticed it has started to change colour!
2017-2018
Experiment 2: Materials
Senior Infants and 2nd Class - Making a coat for a Snowman
We have been exploring materials and their properties and decided to design our own coats! We had to think what we needed our coat to do i.e keep us warm and dry and match it with the correct material! We talked about cotton, plastic, nylon,wood, metal and some of us even wanted to make a coat out of chocolate!
In 2nd Class, we developed this concept by finding the best material to prevent an ice cube from melting. We looked at a concept cartoon and discussed whether a snow man should wear a coat. We decided that a snowman should wear a coat because a coat doesn't make heat, it just traps the heat inside your body. We tested different materials for the Snowman's coat. We tested cotton wool, a j-cloth, a microfibre cloth and tinfoil. We predicted which material would be the best.Most people thought that tinfoil would be the best material because we put it on our food. We left the ice cube for 2 hours. When we came back we realised that cotton wool was the best material for the coat because it lets the least amount of warm air get into the ice cube. We found that tinfoil was the worst material for the snowman's coat.
2017-2018
Experiment 3: Energy and Forces
2nd Class - Measuring the distance a car travels when the slope is increased.
In 2nd class, we investigated slopes. We learnt that a force called gravity makes everything come back to earth.
We initially made and tested rockets. When we realised that everything fell back to the floor we began to wonder why. It was called gravity. We then looked at the speed that items come back to earth by dropping objects.
We wanted to test why cars roll downhill after we learnt a lot about gravity. We talked about things that roll and things that don't roll. We discussed the materials that they're made from and what might make an item roll faster or slower. We decided to see if the slope of the hill made a difference on the amount that a car rolled. We found that the higher the slope, the further the car rolled. Some of us then investigated if the material of the slope made a difference on the speed. We found that a force called friction slows down the cars. This force reduces the distance that the car will go. We found that smoother materials made the car go faster and rough materials made the car slow down, because of friction.
We initially made and tested rockets. When we realised that everything fell back to the floor we began to wonder why. It was called gravity. We then looked at the speed that items come back to earth by dropping objects.
We wanted to test why cars roll downhill after we learnt a lot about gravity. We talked about things that roll and things that don't roll. We discussed the materials that they're made from and what might make an item roll faster or slower. We decided to see if the slope of the hill made a difference on the amount that a car rolled. We found that the higher the slope, the further the car rolled. Some of us then investigated if the material of the slope made a difference on the speed. We found that a force called friction slows down the cars. This force reduces the distance that the car will go. We found that smoother materials made the car go faster and rough materials made the car slow down, because of friction.
2017-2018
Experiment 4: Environmental Awareness and Care
Building Bird Feeders
In October, we found a small bird that had hit a window in our school yard. Our caretaker helped to keep the bird safe and eventually the bird flew away safely. It made us think of the hardship of winter and the trouble birds have finding food during the winter months. We decided to create bird feeders for the birds in our local environment.
First, we created a plan for the bird feeders. We gave 2 stars and 1 wish to people in our class based on the bird feeder. We realised that the materials we used had to be sturdy and waterproof to withstand winter weather in Ireland.
Next, we gathered the materials for the bird feeder. We worked in pairs and created bird feeders which suited the design that we had created.
Finally, when we were happy that the design was sturdy and fit for purpose, we placed bird seed in the feeder. We put the feeders onto various trees around the school grounds. We were really proud of the work we did to mind our birds and we hope that they have gotten lots of food from the feeders!
First, we created a plan for the bird feeders. We gave 2 stars and 1 wish to people in our class based on the bird feeder. We realised that the materials we used had to be sturdy and waterproof to withstand winter weather in Ireland.
Next, we gathered the materials for the bird feeder. We worked in pairs and created bird feeders which suited the design that we had created.
Finally, when we were happy that the design was sturdy and fit for purpose, we placed bird seed in the feeder. We put the feeders onto various trees around the school grounds. We were really proud of the work we did to mind our birds and we hope that they have gotten lots of food from the feeders!
2017-2018
Experiment 5: Materials
Designing and Making in 1st Class
In 1st class we have been working as architects. We first discussed what the job of an architect entailed. We examined the blue prints of our new school building. We brainstormed ideas for what our dream schools would look like and what they might be made out of. We then sketched designs for our dream schools. We presented our plans to the class and evaluated each other’s work using 2 stars and a wish. After that we used cubes and straws to create strong structures for our buildings. When evaluating our models we discussed what materials would be best for each building. We agreed that materials such as concrete and wood would be stronger and longer lasting than straws and that sweets and jellies would not be durable materials.
2017-2018
Experiment 6: Forces:
Static Electricity
Exploring Static Electricity in 2nd Class
In 2nd Class, we were interested in learning about static electricity.
We used balloons to investigate static electricity.
This is what we knew about static electricity before our investigations:
Our predictions were:
Paper – 9 yes 8 no
Tinfoil – 4 yes 13 no
Paper clips – 11 yes 6 no
Rice – 4 yes 13 no
Flour – 7 yes 10 no
Face – 13 yes and 4 no
We questioned whether static electricity would work with a plastic bottle. One person predicted that it would and 16 people predicted that it would not.
We rotated around different stations to test out each material.
Our results were as follows;
Paper – sticks to a charged balloon
Tinfoil – sticks to a charged balloon
Paper clips – no – they moved away
Rice – sticks to a charged balloon
Flour – sticks to a charged balloon
Face –a balloon did not stick to our faces.
During this experiment we also discovered that if you rub your finger on your clothes repeatedly, you can attract paper and tinfoil to your finger. It will stick to your finger for a few seconds.
We also watched a video to find out why it works. The video told us about protons and electrons, or + and - signs. We found that each item has equal + and - signs. When the item is rubbed more - signs go into the item. Then it has an electric pull.
We also learnt that static electricity is a force and it reminded us of the magnets that we worked with in the past.
We talked about other forces that we learnt about such as a push, a pull and gravity. We saw that each force was able to move something.
By the end of the lesson we had learnt:
We used balloons to investigate static electricity.
This is what we knew about static electricity before our investigations:
- We get static electricity by rubbing it on your hair
- Rub a balloon on your hair and put it near water
- Rub a balloon on your head quickly and it sticks to a wall
- Rub a balloon on your face and it can stick to your face
- We wondered whether static electricity made other things stick to the balloon. We tested various items that we had in our classroom such as paper, tinfoil, rice and flour.
Our predictions were:
Paper – 9 yes 8 no
Tinfoil – 4 yes 13 no
Paper clips – 11 yes 6 no
Rice – 4 yes 13 no
Flour – 7 yes 10 no
Face – 13 yes and 4 no
We questioned whether static electricity would work with a plastic bottle. One person predicted that it would and 16 people predicted that it would not.
We rotated around different stations to test out each material.
Our results were as follows;
Paper – sticks to a charged balloon
Tinfoil – sticks to a charged balloon
Paper clips – no – they moved away
Rice – sticks to a charged balloon
Flour – sticks to a charged balloon
Face –a balloon did not stick to our faces.
During this experiment we also discovered that if you rub your finger on your clothes repeatedly, you can attract paper and tinfoil to your finger. It will stick to your finger for a few seconds.
We also watched a video to find out why it works. The video told us about protons and electrons, or + and - signs. We found that each item has equal + and - signs. When the item is rubbed more - signs go into the item. Then it has an electric pull.
We also learnt that static electricity is a force and it reminded us of the magnets that we worked with in the past.
We talked about other forces that we learnt about such as a push, a pull and gravity. We saw that each force was able to move something.
By the end of the lesson we had learnt:
- Static electricity happens when there are too many – signs in the balloon
- If you rub a balloon on your hair your hair sticks up
- + and – cannot get destroyed because they are energy.
- Static electricity pulls things up
- Static electricity doesn’t only work with balloons!
- Balloons get a lot of static electricity
- You can stick things to balloons once you get static electricity
- Static electricity is a force
- Static electricity can move water
- Static electricity can lift up and move lots of things