STEP 2 - Technology
1. Using Technology in the Classroom
Junior and Senior Infants - Using Microscopes
The children in junior infants used magnifying glasses during their science investigations. A microscope uses a lens or lenses to make small things look bigger and also to show more detail. This means that a magnifying glass can count as a microscope since it also uses a lens to make things look bigger.
First of all we went outside and looked at the school garden using a magnifying glass. We saw exaggerated pictures of the vegetables
and shrubs. We used the magnifying glass also to make larger than life images of our eyes, nose etc. We had lots of fun with the
magnifying glass. In this world of ours there are an abundance of living things. Some things are small but we can see them with a magnifying glass but others are so tiny that we can only see them when we use a microscope. We said that scientists use microscopes to check for germs and stuff.
Senior Infants learnt how to use a microscope. We used the prepared slides. We fixed the slides in place with a clip. We used the knob at the side of the microscope to focus each slide. We looked a:
An insect’s wing
the scale of a goldfish
Camel hair
A leaf
We enjoyed using the microscope.
The children in junior infants used magnifying glasses during their science investigations. A microscope uses a lens or lenses to make small things look bigger and also to show more detail. This means that a magnifying glass can count as a microscope since it also uses a lens to make things look bigger.
First of all we went outside and looked at the school garden using a magnifying glass. We saw exaggerated pictures of the vegetables
and shrubs. We used the magnifying glass also to make larger than life images of our eyes, nose etc. We had lots of fun with the
magnifying glass. In this world of ours there are an abundance of living things. Some things are small but we can see them with a magnifying glass but others are so tiny that we can only see them when we use a microscope. We said that scientists use microscopes to check for germs and stuff.
Senior Infants learnt how to use a microscope. We used the prepared slides. We fixed the slides in place with a clip. We used the knob at the side of the microscope to focus each slide. We looked a:
An insect’s wing
the scale of a goldfish
Camel hair
A leaf
We enjoyed using the microscope.
2. Using Electrical Components to Build Simple Circuits
Junior and Senior Infants
Junior and Senior Infants learned about the important role electricity plays in their life - both at home and at school. The discussed how to be safe around electricity.
With the support of 5th and 6th class pupils, Junior and Senior Infants explored how electricity works, using simple circuits. The explored how, through connecting the leads to a power source (metal to metal & using a battery), they could light up a bulb.
Junior and Senior Infants learned about the important role electricity plays in their life - both at home and at school. The discussed how to be safe around electricity.
With the support of 5th and 6th class pupils, Junior and Senior Infants explored how electricity works, using simple circuits. The explored how, through connecting the leads to a power source (metal to metal & using a battery), they could light up a bulb.
First, Second, Third and Fourth Classes
Strand and Strand Unit: Energy and Forces: Electricity
Objective: Through investigation the child should be enabled to investigate current electricity by constructing simple circuits.
Procedure:
In this activity children apply the knowledge gained and skills learned in making electrical circuits to construct a simple circuit.
The children learned how to make the bulb brighter and how to extend the circuit.
Scientific Skills: Investigating, design and make, analysing, hypothesising, experimenting.
Objective: Through investigation the child should be enabled to investigate current electricity by constructing simple circuits.
Procedure:
In this activity children apply the knowledge gained and skills learned in making electrical circuits to construct a simple circuit.
The children learned how to make the bulb brighter and how to extend the circuit.
Scientific Skills: Investigating, design and make, analysing, hypothesising, experimenting.
5th and 6th Class
Strand and Strand Unit: Energy and Forces: Electricity
Objective: Through investigation the child should be enabled to investigate current electricity by constructing simple circuits. In this activity children apply the knowledge gained and skills learned in making electrical circuits to construct a mode
Background:
Prior to the activity, we investigated electricity and circuit-making. Following the pupiuls making their own circuits, we brainstormed finding one’s way around – e.g. street names, maps, compasses, etc. We looked at lighthouses and discussed their function. Why do we need lighthouses? Lighthouses send out warning lights. The interval between the flashes identifies the lighthouse; e.g. Dun Laoghaire will have a different interval to the Old Head of Kinsale.
Materials:
For lighthouse: template (some pupils created their own lighthouse), plastic cup, bulbholder, 3.5V bulb (flashing or ordinary), battery (3 V or 4.5 V), connecting wires, sellotape, glue. For switch: cardboard, 2 paper fasteners, 1 paper clip, crocodile leads, different switches
Instructions:
I. Cut of and assemble the lighthouse.
2. Attach the plastic cup to the roof of the lighthouse.
3. Insert battery into the battery box.
4. Screw the bulb into the bulb holder.
5. Attach crocodile leads to the underneath metal screws of the bulb holder.
6. Discover the length required for the circuit. How will the circuit operate? By switch?
7. Can we make the bulb brighter?
8. Feed the lead through the lighthouse.
9. Test!
Skills: Investigating, design and make, analysing, hypothesising, experimenting.
Objective: Through investigation the child should be enabled to investigate current electricity by constructing simple circuits. In this activity children apply the knowledge gained and skills learned in making electrical circuits to construct a mode
Background:
Prior to the activity, we investigated electricity and circuit-making. Following the pupiuls making their own circuits, we brainstormed finding one’s way around – e.g. street names, maps, compasses, etc. We looked at lighthouses and discussed their function. Why do we need lighthouses? Lighthouses send out warning lights. The interval between the flashes identifies the lighthouse; e.g. Dun Laoghaire will have a different interval to the Old Head of Kinsale.
Materials:
For lighthouse: template (some pupils created their own lighthouse), plastic cup, bulbholder, 3.5V bulb (flashing or ordinary), battery (3 V or 4.5 V), connecting wires, sellotape, glue. For switch: cardboard, 2 paper fasteners, 1 paper clip, crocodile leads, different switches
Instructions:
I. Cut of and assemble the lighthouse.
2. Attach the plastic cup to the roof of the lighthouse.
3. Insert battery into the battery box.
4. Screw the bulb into the bulb holder.
5. Attach crocodile leads to the underneath metal screws of the bulb holder.
6. Discover the length required for the circuit. How will the circuit operate? By switch?
7. Can we make the bulb brighter?
8. Feed the lead through the lighthouse.
9. Test!
Skills: Investigating, design and make, analysing, hypothesising, experimenting.
3. Participation in Tech Week
Junior and Senior Infants
Junior and Senior Infants learned about technology in our lives. They discussed where they would see technology in action in the world around them. They explored Augmented Reality on the tablets using the Quiver App.
Junior and Senior Infants learned about technology in our lives. They discussed where they would see technology in action in the world around them. They explored Augmented Reality on the tablets using the Quiver App.
First, Second, Third and Fourth Classes
The pupils identified where they would see technology in the world around them.
Using the tablets, they explored Augmented Reality using the Quiver App.
The pupils watched a power-point exploring the rise of apps in the world around them and how apps work. They discussed the potential for a new app. They then designed the new app, stating the criteria for use, who it would be used by and designed two screen pages of the app.
The pupils identified where they would see technology in the world around them.
Using the tablets, they explored Augmented Reality using the Quiver App.
The pupils watched a power-point exploring the rise of apps in the world around them and how apps work. They discussed the potential for a new app. They then designed the new app, stating the criteria for use, who it would be used by and designed two screen pages of the app.
5th and 6th Class
Fifth and Sixth Class explored the role of technology in the world around them. They researched technology in medicine, the home and at school.
They explored Augmented Reality using the Quiver app.
Fifth and Sixth Class explored the role of technology in the world around them. They researched technology in medicine, the home and at school.
They explored Augmented Reality using the Quiver app.
Fourth, Fifth and Sixth Class explored the role of apps in everyday life. They complied a list of the apps they are most familiar with the the uses of these apps. They watched a power-point on how apps are designed.
The pupils then researched the potential for a new app to be designed. The app had one criteria - that it had to help people. The wrote about who the app would be for, how it would work and they designed two screen pages.
The designs were incredibly well thought out and really creative!
The pupils then researched the potential for a new app to be designed. The app had one criteria - that it had to help people. The wrote about who the app would be for, how it would work and they designed two screen pages.
The designs were incredibly well thought out and really creative!
5th and 6th Class - Using Technology - Power-point Presentation - Project Work on Sustainable Energy
Strands and Strand Units:
Objectives: To discuss the effects of fossil fuels on the environment and identify renewable sources of energy.
The pupils learned about sustainability and renewable sources of energy. As part of this unit of work the pupils researched their own source of renewable energy in groups.
* Biomass
*Solar Energy
*Wind Energy
*Geo Thermal Energy
*Hydro-electricity
To link in with our Digital Strategy and developing our skills in the area of technology, the pupils learned how to make a power-point presentation. The learned how to add pages, delete pages, add and format text, add and edit images, create graphs to show data and the general presentation of their project to make it viewer-friendly. This was a new skill for almost all of the pupils and they really enjoyed the the challenge.
Strands and Strand Units:
Objectives: To discuss the effects of fossil fuels on the environment and identify renewable sources of energy.
The pupils learned about sustainability and renewable sources of energy. As part of this unit of work the pupils researched their own source of renewable energy in groups.
* Biomass
*Solar Energy
*Wind Energy
*Geo Thermal Energy
*Hydro-electricity
To link in with our Digital Strategy and developing our skills in the area of technology, the pupils learned how to make a power-point presentation. The learned how to add pages, delete pages, add and format text, add and edit images, create graphs to show data and the general presentation of their project to make it viewer-friendly. This was a new skill for almost all of the pupils and they really enjoyed the the challenge.
4. Engage Pupils in the use of game-based learning - Scratch
5th and Sixth Class
For a period of about 8 weeks the pupils explored the Scratch app, for approximately 2 hours a week. They followed the Primary Lesson Plans 1-10 from Scratch.ie, working their way through them. The pupils worked collaboratively to explore variables, loops, conditions, game development and animation. Over time, the pupils built up their understanding of building code and, by the end of the block of sessions, the pupils were confident enough to create their own animations and present them to their peers.
For a period of about 8 weeks the pupils explored the Scratch app, for approximately 2 hours a week. They followed the Primary Lesson Plans 1-10 from Scratch.ie, working their way through them. The pupils worked collaboratively to explore variables, loops, conditions, game development and animation. Over time, the pupils built up their understanding of building code and, by the end of the block of sessions, the pupils were confident enough to create their own animations and present them to their peers.