For Science Week 2020, we made Porridge Playdough.
We used 2 cups of porridge, 1 cup of flour and 1 cup of water.
First, we mixed the porridge and flour. These are dry.
Next, we added the water. This made it wet.
Then, we mixed it with a spoon because it was sticky.
Lastly, we kneaded it with our hands until doughy and stretchy.
We used Goldilocks and the Three Bears mats to play with our Porridge Playdough.
We made bowls, windows, a blanket and a spoon.
I’m sure Baby Bear would love to make his own Porridge Playdough!
This week Sixth Class had to put their engineering caps on and complete the EGG DROP CHALLENGE!!
The objective was to design a landing craft that would protect an egg from cracking or breaking from a high fall. Each student had to design, build and test their landing craft for homework. They made them using a variety of materials, such as, show boxes, pillows, plastic bags and popcorn. Many students also made parachutes and wings to help their landing craft.
We had great fun testing them and checking to see whether our eggs ‘survived’ the drop. In the end, we only broke three eggs!
Have a look at some of our EGG-CELLENT landing crafts!
Junior Infants are learning all about Spring in Science and Geography this month. We are so blessed to be able to look out our classroom window and see the budding signs of Spring. There are daffodils, snowdrops, crocuses and lots more starting to appear. We decided that instead of looking out the window, we put on our coats and set off on a Spring walk.
We explored the natural environment around St. Clare’s and got to see all of the Spring flowers. Some of the flowers were in the early stages of growth and some had already blossomed. Looking at all the new flowers and all the colours brought us such joy. We even got an extra surprise when Kevin brought us to see some tadpoles. There were tadpoles hiding in the pond in one of our smaller garden areas in St. Clare’s. It was so much fun taking our learning experience outside and watching nature first hand.
We enjoyed making 2D shapes on pegboards. This fun activity helped us in developing our fine motor, problem-solving and mathematical skills.
We had a great day at the Science Exhibition. There were some fantastic projects on display showcasing the hard work done by all classes.
Over the last few weeks we worked together at building this Lego set and today we completed it! Each of us played an important role as Engineer, Supplier and Builder. We look forward to building a new Lego set very soon. Below are the following phrases we practiced using during Lego Club:
We need the…
How many do we need?
Good job _______!
Thank you _______.
Do you need some help?
That goes there.
We did it!
This year, as part of the GLOBE initiative, our class has been examining the weather in the school environment. We have been analysing clouds and measuring the amount of Particulate Matter (PM) in the air using our cloud charts and the Calitoo instrument. We have also been measuring the amount of rainfall using our rain gauge and examining the temperature and barometric pressure using a thermometer and a barometer. Every time we completed our analysis, we recorded the data onto the GLOBE website.
Some students in our class made a homemade thermometer and barometer to see if they could be used as an accurate way of reading the temperature and the barometric pressure. We compared our results to the actual readings on the thermometer and barometer in our instrument shelter.
This year, we were given special test tubes which measured the amount of nitrogen dioxide (NO2) in the school environment. Nitrogen dioxide is generated when nitrogen from the car engine mixes with oxygen in the air. We chose to place these test tubes in three locations around the school. These locations were; the school gate, the staff car park and the school garden. We made predictions about which location we felt would have the most and least amount of NO2.
School gate: 26. 85 (µg/m3)
Staff car park: 24.85 (µg/m3)
School garden: 20.92 (µg/m3)
Our predictions were correct!
|NO2 concentration (µg/m3)||Description|
|50 +||Extremely bad|
|45 – 50||Very bad|
|40 to 45||Bad|
|35 – 40||Substandard|
|30 – 35||Mediocre|
|25 – 30||Average|
|20 – 25||Pretty good|
|15 to 20||Good|
|10 to 15||Very good|
From there, we decided to complete a project on acid rain as our research told us that nitrogen oxides are present in acid rain. We completed 3 experiments.
Acid Attack: This involved us placing 5 bean seeds on damp cotton wool which were on two jam jar lids. Each day, a student from our class sprinkled both lids with water and poured lemon juice on just one of the lids (labelled acid rain). This was used to show how acid rain affects vegetation.
We also took a piece of cement and placed it in a jar of vinegar to show the affect of acid rain on buildings.
Acid Rain Indicator: This involved us making an acid indicator from red cabbage. We tested the rainwater in our school environment. We compared our results to a jam jar with baking soda and a jam jar with vinegar. This enabled us to identify whether the rain water was acidic.
The Water Cycle: We placed a food bag with some water out on the window sill in the sunshine which demonstrated how acid rain is made and falls.
Acid Attack: The beans on the lid labelled acid rain were more eroded than the beans which had no lemon juice on them.
Acid Rain Indicator: The acid jar turned a pink colour and the base jar turned a light purple. The rainwater in our environment was neutral as the colour of the indicator did not change.
The Water Cycle: This demonstrated how acid rain is made and falls to the ground through the water cycle.
Sixth class were busy this week designing and making their own electric quiz. They had learned about circuits last week and put that knowledge into practice to make their own quiz. Fourth class had the opportunity to have a go at the quiz!
For ‘Engineering Week 2019’, we have been learning about different types of engineers and their various roles.
After discovering some really interesting facts, we were tasked with an engineering challenge of our own!
We had to work as an engineer to design and construct a rubber band powered car.
We began by exploring our materials (cardboard, axles, wheels, elastic band, paper clip) and planning our design.
Then we moved onto the construction stage. This involved folding the cardboard into a box shape (also known as a chassis) and fitting the axles through the front and rear holes on the chassis. Next, we had to fit wheels to the end of each axel. Finally, we had to wrap the rubber band around the rear axle and then attach the rubber band to a fixed position on the front axle of the car.
Although we found it rather difficult to fit the rubber bands, we eventually managed to complete the design.
The final part of our challenge required us to test the rubber band car.
To do so ,we hand to wind up the real axle that was attached to the rubber band and then let it go. This caused the car to move forward.
When you wind up the car’s axle you stretch the rubber band and store potential energy. When you release it the rubber band starts to unwind, and the potential energy is converted to kinetic energy as the car is propelled forward.