Technology
2023-2024
Example 1: Coding using Scratch
Our 3rd to 6th class children have been diving into the world of Scratch programming. From games that keep you on the edge of your seat to stories that make you laugh and think, these kids are turning into mini coding wizards.
Scratch makes coding super fun and easy to get into, so it's been amazing watching our students not just learn how to code, but also get creative and solve problems along the way. They're not only picking up new tech skills but also showing off their big ideas in the digital world. Our school is all about getting hands-on with tech, and our Scratch stars are leading the way!
Scratch makes coding super fun and easy to get into, so it's been amazing watching our students not just learn how to code, but also get creative and solve problems along the way. They're not only picking up new tech skills but also showing off their big ideas in the digital world. Our school is all about getting hands-on with tech, and our Scratch stars are leading the way!
2023-2024
Example 2: Using Digital Tools in School
Children in Lucan CNS are ahead of the curve when it comes to using technology for learning. Attending a digital school enables children to become very adept at using digital tools and technology from a very early age, allowing them to build essential digital literacy skills that will help them later in life. Pupils use Pages, Keynote, Numbers and a variety of apps to apply their skills and knowledge to subject areas such as maths, literacy, Gaeilge, SESE, and the arts.
When it comes to learning, programmes like PowerPoint and Keynote are great tools that allow children to demonstrate their creativity and learning by making visually engaging and interesting presentations that can use pictures, music and videos.
Digital tools like these allow children to not only show their learning but also teach other children. In March for World Down Syndrome Day, three students held a presentation that they created about Down Syndrome to raise awareness and show that rather than stereotyping we should celebrate everyone’s uniqueness.
When it comes to learning, programmes like PowerPoint and Keynote are great tools that allow children to demonstrate their creativity and learning by making visually engaging and interesting presentations that can use pictures, music and videos.
Digital tools like these allow children to not only show their learning but also teach other children. In March for World Down Syndrome Day, three students held a presentation that they created about Down Syndrome to raise awareness and show that rather than stereotyping we should celebrate everyone’s uniqueness.
2022-2023
Example 1: Coding using Scratch for Science Blast
4A were thrilled to be invited to Science Blast 2023. Our project aimed to investigate dexterity and if we could measure it and improve it over time.
We did a series of manual and digital tests and exercises to try to improve our dexterity. We came up with ways to measure dexterity. Firstly, we tried this brain exercise. We wanted to improve how well we could follow the prompts with practice. We completed a typing speed test. Our teacher was the fastest at typing with 61 words in one minute. That is very fast typing!
We also made our own “finger” obstacle course and measured if the time taken to complete the course would improve by using a series of tests and exercises. We found that improving our dexterity helped in school in a lot of ways. We found that our handwriting improved and we could also knit better with practice. We are going to start learning the tin whistle too and evaluate if our new skills will be put to use.
One exercise we loved was designing our very own finger football pitch! We designed the pitch using whiteboard markers and taped over the lines to ensure they didn’t smudge. This was a great way to battle it out between friends to improve speed and accuracy.
Our favourite part of the project was learning to code with Scratch. One game that we enjoyed coding was Paddle Pong. We analysed the blocks by category and then paired the blocks to make our objects move. In this game, we coded the paddles, the ball and then altered the code so that we could create a score variable and increase speed or the number of balls in the game. The possibilities were endless and we loved getting creative with our code and designs! Scan the QR code below to see a sample of our game in action!
Science Blast was an incredible experience. We presented our project to a judge and got fantastic feedback and a plaque to take back to school with us. We also had the opportunity to attend various workshops, creating kites and attending a space bubble dome to look at constellations to name but a few. Our favourite part of the day was attending live stage shows where we could win prizes. We cannot wait for our school to attend next year!
We did a series of manual and digital tests and exercises to try to improve our dexterity. We came up with ways to measure dexterity. Firstly, we tried this brain exercise. We wanted to improve how well we could follow the prompts with practice. We completed a typing speed test. Our teacher was the fastest at typing with 61 words in one minute. That is very fast typing!
We also made our own “finger” obstacle course and measured if the time taken to complete the course would improve by using a series of tests and exercises. We found that improving our dexterity helped in school in a lot of ways. We found that our handwriting improved and we could also knit better with practice. We are going to start learning the tin whistle too and evaluate if our new skills will be put to use.
One exercise we loved was designing our very own finger football pitch! We designed the pitch using whiteboard markers and taped over the lines to ensure they didn’t smudge. This was a great way to battle it out between friends to improve speed and accuracy.
Our favourite part of the project was learning to code with Scratch. One game that we enjoyed coding was Paddle Pong. We analysed the blocks by category and then paired the blocks to make our objects move. In this game, we coded the paddles, the ball and then altered the code so that we could create a score variable and increase speed or the number of balls in the game. The possibilities were endless and we loved getting creative with our code and designs! Scan the QR code below to see a sample of our game in action!
Science Blast was an incredible experience. We presented our project to a judge and got fantastic feedback and a plaque to take back to school with us. We also had the opportunity to attend various workshops, creating kites and attending a space bubble dome to look at constellations to name but a few. Our favourite part of the day was attending live stage shows where we could win prizes. We cannot wait for our school to attend next year!
2022-2023
Example 2: Creating Simple Circuits in 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 electricity 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 electricity 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
Using Scratch Jr to Retell Stories in 3rd Class
In 3rd Class, we were learning about the journey of the cocoa bean. We learnt that it starts as a plant and after a long process it becomes a chocolate bar. We learnt that we depend on a lot of plants and nature for our food. We also realised that it takes a lot of people to make chocolate. It was clear that we depend on other people and plants for our products. In history, we decided to sequence the story of the cocoa bean. We made a timeline of the events in a cocoa bean's life. We used Scratch Jr to make the timeline of events. We worked in pairs and we created at least 3 steps in the process. We had to problem solve to find ways to add text. voice and new images to the Scratch Jr project. We learnt a lot of skills during these lessons.
We really developed our coding skills. We worked on adding in a variety of characters, scenes and sequences. We had to learn how to send a 'message' to the next character to make it move. We worked really well in teams to problem solve. We had to teach eachother our new tricks and skills.
To continue developing our skills, we also used Scratch Jr to retell the story of the Salmon of Knowledge.
We have improved our coding skills so much this year and we look forward to transitioning to Scratch next year for more exciting projects.
Some of the coding skills we've learned are:
- Decomposition
- Pattern recognition
- Abstraction
-Algortihm design
- Debugging
Check out the video below to see our projects and the code that powers them!
We really developed our coding skills. We worked on adding in a variety of characters, scenes and sequences. We had to learn how to send a 'message' to the next character to make it move. We worked really well in teams to problem solve. We had to teach eachother our new tricks and skills.
To continue developing our skills, we also used Scratch Jr to retell the story of the Salmon of Knowledge.
We have improved our coding skills so much this year and we look forward to transitioning to Scratch next year for more exciting projects.
Some of the coding skills we've learned are:
- Decomposition
- Pattern recognition
- Abstraction
-Algortihm design
- Debugging
Check out the video below to see our projects and the code that powers them!
2021-2022
Beebots
Junior Infants and 2nd Class
Junior Infants explored technology using Beebot’s this year! We had so much fun exploring how to use and navigate with the Beebot. It incorporated our problem solving, collaborative, planning skills, maths and phonic skills.
The children had so much fun giving each other challenges to find the different letters or shapes on the mat and helping each other navigate with the Beebot. It helped us develop directional language and sequencing skills. We were able to predict the Beebot’s journey and discuss different possible solutions to resolve our Beebot’s route.
These stations are incorporated into our Literacy and Maths stations and allow the children to have independence when working collaboratively.
The children had so much fun giving each other challenges to find the different letters or shapes on the mat and helping each other navigate with the Beebot. It helped us develop directional language and sequencing skills. We were able to predict the Beebot’s journey and discuss different possible solutions to resolve our Beebot’s route.
These stations are incorporated into our Literacy and Maths stations and allow the children to have independence when working collaboratively.
2nd Class used Beebots to explore technology under the curricular area of Maths. The children loved using the Beebots to explore rotations, angles and directional language. In pairs the children designed a set of instructions for their Beebot. While some children engaged with the Beebot App on their iPad, others took turns adopting the role of a human Beebot and followed their partner’s instructions. The children thoroughly enjoyed the Beebot activities, all while learning in a meaningful and fun way! What more could you ask!
2021-2022
Book Creator for EAL Learners
Lots of children in Lucan CNS are learning English as an Additional Language. We are so fortunate to use Book Creator on our iPads to help us to learn English. We focus on themes from the Up and Away programme. We create our own books on Book Creator which is a creative, educational app that can be downloaded to an iPad or used for free on Google Chrome. Books can be saved in personal libraries or shared with others.
First, we take pictures of the new vocabulary. We type the word underneath and record our voices saying the word. This helps us to remember the pronunciation of the word. Sometimes we put the words into sentences as well, to challenge ourselves.
As the book is on our iPads, we can go back and listen to the pronunciation at home or at a later date. It has really helped us to learn lots of new vocabulary in English!
2020-2021
Our Online Winter Concert!
Traditionally, our school hosts a Winter Concert in December. However, this year we were unable to host a face-to-face event. Instead we hosted a virtual event using Microsoft Teams.
Thankfully, the children in 5th/6th Class were up to the challenge. We immediately started to brainstorm ideas for our Winter Concert video. As a result of the huge interest in Social Media websites in our class, we decided to use video editing tricks to create a whole class video.
Each group designed a scene for the video. After a few practice out-takes, the children worked together to record and edit the videos for the winter show, before combining all videos together. We focused a lot on camera skills and video editing skills. For example, we clicked our fingers and the scene would change. Some of us used 'Greenscreen' to place our heads inside a snowglobe. We loved using the 'Greenscreen' and learning about a new type of technology. We realised that 'Greensceen' is used commonly in films and even when presenting the weather!
On the evening of the concert, our event went live and we were so proud of our production. Many people talked about our video for weeks after the event and children in younger classes were inspired by our creation. It was a great experience and we hope to create another video with our newly discovered skills before the end of the school year.
Check out our video below:
Thankfully, the children in 5th/6th Class were up to the challenge. We immediately started to brainstorm ideas for our Winter Concert video. As a result of the huge interest in Social Media websites in our class, we decided to use video editing tricks to create a whole class video.
Each group designed a scene for the video. After a few practice out-takes, the children worked together to record and edit the videos for the winter show, before combining all videos together. We focused a lot on camera skills and video editing skills. For example, we clicked our fingers and the scene would change. Some of us used 'Greenscreen' to place our heads inside a snowglobe. We loved using the 'Greenscreen' and learning about a new type of technology. We realised that 'Greensceen' is used commonly in films and even when presenting the weather!
On the evening of the concert, our event went live and we were so proud of our production. Many people talked about our video for weeks after the event and children in younger classes were inspired by our creation. It was a great experience and we hope to create another video with our newly discovered skills before the end of the school year.
Check out our video below:
2020-2021
Covid-19: Home-school and Technology
A sample of learning from 5th Class
Múinteoir Áine’s 5th class powered through online learning this year, demonstrating a range of STEM skills from home (with the much-appreciated support from their grownups!).
Every week, a new topic was explored by the class, from the Incas to the Ancient Greeks, and within this, the children created projects, carried out investigations and experiments, designed and created new inventions and more!
Despite this challenging time, the children were inspired by the Ancient Greek Myths to design their own maze, demonstrate the use of the Pythagoras cup, design their own counting system based on the Incan thread and knot method, build a miniature Chichen Itza out of Lego and investigate refraction at work.
There was also time for designing their own terrarium using recycled materials, baking lemon drizzle cake and investigating the water cycle! It has been wonderful to see all of the amazing projects by the children in 5th class.
The gallery below highlights the outstanding work that continued online at home, with thanks to the amazing support of technology!
2019-2020
Covid-19: Home-school and Technology
Take a look at the learning that took place using technology in Lucan CNS
On the 12th of March 2020, we received the news from the Government of Ireland that the schools in Ireland were closing due to Covid-19. Of course, we were all confused about how school was going to happen at home from now on, but we quickly adapted and began our new way of online learning.
Luckily, from 2nd-5th Class, our pupils have their own iPads for learning. The teachers quickly set up SeeSaw profiles for each child from 2nd-5th Class and home-school began online on Monday the 16th of March.
SeeSaw is an excellent tool for learning because it gives the students control of their learning. Teachers can upload videos, record tutorials, send links, attach videos, create videos and send worksheets to the students using the app. The students can access each activity and respond by clicking 'add response'. This has been brilliant for the teachers because they can keep track of each student's progress.
Additionally, SeeSaw allows teachers to provide feedback on each child's work by typing or orally recording a response. Children have the option to comment back or ask a question if they like. It has allowed the paths of communication to remain open between the teachers and students. Students regularly check in with the students using the 'announcements' section as well.
Another benefit of SeeSaw is that the students can respond to tasks in multiple ways. For example, a child can write, text, voice record, video record, draw and create to respond to the task. This allowed for creativity and it enabled each child to access the tasks at their own level.
In addition to SeeSaw, students have been linked to learning on Manga High (maths games website), Oxford Reading Tree, Joe Wicks' YouTube Channel, Kahoot quizzes, Socrative quizzes, videos on YouTube, Go Noodle activities, along with many more online learning resources. It has been an interesting learning curve into the world of online learning, and although it isn't the same as being in the classroom, we have all adapted really well.
The pupils from Junior Infants to 1st Class do not have their own iPads for learning. As a result, it was decided that Class Dojo was the best option for sending and receiving classwork from our younger classes. The parents were already familiar with this site and it has been used for communication throughout the year, for these reasons it was best to use Class Dojo. Similarly, the students have been engaging excellently with the curriculum and learning activities at home. Many students send back videos and images of their learning. It is clear that everyone is very proud of their work that they send back to their teachers.
During Covid-19, Twitter was a valuable resource for sharing the learning and activities taking place in our students' homes. We continued to share the children's work on a daily basis on our Twitter site. It was a helpful resource to showcase our amazing students and their families!
Although we can't wait to get back to school, our online tools have really helped us to stay in contact throughout this pandemic.
Luckily, from 2nd-5th Class, our pupils have their own iPads for learning. The teachers quickly set up SeeSaw profiles for each child from 2nd-5th Class and home-school began online on Monday the 16th of March.
SeeSaw is an excellent tool for learning because it gives the students control of their learning. Teachers can upload videos, record tutorials, send links, attach videos, create videos and send worksheets to the students using the app. The students can access each activity and respond by clicking 'add response'. This has been brilliant for the teachers because they can keep track of each student's progress.
Additionally, SeeSaw allows teachers to provide feedback on each child's work by typing or orally recording a response. Children have the option to comment back or ask a question if they like. It has allowed the paths of communication to remain open between the teachers and students. Students regularly check in with the students using the 'announcements' section as well.
Another benefit of SeeSaw is that the students can respond to tasks in multiple ways. For example, a child can write, text, voice record, video record, draw and create to respond to the task. This allowed for creativity and it enabled each child to access the tasks at their own level.
In addition to SeeSaw, students have been linked to learning on Manga High (maths games website), Oxford Reading Tree, Joe Wicks' YouTube Channel, Kahoot quizzes, Socrative quizzes, videos on YouTube, Go Noodle activities, along with many more online learning resources. It has been an interesting learning curve into the world of online learning, and although it isn't the same as being in the classroom, we have all adapted really well.
The pupils from Junior Infants to 1st Class do not have their own iPads for learning. As a result, it was decided that Class Dojo was the best option for sending and receiving classwork from our younger classes. The parents were already familiar with this site and it has been used for communication throughout the year, for these reasons it was best to use Class Dojo. Similarly, the students have been engaging excellently with the curriculum and learning activities at home. Many students send back videos and images of their learning. It is clear that everyone is very proud of their work that they send back to their teachers.
During Covid-19, Twitter was a valuable resource for sharing the learning and activities taking place in our students' homes. We continued to share the children's work on a daily basis on our Twitter site. It was a helpful resource to showcase our amazing students and their families!
Although we can't wait to get back to school, our online tools have really helped us to stay in contact throughout this pandemic.
2019-2020
Can a Computer Replace your Teacher?
An Investigation by 3rd Class
3rd Class participated in ESB Science Blast in the RDS. The topic that we were very excited to showcase was ‘Can a Computer Replace Your Teacher?’ We came up with lots of innovative ways to test our theory such as using our iPads to self-teach and using an Amazon speaker and Siri to determine whether or not a computer could actually replace our teacher or not.
Before we went about testing our theory, we first made a prediction. Most of us were in agreement that a computer could definitely replace our teacher. We then decided on the best ways to test our theory.
The first test we carried out was a teacher vs Siri quiz. In our groups, we came up with 10 questions that we were going to ask teacher and Siri and kept a tally of our results. We had lots of fun putting our teacher’s knowledge to the test!! We found that Siri could answer harder questions such as ‘When was the first Star Wars movie released?’ better than teacher but Siri could not answer questions such as ‘What time is break at?’ or ‘What is my favourite animal?’
The next thing we tried was to self-teach ourselves on our iPads. Our teacher told us we would be learning about decimals so we looked up decimals on our iPads and asked Siri to explain it to us but we ended up very confused!!
We decided to see if Alexa could teach us about decimals but she was not much better! We asked her to teach us things such as ‘An t-Am’ as Gaeilge, how to write an acrostic poem and the difference between adjectives, nouns and adverbs but we found that the way that our teacher explained it to us was a lot easier to understand.
We looked at all the results and were slightly disappointed when we realised that a computer could not replace our teacher!! We decided that although Siri and Alexa could tell us a lot of information, they could not help us with things like if we fell in the yard and hurt ourselves or if we had an argument with one of our friends. We created presentations on Keynote on our iPads to help us to present the results of our experiment to people in the RDS. We had a great day out in the RDS and great fun investigating whether a computer can replace a teacher or not!
Before we went about testing our theory, we first made a prediction. Most of us were in agreement that a computer could definitely replace our teacher. We then decided on the best ways to test our theory.
The first test we carried out was a teacher vs Siri quiz. In our groups, we came up with 10 questions that we were going to ask teacher and Siri and kept a tally of our results. We had lots of fun putting our teacher’s knowledge to the test!! We found that Siri could answer harder questions such as ‘When was the first Star Wars movie released?’ better than teacher but Siri could not answer questions such as ‘What time is break at?’ or ‘What is my favourite animal?’
The next thing we tried was to self-teach ourselves on our iPads. Our teacher told us we would be learning about decimals so we looked up decimals on our iPads and asked Siri to explain it to us but we ended up very confused!!
We decided to see if Alexa could teach us about decimals but she was not much better! We asked her to teach us things such as ‘An t-Am’ as Gaeilge, how to write an acrostic poem and the difference between adjectives, nouns and adverbs but we found that the way that our teacher explained it to us was a lot easier to understand.
We looked at all the results and were slightly disappointed when we realised that a computer could not replace our teacher!! We decided that although Siri and Alexa could tell us a lot of information, they could not help us with things like if we fell in the yard and hurt ourselves or if we had an argument with one of our friends. We created presentations on Keynote on our iPads to help us to present the results of our experiment to people in the RDS. We had a great day out in the RDS and great fun investigating whether a computer can replace a teacher or not!
2018-2019
Creating Maths Games using Hopscotch
In 3rd Class, we took part in computational thinking activities to help develop our coding skills. To begin, we sorted ourselves on a piece of string without talking to practise communication skills.
Next, we followed an algorithm of exercises. The algorithm was a set of exercises that we had to repeat continuously. We had to listen for conditions that may change the sequence of the exercises, for example red meant ‘pause’ and green indicated ‘go’ etc. After this, we had the chance to create our own unplugged ‘fitness app’ in P.E. We drew symbols onto piece of paper to show other people the sequence to complete the exercises in. We then added loops to our ‘fitness app’. This meant that people had to repeat the exercises for the amount of times that it said in the loop.
After completing unplugged activities, we used the Hopscotch app to code online maths games for 2ndClass to play. Firstly, we worked in teams to plan our game using a planning rubric. We spent time using an iPad to share our learning and prior knowledge of the Hopscotchapp. Afterwards, we worked together to code a maths game using the Hopscotchapp. After we created our games, we shared our work with 2ndClass pupils. 2ndClass rotated around the classroom playing our maths games. They gave us feedback about our games using ‘2 Stars and 1 Wish’. Finally, we self-reflected on our learning using a self-assessment rubric.
The video shows our learning journey using the Hopscotch app.
Next, we followed an algorithm of exercises. The algorithm was a set of exercises that we had to repeat continuously. We had to listen for conditions that may change the sequence of the exercises, for example red meant ‘pause’ and green indicated ‘go’ etc. After this, we had the chance to create our own unplugged ‘fitness app’ in P.E. We drew symbols onto piece of paper to show other people the sequence to complete the exercises in. We then added loops to our ‘fitness app’. This meant that people had to repeat the exercises for the amount of times that it said in the loop.
After completing unplugged activities, we used the Hopscotch app to code online maths games for 2ndClass to play. Firstly, we worked in teams to plan our game using a planning rubric. We spent time using an iPad to share our learning and prior knowledge of the Hopscotchapp. Afterwards, we worked together to code a maths game using the Hopscotchapp. After we created our games, we shared our work with 2ndClass pupils. 2ndClass rotated around the classroom playing our maths games. They gave us feedback about our games using ‘2 Stars and 1 Wish’. Finally, we self-reflected on our learning using a self-assessment rubric.
The video shows our learning journey using the Hopscotch app.
2018-2019
Micro:bit Investigation
Can we make our hands steadier?
Observation:
We coded a game using BBC micro:bit. The game involved weaving a metal wand around a maze. Each time we hit the maze, the micro:bit recorded a ‘fail’. We wanted to see if we could improve our scores. We conducted an experiment to test if hand steadiness could be improved through breathing exercises or hand exercises.
Prediction:
Can hand steadiness be improved?
Yes: 27
No: 5
Can breathing improve hand steadiness?
Yes: 15
No: 17
Can hand exercises improve hand steadiness?
Yes: 21
No: 11
Materials:
Method:
Data:
Control test
Total Number of Fails: 212
Average per Person: 6.6
After breathing exercises
Total Number of Fails: 131
Average per Person: 4.0
After hand exercises
Total Number of Fails: 120
Average per Person: 4.1
Results:
Our results showed that hand steadiness can be improved by doing breathing and hand exercises.
We learnt that our hands were steadier after doing hand exercises, but breathing exercises made our hands even steadier. If your hand is wobbly and unsteady you can try hand exercises and breathing to make it steadier.
Our results mean that you can improve your score for hand steadiness when you’re playing this type of game by doing breathing exercises or hand exercises.
We coded a game using BBC micro:bit. The game involved weaving a metal wand around a maze. Each time we hit the maze, the micro:bit recorded a ‘fail’. We wanted to see if we could improve our scores. We conducted an experiment to test if hand steadiness could be improved through breathing exercises or hand exercises.
Prediction:
Can hand steadiness be improved?
Yes: 27
No: 5
Can breathing improve hand steadiness?
Yes: 15
No: 17
Can hand exercises improve hand steadiness?
Yes: 21
No: 11
Materials:
- Micro:bit
- Laptop
- Internet (makecode.microbit.org)
- USB cord
- Play-doh
- Crocodile clips
- Copper wires
- Pliers
- Electrical tape
- Battery pack and batteries
Method:
- Plug micro:bit into the USB port on the computer.
- Type makecode.microbit.org into the search browser.
- Input the necessary code (see image) onto the micro:bit’s platform.
- Download the code and transfer it onto the micro:bit.
- Set up the maze using metal wires, the micro:bit, play-doh, tape, crocodile clips (see image).
- Play the game and record the number of fails for each person in the class.
- Take part in mindfulness breathing exercises for a minimum of 10 minutes.
- Play the game again and record the number of fails.
- Take part in hand exercises. Move your hands around, stretch your fingers, shake your fingers out. Take part in exercises that make your brain focus on your hands.
- Repeat the game and record your results.
- Put all of the data onto Microsoft Excel and analyse your results.
Data:
Control test
Total Number of Fails: 212
Average per Person: 6.6
After breathing exercises
Total Number of Fails: 131
Average per Person: 4.0
After hand exercises
Total Number of Fails: 120
Average per Person: 4.1
Results:
Our results showed that hand steadiness can be improved by doing breathing and hand exercises.
We learnt that our hands were steadier after doing hand exercises, but breathing exercises made our hands even steadier. If your hand is wobbly and unsteady you can try hand exercises and breathing to make it steadier.
Our results mean that you can improve your score for hand steadiness when you’re playing this type of game by doing breathing exercises or hand exercises.
2017-2018
Scratch Jr in 2nd Class
In 2nd Class, we were learning about the story of the cocoa bean. We learnt that it starts as a plant and after a long process it becomes a chocolate bar. We learnt that we depend on a lot of plants and nature for our food. We also realised that it takes a lot of people to make chocolate. It was clear that we depend on other people and plants for our products. In history, we decided to sequence the story of the cocoa bean. We made a timeline of the events in a cocoa bean's life. We used Scratch Jr to make the timeline of events. We worked in pairs and we created at least 3 steps in the process. We had to problem solve to find ways to add text. voice and new images to the Scratch Jr project. We learnt a lot of skills during these lessons.
In Drama, We also use the iPads to take photos of the story of the journey of the cocoa bean. We created freeze frame for each part of the story. Then we thought tracked the emotions that the cocoa bean might have felt. Some of us created videos of the cocoa bean and the chocolate bar during a dialogue. The iPads helped us to self-assess our expressions, how we used our bodies during the drama and the use of props. It also allows us to peer- assess using '2 Stars and 1 Wish'. It was a great tool to help us develop our drama skills.
2017-2018
Phonics eBooks in Senior Infants
We were so excited to begin creating our own books on book creator! Our first book was Our Senior Infants Phonics Book. We can take pictures, draw, type, record videos and our voices and insert them into the book for each sound we learn! Here we are working on our first sound S!!
2017-2018
Hopscotch in 2nd Class
Pupils in M. Pól’s 2nd Class have been using Hopscotch for coding projects. Hopscotch is a coding app that allows pupils to create their own games, such as “Crossy Road” and “Don’t Drop your Phone”. Pupils learn through an inquiry process, following the scaffolds from the videos within the Hopscotch app to code their own games.
On “Crossy Roads” pupils were challenged to create a game where they had to get their character to cross the road. Pupils code in obstacles which travel across the screen of the iPad and if the character crossing the road touches one of these obstacles, they die. Pupils can create numerous levels, where the difficulty is increased and the challenge is greater. The challenge is increased by making the obstacle larger or increasing the speed at which it travels across the screen of the iPad.
On “Crossy Roads” pupils were challenged to create a game where they had to get their character to cross the road. Pupils code in obstacles which travel across the screen of the iPad and if the character crossing the road touches one of these obstacles, they die. Pupils can create numerous levels, where the difficulty is increased and the challenge is greater. The challenge is increased by making the obstacle larger or increasing the speed at which it travels across the screen of the iPad.
On “Don’t Drop Your Phone”, the player’s phone is falling into the toilet.
Pupils code their program so that when the player touches the falling phone emoji, that it bounces back up the screen.
Pupils are encouraged to share their coding projects with one another during Show and Tell time. They show their code and explain their intention and how their code leads them to the results that they have in their project.
Pupils code their program so that when the player touches the falling phone emoji, that it bounces back up the screen.
Pupils are encouraged to share their coding projects with one another during Show and Tell time. They show their code and explain their intention and how their code leads them to the results that they have in their project.