Ms Gannon & Ms Browne's Third Class
Which Drinks Harm our Teeth?
During September we were learning about our bodies. We investigated how drinks harm our teeth. Each pod used a different liquid. We placed a hard boiled egg into each cup and poured the liquid in. To ensure it was a fair test, each pod poured the same amount of liquid in. The enamel on our teeth is similar to the egg shells. We used Coke, Coke zero, orange juice, lime cordial, Mouthwash and water, We predicted which liquids we think would be the most harmful to the eggs. We compared each eggshell to the control eggshell which was placed in water. We were really surprised at the results. We learned some of the liquids that we love can be really bad for your teeth.
Ms Cooney's Second Class - Soil Experiment
Each pod took a trip around the school grounds to take a soil sample.
Before going, they had to create a funnel using a piece of A4 paper to help them collect the soil sample.
Before going, they had to create a funnel using a piece of A4 paper to help them collect the soil sample.
Second Class Ms O'Mahony:
Science Experiment: What is soil made of?
Strand: Living things Strand Unit: Plants and Animals
Our class explored what soil is made of this week as we carried out an experiment in our pods. We needed a soil sample, a jar and water. We half-filled a jar with soil and added enough water to nearly fill the jar. We left it to settle for a couple of hours before recording our findings. We discussed how soil is one of the most important natural resources on Earth for many reasons. Without it we would not be able to grow plants and crops and it is an important ecosystem for insects.
Science Experiment: What is soil made of?
Strand: Living things Strand Unit: Plants and Animals
Our class explored what soil is made of this week as we carried out an experiment in our pods. We needed a soil sample, a jar and water. We half-filled a jar with soil and added enough water to nearly fill the jar. We left it to settle for a couple of hours before recording our findings. We discussed how soil is one of the most important natural resources on Earth for many reasons. Without it we would not be able to grow plants and crops and it is an important ecosystem for insects.
Third Class Ms. Ní Ghríofa:
Living Things: Plants and Animals
We are growing plants using LED UV light, no soil, and no natural sunlight.
Living Things: Plants and Animals
We are growing plants using LED UV light, no soil, and no natural sunlight.
Third Class Ms. Ní Ghríofa:
Living Things: Plants and Animals
We explored identified the functions of the brain and its different parts.
Living Things: Plants and Animals
We explored identified the functions of the brain and its different parts.
Third Class Ms. Ní Ghríofa:
Living Things: Plants and Animals
Teeth: We investigated the effects of different liquids on egg shells as they are similar to enamel.
Living Things: Plants and Animals
Teeth: We investigated the effects of different liquids on egg shells as they are similar to enamel.
Ms Geraghty's Sixth Class:
Working Scientifically to observe the conditions to provide the greatest growth of mould on bread after one month.
The children observed the level of mould growing on the bread over a one period of one month.
• Predicting
Record predictions in each in SESE copy.
• Investigating and experimenting
Bread touched with hands washed with soap.
Bread rubbed on the floor
Estimating and measuring
Bread after one week
Bread after one month
• Analysing
The students predicted the bread on the floor would have the most mould after one month but bar the control specimen they all had equal amounts of mould,
• Recording and communicating
The results were recorded against their predictions in their SESE copies.
Working Scientifically to observe the conditions to provide the greatest growth of mould on bread after one month.
- Questioning
- What will happen to bread if it is handled by
- Unwashed hands
- Washed hands
- Hands cleaned with hand sanitiser
- Rubbed on the floor
- Rubbed on the table
- Not handled at all
- What will happen to bread if it is handled by
The children observed the level of mould growing on the bread over a one period of one month.
• Predicting
Record predictions in each in SESE copy.
• Investigating and experimenting
Bread touched with hands washed with soap.
Bread rubbed on the floor
Estimating and measuring
Bread after one week
Bread after one month
• Analysing
The students predicted the bread on the floor would have the most mould after one month but bar the control specimen they all had equal amounts of mould,
• Recording and communicating
The results were recorded against their predictions in their SESE copies.
