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STEM Award
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Welcome to our STEM (Science, Technology, Engineering and Maths) page. We hope you enjoy looking through some of the work our whole school has been carrying out during this school year (2018 - 2019). We have been having lots of fun experimenting, investigating, discussing and exploring lots of new ideas and concepts in all of our classes.
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We are so proud to be one of the first schools in Ireland to receive a ‘Badge of Excellence’ from the Science Foundation Ireland for all of the excellent STEM teaching and learning that happens in our school. Well done to all boys and girls and to the teachers!
This year Scoil Mhuire gan Smál have been working towards the SFI Badge of Excellence for STEM Awareness 2019. We have been delighted to be involved in this pilot programme this year. Below is a short video outlining how we achieved some of our Learning Outcomes in STEM learning across the school. We hope you enjoy watching how we have endeavored to develop STEM awareness in our school and within our wider school community.
Step 1: Science
Living Things:
Junior Infants set up their own Wormery!
The children in Junior Infants visited the school compost bin, we viewed the content of the bin and discussed what waste items are suitable for the compost bin. We looked at the compost that had been composed in the bin already. We did some research on how wormeries work and how they are set up. The children used a combination of soil and sand to fill the wormery. Next, we added in the worms! The worms settled into their new home very well and dug deep into the wormery – which allowed air to move through the soil and sand. The next day, we added in some spinach leaves. We were documenting the progress of our worms (decomposing the spinach leaves into compost) every day in our class.
After a week of observation we had not seen much movement from our worms and the spinach remained the same on top of the soil. We had a couple of concerns – Was the soil too heavy? Was the soil too dry? Could the worms get enough air?
We decided that this particular wormery method was not working as we would like it to and we were worried about the worms! We did some more research on wormeries and found out that some wormeries work well with a base of gravel/rocks, some damp newspaper, lots of food and damp soil. We decided to redesign our wormery using this combination of materials!
There was lots of different information available about setting up wormeries. It is important to remember when working as a scientist that when one method doesn’t work out – you try another! We are happy that the worms are in a cool, dark and damp place with plenty of food. We will be keeping a close eye on them!
The children in Junior Infants visited the school compost bin, we viewed the content of the bin and discussed what waste items are suitable for the compost bin. We looked at the compost that had been composed in the bin already. We did some research on how wormeries work and how they are set up. The children used a combination of soil and sand to fill the wormery. Next, we added in the worms! The worms settled into their new home very well and dug deep into the wormery – which allowed air to move through the soil and sand. The next day, we added in some spinach leaves. We were documenting the progress of our worms (decomposing the spinach leaves into compost) every day in our class.
After a week of observation we had not seen much movement from our worms and the spinach remained the same on top of the soil. We had a couple of concerns – Was the soil too heavy? Was the soil too dry? Could the worms get enough air?
We decided that this particular wormery method was not working as we would like it to and we were worried about the worms! We did some more research on wormeries and found out that some wormeries work well with a base of gravel/rocks, some damp newspaper, lots of food and damp soil. We decided to redesign our wormery using this combination of materials!
There was lots of different information available about setting up wormeries. It is important to remember when working as a scientist that when one method doesn’t work out – you try another! We are happy that the worms are in a cool, dark and damp place with plenty of food. We will be keeping a close eye on them!
Asthma Ambassadors in our school teach us about Air Pollution and the Lungs.
The Asthma Ambassadors are working towards the Asthma Friendly Schools Gold Award this year. We decided that we could select some experiments/activities that link with asthma and asthma triggers.
Our first area of focus was air pollution. We selected areas of high air pollution – trains, factories and cars in big towns or cities. We worked in groups to create the items from cardboard. At the science fair, we will use incense to demonstrate how these areas/items pollute the air around us. We set up an experiment to investigate air pollution in our immediate environment. We used grid paper and Vaseline and chose different areas around the school to investigate. We left the cards with grid paper and Vaseline in the chosen areas for 24 hours and joined together afterwards to discuss the results. We judged how much air pollution there was based on the particles that stuck to the Vaseline on the grid paper.
Our next activity was a fun activity to explore our lung strength. The children worked in groups to design mazes – ensuring to include some dead ends! At the science fair, children will have the opportunity to use straws and pompoms to test their lung strength. Another lung activity we will set up for the science fair will be ducks in water. The children can use straws to push the ducks along in the water using the air from their lungs!
The Asthma Ambassadors are working towards the Asthma Friendly Schools Gold Award this year. We decided that we could select some experiments/activities that link with asthma and asthma triggers.
Our first area of focus was air pollution. We selected areas of high air pollution – trains, factories and cars in big towns or cities. We worked in groups to create the items from cardboard. At the science fair, we will use incense to demonstrate how these areas/items pollute the air around us. We set up an experiment to investigate air pollution in our immediate environment. We used grid paper and Vaseline and chose different areas around the school to investigate. We left the cards with grid paper and Vaseline in the chosen areas for 24 hours and joined together afterwards to discuss the results. We judged how much air pollution there was based on the particles that stuck to the Vaseline on the grid paper.
Our next activity was a fun activity to explore our lung strength. The children worked in groups to design mazes – ensuring to include some dead ends! At the science fair, children will have the opportunity to use straws and pompoms to test their lung strength. Another lung activity we will set up for the science fair will be ducks in water. The children can use straws to push the ducks along in the water using the air from their lungs!
1st Class have been learning about the Life Cycle of the Frog and have been busy sorting and classifying animals.
We looked at the story of the frog. Children labelled the frog orally. We then discussed the stages of growth of a frog using increased vocabulary. Children cut and pasted the frog life cycle into their copies.
1st class have also been learning about lots of animals and had to sort them into groups: reptiles, amphibians, insects, fish, birds and mammal. They had to justify reasons for putting them into each group. Children completed a cut and paste activity for this.
We looked at the story of the frog. Children labelled the frog orally. We then discussed the stages of growth of a frog using increased vocabulary. Children cut and pasted the frog life cycle into their copies.
1st class have also been learning about lots of animals and had to sort them into groups: reptiles, amphibians, insects, fish, birds and mammal. They had to justify reasons for putting them into each group. Children completed a cut and paste activity for this.
Testing for Starch (5th class)
5th class decided to investigate the foods we eat and how they give us energy. We discovered that our food is made up of macro nutrients called Carbohydrates, Fats and Proteins. These nutrients are useful for different things, like building muscle, and giving us energy. The food nutrient that gives us the most energy is called a carbohydrate. This then lead to the children to investigate foods that have carbohydrates and investigating the different forms of carbohydrates. They discovered that carbohydrates are made up of starches and sugars. We then decided to test different products for the presence of starch. Starch is all around us everyday and everywhere we go! It is not just found in food but in lots of different things. Starch is a white powder. We used a special solution called Iodine, to find out if something has starch in it. We had to be extremely careful as Iodine is a chemical solution and must be handled carefully. It can also stain quite badly so we had to be careful with you clothes and our work surface!!! The children integrated their maths learning by investigating what the ratio of Iodine to Water must be used to carry out this investigation. We discovered that we had to have a ratio of 1:10 Iodine:Water, and we measured this out very carefully. The children made predictions as to which products would have Iodine and wrote up their investigation and predictions along with their results.
Energy & Forces:
Junior Infants and 2nd Class explore Magnetism
Firstly in Junior Infants we created a list of questions and facts that we had about magnets and magnetism.
Do magnets stick to everything? Magnets stick to the fridge. Magnets stick to metal objects.
Do magnets stick to windows? Magnets always have a black thing on the back.
Next, we watched a video and learned the vocabulary that is used when working with magnets. We changed from using the word 'stick' to using the words 'attract' and 'magnetic'. The children predicted whether objects in our class were magnetic or not. After making our predictions, the children used magnets to find out what items in our class were magnetic and what items were not magnetic. It was great fun! After the investigation the children recorded their results and fed back their findings to the class. We compared our predictions to the results. We returned to the questions and facts that were gathered at the beginning of the lesson. We used our new understanding of magnets to answer the questions and label the facts as true or false.
2nd class also explored how magnets work, including their poles and their magnetic force. We explored how magnetic poles interact with one another. We used our classroom environment to explore what magnets are attracted to. We discovered what materials can and cannot block a magnetic force. We explored materials such as wood, cotton, ceramics, and paper. We discovered that the stronger and bigger the magnet, the more magnetic force it has. The children also discovered that the thicker the material, the harder it is for the magnetic force to go through. The children created push toys using magnets and presented their push toys to the class and then to 1st class. They shared what was tricky and what the children might do differently if they were to make another push toy using magnets again.
Firstly in Junior Infants we created a list of questions and facts that we had about magnets and magnetism.
Do magnets stick to everything? Magnets stick to the fridge. Magnets stick to metal objects.
Do magnets stick to windows? Magnets always have a black thing on the back.
Next, we watched a video and learned the vocabulary that is used when working with magnets. We changed from using the word 'stick' to using the words 'attract' and 'magnetic'. The children predicted whether objects in our class were magnetic or not. After making our predictions, the children used magnets to find out what items in our class were magnetic and what items were not magnetic. It was great fun! After the investigation the children recorded their results and fed back their findings to the class. We compared our predictions to the results. We returned to the questions and facts that were gathered at the beginning of the lesson. We used our new understanding of magnets to answer the questions and label the facts as true or false.
2nd class also explored how magnets work, including their poles and their magnetic force. We explored how magnetic poles interact with one another. We used our classroom environment to explore what magnets are attracted to. We discovered what materials can and cannot block a magnetic force. We explored materials such as wood, cotton, ceramics, and paper. We discovered that the stronger and bigger the magnet, the more magnetic force it has. The children also discovered that the thicker the material, the harder it is for the magnetic force to go through. The children created push toys using magnets and presented their push toys to the class and then to 1st class. They shared what was tricky and what the children might do differently if they were to make another push toy using magnets again.
Discovering Electricity! (2nd Class)
We learned about safety with electricity in 2nd Class. First, we explored electricity in our environment by pinning an “E” to anything that might use electricity in our class. We found that the computers, laptops, interactive whiteboards, plugs, lights and more use electricity every day in our classroom. After that, we explored the effects of electricity through using a balloon, and rubbing it against somebody’s jumper, to create static electricity. We used the balloon to pick up pieces of paper! Then we discussed the positives and negatives of electricity. We identified how electricity can be dangerous inside the classroom – for example, having water near the laptop, and outside the classroom – for example, electricity pylons. We then designed and created “Electricity Safety” posters.
We learned about safety with electricity in 2nd Class. First, we explored electricity in our environment by pinning an “E” to anything that might use electricity in our class. We found that the computers, laptops, interactive whiteboards, plugs, lights and more use electricity every day in our classroom. After that, we explored the effects of electricity through using a balloon, and rubbing it against somebody’s jumper, to create static electricity. We used the balloon to pick up pieces of paper! Then we discussed the positives and negatives of electricity. We identified how electricity can be dangerous inside the classroom – for example, having water near the laptop, and outside the classroom – for example, electricity pylons. We then designed and created “Electricity Safety” posters.
What is a Compass? 1st Class investigate!
Children learned about the earth's magnetic field. They used the compass to test this out. They moved around the yard and found that north was always in the same place no matter where they stood.
5th class investigate Sound:
5th class have been investigating sound. They first investigated the ear and how we hear. The children decided they wanted to understand more about sound waves and how sound is recorded. They investigated how a microphone works and how a microphone records into electronic computer programme. The children have started work on creating a sound wave to demonstrate the physics behind this at our school science fair. The children have also been using the recording programme 'Audacity' to record and manipulate sound. They have been increasing and decreasing the decibel rate, changing the pitch by changing the hertz, and experimenting with altering speed! They will showcase all of their Sound work at our school STEM fair.
How 'Forces' act upon objects - by Senior Infants
During the play topic of The Post Office, the children decided they would like to build a sorting office. We looked at videos of a Sorting office and discussed what happens there and how. The children were very excited about the machinery, in particular the conveyor systems that sent parcels whizzing all around the office to the various locations. It was decided that we would build a conveyor belt and a sorting area.
We spoke to our local postman who worked in the Sorting Office and he described the noises and pace of the machines. We asked our caretaker to help us after a few failed designs. We fixed rods on to a box, threaded rollers onto them and hide parcels underneath in a bed of shredded paper. The child would pick up the parcel, push it along the rollers and the child at the other end identified the parcel (by 3D Shape) and sorted it according to classification.
Materials:
Newtonian and Non-Newtonian Liquids!!! .... 5th class investigate different types of SLIME!!!
5th class firstly learned about Sir Isaac Newton and his discovery that most liquids (Newtonian Liquids) flow the same way unless they are either pressurised, heated or cooled until they become a gas or solid. However they also investigated Newton's discovery that not all liquids behave in this 'normal' way. 5th class decided to investigate these Non-Newtonian Liquids... how would they do this ... by making SLIME!!
Firstly we identified different types of slime, including cornflour slime and slime made from glue. We investigated cornflour slime first, this is also known as Oobleck. The children learned that this mix of cornflour and water is actually a 'suspension' meaning that the cornflour and water are not actually mixed together. If the 'suspension' was left long enough, clear water would rise to the top and the heavier cornflour would sink to the bottom. When making Oobleck the children then investigated what happens when pressure is applied. They discovered that when pressure is put on the slime mixture the water molecules flow away from the surface leaving big clumps of cornflour molecules, this gives the liquid its firmness. When pressure is released the water flows back in to the spaces and the liquid flows freely once more! The children also identified other Non-Newtonian Liquids such as honey and cream!
1st class investigate toys!
Children looked at various toys. We looked at the materials they were made from. We found that the majority of old toys were made from wood but nowadays plastic is the most used material. We used the internet to research a toy of our choice.
Children looked at various toys. We looked at the materials they were made from. We found that the majority of old toys were made from wood but nowadays plastic is the most used material. We used the internet to research a toy of our choice.
4th class have been learning about The Viking. They decided to integrate this learning with science to make Viking Bread!
While researching the Vikings we used a recipe for Viking bread to investigate mixing and changing. As we added ingredients we decided whether our changes were reversible or not. We discussed what happened to the mixture as liquid was added to the dry ingredients and what happened when heat was applied. We also enjoyed tasting it once it was baked!
While researching the Vikings we used a recipe for Viking bread to investigate mixing and changing. As we added ingredients we decided whether our changes were reversible or not. We discussed what happened to the mixture as liquid was added to the dry ingredients and what happened when heat was applied. We also enjoyed tasting it once it was baked!
Junior Infants explore heat and also bake some Gingerbread Men
Heat
Question: We are going for a picnic. We have packed some ice cubes. How will we keep them frozen for our picnic?
1. The children brainstormed materials that could be used to keep the ice cubes frozen.
2. In the staffroom, we used a pipette to fill the ice cube moulds with water. We placed them in the freezer.
3. The next morning, we used six ice cubes to carry out the experiment. We placed the ice cubes in a flask, wrapped in tinfoil, in a plastic bottle, outside, in a cooler bag and inside an icepack.
4. After an hour, we lined up the ice cubes and compared the sizes.
5. We placed the materials into order based on the size of each ice cube after an hour.
The Result:
The ice pack was the best item for keeping the ice cube frozen. Next was the tin foil, the cooler bag, the flask, the plastic bottle and in last place was leaving the ice cube outside.
Gingerbread Men:
This morning was great fun in Junior Infants. Our elf, Ginger left us some icing and treats for decorating gingerbread men. First, we gathered up the baking utensils and used lots of ingredients to make our gingerbread men. The children were super at mixing, rolling and pouring in the ingredients. We talked about how the ingredients changed when they were mixed together. We discussed the difference between cinnamon and ginger by looking at and smelling the spices. After that, it was time to decorate the gingerbread men. They looked delicious!
Environmental awareness and care:
Journey Sticks by 2nd Class
2nd class explored our local environment to discover what species of trees are found in the school grounds. Through the creation of Journey Sticks we could re-tell where we visited and what we found there. Once back in the classroom, we used the chrome books to identify what trees the leaves we collected came from. We discovered that we had species such as elm, oak, ash and birch around our school. We recognised what trees are native to Ireland, and what trees are not.
2nd class explored our local environment to discover what species of trees are found in the school grounds. Through the creation of Journey Sticks we could re-tell where we visited and what we found there. Once back in the classroom, we used the chrome books to identify what trees the leaves we collected came from. We discovered that we had species such as elm, oak, ash and birch around our school. We recognised what trees are native to Ireland, and what trees are not.
Teaching the children about Sustainable Living!
Our School Gardening Club / lots of classes busy planting / 5th class make some school grown vegetable soup!
As a school we have been doing lots of planting this year. Some of the plants we now have growing are potatoes, carrots, onions and lettuce, sweet pea and turnip along with lots of herbs! We believe that all children should have an understanding of how to grow their own fruits and vegetables, thus developing an interest in sustainable living. This year we have planted potatoes and turnips into drills. Our caretaker Tommy, who is a keen horticulturist, was helping 5th class with this! Some of the children in the school also got an opportunity to pick the crops from our vegetable and herb garden in September when we came back to school after our summer holidays. We were very lucky we had a great crop of potatoes and onions and with the help of our principal Mrs. Lambert, 5th class got to make some homemade vegetable soup with our produce .... it was delicious!
Junior Infants have been busy growing sunflowers along side lots of work from our school Gardening Club. Our Gardening Club is managed by one of our SNAs Ms. Catherine. Ms. Catherine helps the gardening club grow flowers, fruits and vegetables and they have been busy creating light boxes and making our school look very pretty with some beautiful flowers!
2nd Class Investigate Soil
We began our study of materials by using our playground to hunt for natural materials, and describing these natural materials using key words. We focused on one natural material in particular – soil. We gathered soil from different areas of the playground and added water to each sample. After an hour, we studied the soil and recorded what we noticed. We learned that soil is made from many different things, including stones, twigs, bits of leaves and humus (disintegrated natural material).
To continue our study of materials, we turned to manmade objects and described man-made objects using key words also. We discussed how both natural and man-made materials are used in animals homes and our homes. We brainstormed the reasons why – the materials used were durable and could keep in heat.
As a class, we did the “hot chocolate” experiment. Every group chose a different man-made material, and we predicted which material would be the best insulator. After covering a cup with each chosen material, we poured hot chocolate into each, and measured the temperature of each after 10 minutes. We discovered that felt was the best insulator – and connected this to the reason we were clothes made from similar materials.
We invited a Science Speaker to our School
Energy Workshop with Aidan Grey from SEAI
Aidan Grey visited 6th class to talk to us about Energy. We discussed where energy comes from and where it goes. We named the sun as our main source of energy. Aidan performed different experiments and demonstrations on how energy is transferred from one thing to another – using the kinetic energy created from bouncing basketballs and tennis balls and the swinging pendula on a Newton’s Cradle device. We noticed that when a ball was swung on the cradle, the energy created would pass through the stationary balls and move one ball on the opposite side. The same for when two balls were swung. So we deduced that whatever amount of energy was created from the first swing would transfer through the device and affect the balls on the other side the same way. We also observed an experiment where energy was created by adding some liquid to effervescent tablets in a sealed container. We made predictions on what might happen – the container might fall over, the contents might pour out under the lid or it might explode! We were excited to see what the reaction would cause and when the lid popped off the container it gave us all a fright!
Next, we performed an investigation into how wind energy works, using balloons. We created a track using a taut string for a balloon “carriage” to run on, attached by a piece of cut straw. Both teams had to inflate their balloons and investigate how the amount of air and the build up of energy affected their balloon carriage’s journey across the string.
Finally, Aidan set us the challenge of building a simple circuit to power a buzzer from a potato. Teams had to first construct the simple circuit (this was a timed event so the pressure was on!) and then add the copper and zinc electrodes into the potato to see if the chemicals inside would act as an electrolyte and allow the buzzer enough energy to make a sound.
Energy Workshop with Aidan Grey from SEAI
Aidan Grey visited 6th class to talk to us about Energy. We discussed where energy comes from and where it goes. We named the sun as our main source of energy. Aidan performed different experiments and demonstrations on how energy is transferred from one thing to another – using the kinetic energy created from bouncing basketballs and tennis balls and the swinging pendula on a Newton’s Cradle device. We noticed that when a ball was swung on the cradle, the energy created would pass through the stationary balls and move one ball on the opposite side. The same for when two balls were swung. So we deduced that whatever amount of energy was created from the first swing would transfer through the device and affect the balls on the other side the same way. We also observed an experiment where energy was created by adding some liquid to effervescent tablets in a sealed container. We made predictions on what might happen – the container might fall over, the contents might pour out under the lid or it might explode! We were excited to see what the reaction would cause and when the lid popped off the container it gave us all a fright!
Next, we performed an investigation into how wind energy works, using balloons. We created a track using a taut string for a balloon “carriage” to run on, attached by a piece of cut straw. Both teams had to inflate their balloons and investigate how the amount of air and the build up of energy affected their balloon carriage’s journey across the string.
Finally, Aidan set us the challenge of building a simple circuit to power a buzzer from a potato. Teams had to first construct the simple circuit (this was a timed event so the pressure was on!) and then add the copper and zinc electrodes into the potato to see if the chemicals inside would act as an electrolyte and allow the buzzer enough energy to make a sound.
We took part in Space Week 2018
Juan Miró , former Head of Ground Systems Engineering Department at the European Space Agency speaks to 5th and 6th class for Space Week!
5th and 6th class were extremely lucky to have a Skype video call with Juan Miró. He spoke to the children about the European Space Agency, the International Space Station (ISS), and the process of becoming an astronaut. The children loved hearing about life for astronauts in space and living on the ISS.
Juan has worked in space programmes at the European Space Agency (ESA) for 27 years. He has recently retired from ESA but remains passionate about space and likes talking about its contributions to society. He enjoys explaining space and the underlying Physics to young students and interested public. Juan is Spanish, has a Master in Industrial Engineering by the Polytechnical University of Barcelona and has worked in Germany and The Netherlands. His wife Gabrielle is Irish and they spend now a lot of time in Co. Louth.
1st and 2nd Class learn about Space during Space Week
First Class looked at what it’s like to live in Space. They listened to an astronaut online talk about his time in space and what his daily life was like. The children then used this information to create a diary entry as if they spent some time in space themselves. They included lots of facts about space life.
During Space Week in 2nd class, we participated in a simple activity based on forces (pushing and pulling), by bringing a “space rocket” back to safety. The children had to work together to pull 4 strings, whilst bringing the rocket (the cup) down to safety (the ball). The children realised after a few attempts that ALL strings need to be taut in order to have control over the rocket. If anybody let their string go loose, the children would lose control over the rocket.
Children use STEM skills to investigate our environment and sustainability.
Junior Infants carry out a Landfill Investigation:
We have been learning all about decomposition of waste when setting up and observing our wormery. Every day in our class, we sort our rubbish into the three sections of the bin: general rubbish, paper/cardboard and compost. We know that items like fruit peels, egg shells and pencil pairings can go into the compost bin to be decomposed to make compost. We know that the paper and cardboard can be recycled and used again. We decided to go out to the yard after lunch and collect up any litter or rubbish we could find for the landfill experiment. We found three different types of materials: paper, plastic and foil. We placed these into a container with soil, as if they were left in the soil outside on the yard. We will observe how/if these items decompose and what impact this would have had on our environment if we hadn’t collected up the materials after lunch.
5th class work with 1st class to teach them all about Light Pollution and our Carbon Footprint
Firstly the children discussed what they believed Light Pollution and their Carbon Footprint to mean. 5th class then continued to explain to 1st class that Light Pollution can cause serious harm to nocturnal animals and can have a huge impact on human lift also. They discussed ways that Light Pollution could be lessened and then designed their own street lamp intended to shield animals and to prevent wasted light. They had great fun working together and 5th class really enjoyed teaching and helping 1st class to learn all about Light Pollution.
Learning about Water Conservation in 2nd class
We learned about the meaning of the conservation of water by doing a class quiz and guessing how many liters of water are used per household activity – e.g. flushing the toilet. We discovered how changing our habits might conserve water. We tried our best to bring this to school life. We decided to only fill our water bottles when needed, to wash our hands quickly, and to not leave taps running. We also discovered the conservation of energy - e.g. turning off lights when not being used, closing windows to keep heat in, etc.
To continue our study of water, we learned about the water cycle. Firstly we learned the terms evaporation, condensation, precipitation and collection through a song. Secondly, we sequenced the events of the water cycle. Then, we experimented! Our experiment was based on condensation. We wanted to see if and how hot and cold water would condense. We used 2 plates, one with cold water and one with hot water. We predicted what might happen when we put a glass face down in each. In the cold water, nothing happened. In the hot water, the steam rose, and condensed on the surface of the glass. We then saw the water droplets become heavy, and falling to mimic precipitation. Lastly, we made water cycle lanterns to show the different stages of the water cycle.
Step 2: Technology
Participation in the Irish Computer Scratch Competition & Hour of Code
This year 4th and 5th class students have been using Scratch. They had lots of fun designing and making interactive games, stories and animations using the programme. Some of our pupils took part in the National Scratch Competition hosted by the Irish Computer Society. They created games and animations for the competition. The children who entered the competition received certificates for their efforts. Some of our classes have also been taking part in 'Hour of Code'.
Junior Infants and Senior Infants use Tynker
Junior Infants coding in pairs using Tynker
The children worked in pairs using the iPads and the app Tynker. In the challenge, the children chose between two characters. The character’s space ship had just been destroyed! The children worked together to code the sequence of actions needed for their character to gather all the items needed to build a new space ship. The children had to use counting and reading as part of this task as they had to count how many steps were needed, when the character needed to jump over rocks and other obstacles and read the actions that their characters could take. The children did a fantastic job!
Senior Infants:
Using the iPads and the app Tynker, Senior Infants have been playing a coding game where the characters have landed on a new planet and are set various missions. Using click and drag skills, the must work out how to tell their character what to do to achieve their missions. The story increases in coding difficulty for each level completed. Some literacy skills needed to be able to read the commands but the modelling of each command is also laid out very well for this age group.
5th class attend a Coding Workshop!
Fifth class were lucky enough to attend a coding workshop organised by transition year students in St. Vincent’s secondary school in Dundalk. The children worked on the Scratch programme to create a maze. The children then used coding to programme a BBC microbit to light a sequence of lights in order to display a message or our names. They used iPads to code Spheros, little robots that roll, making them go in the direction we wanted. The children also used inventors kits to programme a fan, making it spin.
ROBOTICS!!
Six pupils from 3rd and 4th class met every week starting in September to form a Robotics group. The task was to build a robot (from a Vex IQ kit) by using Clawbot instructions. The pieces included motors and a “Brain” on which would be saved some pre-programmed instructions at a later date. Once the robot was built, it would need to be able to perform certain tasks in an arena containing a hanging structure and a selection of hubs. The hubs needed to be knocked down and collected, then deposited in building areas on the arena in order to gain points in a competition setting. The higher the hubs were stacked, the more points earned. At the end of the 60 second round, points were also awarded if the robot was parked under the hanging structure, or better still, from the hanging structure. Of course, once we began to drive the robot in the arena, the limitations of the robot became apparent, so the robot had to be modified.
There were three types of competition; one in which the children could use a hand held controller to move the robot on their own, one in which they had to work together with another team, and one in which they had to allow the robot to perform according to coding which was completed beforehand using Robot C. We took regular photos of our progress and even a timelapse video.
We attended a scrimmage day in October in DKIT and then the real competition on the 18th of January. The children really did themselves proud on the day and came joint third. This project was really enjoyed by the group and even some parents got involved. The children learned a lot from the experience and are looking forward to doing it again.
5th class investigate Circuits and make an LED light up Christmas Card
5th class have been learning about circuit building. They began by creating simple circuits using bulbs and then adding switches. They were then challenged to design and make an LED light up Christmas Card using LED bulbs, copper tape and a battery. They were very creative and the end products were just wonderful!
Use of technology to record and analyse data collected
5th class use spreadsheets to analyse data collected from a school survey
5th class have learned to use spread sheets to input data. They carried out a survey based on a product that they were making for the Junior Entrepreneur Programme and inputted the data from their surveys into a spread sheet. They used this information to create graphs and pie charts of their results, which included the most popular colours, where to sell their product, and most popular age group that would be most likely to buy their product. They then presented their information to the class.
5th class use spreadsheets to analyse data collected from a school survey
5th class have learned to use spread sheets to input data. They carried out a survey based on a product that they were making for the Junior Entrepreneur Programme and inputted the data from their surveys into a spread sheet. They used this information to create graphs and pie charts of their results, which included the most popular colours, where to sell their product, and most popular age group that would be most likely to buy their product. They then presented their information to the class.
Lots of our classes have been using technology to make videos!
4th class - Fís
Pupils are involved in film making throughout the year and participate in the Fís Film project. The initiative encourages children to explore the medium of film making in the classroom, developing skills in moving-image literacy, communication, teamwork and a range of subjects across the curriculum. As part of the project the class storyboards, films and edits a short movie on a topic of their choice. In November 2018 the class film ‘Spartan Switch Up’, was short listed for the Fís Film Festival and took home the award for ‘Best Drama’.
2nd class and 6th class have been making Stop Motion Movies
5th class created a Story Telling Movie for their Junior Entrepreneur Programme documenting their journey in making their product, Party in a Pot. This can be viewed on our school Junior Entrepreneur Page: https://www.kilkerleyns.com/junior-entrepreneur-programme.html
Junior Infants have been using movie making during play time!
Use of Computers, Chrome Books and Ipads in all of our classrooms
All of the our classes use IPads, Computers, and Chrome Books. These are used across all subject areas including literacy & maths. The children love playing maths games on our classroom technology and lots of our classes incorporate these into station teaching. They also love doing lots of brilliant research work and writing some great literacy pieces :-)
All of the our classes use IPads, Computers, and Chrome Books. These are used across all subject areas including literacy & maths. The children love playing maths games on our classroom technology and lots of our classes incorporate these into station teaching. They also love doing lots of brilliant research work and writing some great literacy pieces :-)
Step 3: Engineering
Understanding how everyday objects work:
Pulley Systems (5th class)
5th class learned about pulley systems. They discovered that pulley systems reduce the effort required to raise a load. The class investigated and recorded what pulley systems are used around our school and homes. They found lots in our school environment, including the door, the blinds and the school flagpole.
The children then created their own pulley system. Some groups used one pulley wheel along with cord and others used coat hangers and thread spools. The class then investigated the use of two pulley wheels and experimented how the weight was distributed further with a second wheel. The children then made predictions about the weight distribution and measured the force using a Newton Meter. Some groups invented new ways to make a pulley system and tested these out!
Pulley Systems (5th class)
5th class learned about pulley systems. They discovered that pulley systems reduce the effort required to raise a load. The class investigated and recorded what pulley systems are used around our school and homes. They found lots in our school environment, including the door, the blinds and the school flagpole.
The children then created their own pulley system. Some groups used one pulley wheel along with cord and others used coat hangers and thread spools. The class then investigated the use of two pulley wheels and experimented how the weight was distributed further with a second wheel. The children then made predictions about the weight distribution and measured the force using a Newton Meter. Some groups invented new ways to make a pulley system and tested these out!
Periscope Designs in 5th class
After learning about WW2 in History, 5th class began wondering about the types of objects that were used during war times and are still used today. They decided to investigate the Periscope.
Firstly they investigated by researching why periscopes are used. They made connections with WW1 and WW2 and with their use in submarines both in the past and today. They then investigated how light travels from a source and is reflected off shiny surfaces such as mirror in a periscope. They wanted to design their own periscope to enable them to see around corners! There was alot of maths integration into this topic as the class discovered that the periscope would not work if the mirrors were not placed at the correct 45 degree angle. They had to do lots of measuring and using their protractors!
1st class wonder about bicycles!
Children were looking at transport and ways to get around. They looked at the functions of the bicycle, how it has changed over time and how it works. The children learned lots of new vocabulary and had to name the parts of the bicycle.
Whole School Design and Make Activities for Engineers Week:
During Engineers Week a number of classes were given a homework challenge to design and make an Engineering Project at home with the help of their parents and siblings! Everyone did a terrific job with some very inventive project completed! We got lots of photographs and recordings emailed to our school showing all of the work the children had been carrying out at home. Some children took in their designs to show the classes.
Some more engineering projects that 5th class created!
4th class design Cardboard Chairs!
For Engineers week we also took on the challenge of constructing a chair that you could sit on using only cardboard and no glue or tape. After discussing types of chairs each group sketched out some ideas as to how they would construct it and what types of structures could be used e.g. cones, interlocking sheets etc.
Each group used the materials to construct their chair, if the first design didn’t work we evaluated what went wrong and tried again.
For Engineers week we also took on the challenge of constructing a chair that you could sit on using only cardboard and no glue or tape. After discussing types of chairs each group sketched out some ideas as to how they would construct it and what types of structures could be used e.g. cones, interlocking sheets etc.
Each group used the materials to construct their chair, if the first design didn’t work we evaluated what went wrong and tried again.
6th class design Robot Hands!!
Creating the robot hands involved following plans and drawings, and modifying the design to improve flexibility and effectiveness in picking up items. We had to work with a partner to decide on the best way to add joints to the “fingers” (straws), how many to add for maximum flexibility, and where to place them. Building the hands involved a process of trial and error, attempting to pick up items and then moving the fingers or elongating the “tendons” (string). We tested our robot hands on items such as ping pong balls and milk carton lids. We really enjoyed working together on problem solving and design in this task!
Junior Infants design a maze for their Mini Robots!
The children used mini robot creatures and building blocks to try out the different challenges. The children had great fun building structures and mazes for the robots and then using the robots to test out their designs.
Senior Infants design a Till
The children wanted to use a large box to create a Till Area for their Garden Center Role Play. Using prior knowledge from building a Sorting Office conveyor belt, they discussed their ideas for cutting sections to create shelves, conveyor belts and packing area. They wanted to use shoe boxes to support the shelves and kitchen roll holders to make a rolling belt. They drew designs and then employed the help of our caretaker to put the design into action. They presented their design to him and asked him questions about how he would stick the boxes together. Small groups then helped him to assemble. They then decorated it and began using it in Role Play. They reflected on their design and assembly on ways they could improve on such a project next time.
3rd Class Create Clay Structures for Engineers Week!
The children were challenged to construct the tallest structure that they could using only clay and matchsticks! They discovered very quickly that you need a solid foundation to construct a long lasting building. While some of the structures look a little precarious, they did stand so there may be future engineers in 3rd class after all!
We invited two engineers in to visit our school - Neil Larkin and Claire Mulholland.
Neil Larkin visits 1st class, 4th class and Junior Infants:
For Engineers week we were lucky to have Neil Larkin come and do a lesson with some of our classes. We discussed the different types of engineers and the steps involved in the work of an engineer. With that in mind we looked at the design stage of engineering. We worked in pairs with Lego. Each pair was in charge of drawing the instructions for how to build what they had assembled. It was important that each step was clear for the next class so they could replicate the final product. It’s not an easy task to do!!
Claire Mulholland visits 2nd class:
We were very luck that Claire Mulholland, an electrical engineer was able to come in and work with 2nd class. During her time with us she spoke to us about the different types of engineers and what their roles are. We then carried our some fun engineering tasks!
Step 4: Maths
Develop a maths trail around school
Maths Trail – 4th class
During maths week 4th class went on a maths trail around the school grounds. Activities included finding lines and angles and symmetry in the environment. 4th class worked in groups of threes and fours which required a lot of good communication with their team members but also showed them how their problem solving skills can sometimes differ. The children had a class discussion about their results when they returned to the classroom.
Maths Trail – 4th class
During maths week 4th class went on a maths trail around the school grounds. Activities included finding lines and angles and symmetry in the environment. 4th class worked in groups of threes and fours which required a lot of good communication with their team members but also showed them how their problem solving skills can sometimes differ. The children had a class discussion about their results when they returned to the classroom.
1st Class Shape Trail!
5th class Maths Trail
Children using Maths skills and knowledge as part of STEM work!
5th class use their maths skills to build marshmallow structures!
5th class were challenged to create 3D marshmallow structures using spaghetti and marshmallows. They had to design their structure before physically creating it in pairs. It took lots of thinking and applying lots of practical maths. The children identified which structures worked best and why and examined ways they could make their structure more sturdy.
5th class were challenged to create 3D marshmallow structures using spaghetti and marshmallows. They had to design their structure before physically creating it in pairs. It took lots of thinking and applying lots of practical maths. The children identified which structures worked best and why and examined ways they could make their structure more sturdy.
6th class create Geodesic domes integrating Maths work and STEM learning!
We gathered materials from home such as empty toilet rolls, straws, cocktail sticks, lollipop sticks, straws, string, wine gums and elastic bands. We discussed the work of engineers and the best way to make structures strong, using triangular shapes and adding struts.We used wine gums and cocktail sticks to construct the dome. We followed plans to create a strong base, with a low centre of gravity, so that the dome would be strong and structurally sound. We used more cocktail sticks to add triangular shapes for the sides of the dome, eventually meeting at the top. We tested the dome’s ability to carry weight by placing copies and books on top of the structure.
Senior Infants integrate maths to measure a Blue Whale!
We have been learning about animals that live in Antarctica through Aistear and discrete SESE lessons.
We found out that Blue Whales are the largest creature to ever live. We wanted to know would one fit on our playground. We knew they can grow to 32m long. We knew our teacher had a metre stick. Our plan was to measure 32 of the metre sticks on the playground and chalk the line. Then we would know how long the Blue Whale can be. We chose a starting point and marked it with a chalk line. We marked where we thought the length would be to. We used a metre stick and a trundle wheel and counted each time we heard the click. We stopped at 32. We practised counting to 32 beforehand so we would know all the numbers we would need to say. The Blue Whale was much longer than we predicted. We were amazed!
6th class integrate Maths with History and Art
In History, we learned about Georgian Dublin and the Georgian style of architecture in Dundalk. We examined photographs of Georgian doors from the town, and decided to make our own.
We noted the features of a Georgian door, such as parallel panels, small column designs and a semi – circular glass panel at the top. We then made sketches of what we wanted our doors to look like and used cardboard to create them. It was important that our doors were symmetrical, so we used rulers to specifically measure what the size of our various pairs of panels would be and how many we could include to fit into the given size of the overall door. We carefully measured out and cut out the panels in cardboard. For the semi - circular piece, we had to use a compass and ruler to once again measure the width of the space available, find the direct centre point and use that to create an accurate semi – circle. When all of the components were correctly measured and cut out, we assembled the doors and painted them in classic colours.
Junior Infants integrate Maths and Aistear in the Jungle!
Jungle Animal Toy Shop
The children in Junior Infants have been learning all about jungle animals and the families of animals in the jungle. We have also been learning about money in maths lessons. As part of our maths stations, the children set up a jungle animal toy shop. The children had to lay out the animals and select a price for each one. The children had a cash register and money ranging from 1c – 5c. The children took turns in role as the shopkeeper/customer.
Using Maths to record and analyse our science investigation results!
4th class have made some revelations!!!!
We discussed the dimensions of a rugby pitch. We measured and marked out the distance in the yard using a trundle wheel. We also drew a rugby pitch to scale. We measured out and built our own rugby goal posts from recycled paper. They’re pretty tall! We discussed the types of angles used in rugby, especially when kicking. We investigated what happens to the angle the nearer the kicker is to the goalposts. We researched the capacity of the stadiums used during the Six Nations competition. We answered a variety of problems using the information gathered. We discussed how different points can be scored during a rugby match. We calculated how many points different players scored. We also investigated the variety of ways a total score could be reached using Ireland’s scores from the Six Nations.
3rd Class working with STEM and Measures!
Mrs Halpin collaborated with Mr Loughran to plan and implement an in-class lesson with 3rd incorporating STEM and measures in maths . It was an opportunity for Mrs Halpin to share knowledge on a course she attended entitled, 'An enquiry based approach to learning about measures in maths'. Below is an outline of the lesson:
The Crazy One Minute Timer Game:
In this activity the pupils explored different activities that can be completed in a minute. These included clicking fingers, clapping, burpees and bouncing a basketball. The children shared their estimates. We estimated and timed how many burpees Mr Loughran could do in a minute and were very impressed with the result! Following their own estimating on their activities the children worked in pairs at various stations in the PE hall. Salt timers and an ipad timer was used to measure 1 minute. The children kept a record of what they achieved in one minute for each activity.
Following the activity Mrs Halpin and Mr Loughran reviewed the lesson and discussed further related activites including those that are suggested on the PDST maths website that were recommended on the course.
Step 5: STEM Show and Tell
STEM Fair in Scoil Mhuire gan Smál
Children in our school love showing their work to other their peers and the whole school.
On the 11th April we held a STEM Fair in our school. Each class in our school presented some of their science experiments and investigations and their STEM projects that they had been working on. We invited friends and family to come and join us on the day. Each class had an opportunity to explore the different experiments and investigations, make their own predictions and ask each other lots of questions! Here are some of the experiments and investigations that were presented on the day:
Junior Infants – Wormery
Senior Infants – Floating and Sinking / Capacity
1st class – Magnetism
2nd class – Forces
3rd class – Liquids, Solids and Gases
4th class – Rugby: It's all about Maths and Science!
5th class – Sound
6th class – Light
It was fantastic to see some of our friends and family drop in during our science fair to experience all the hard work and effort the children have been putting in to their science projects throughout the year.
We all really enjoyed the day and some of the children are already planning experiments for next year!!