Explore with Me 3 Pupil Book by Edco Ireland

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Contents Chapter Chapter number

Strand: Strand Unit

Your Guide to Explore With Me

Page 6

Timeline

History Skills: Working as a Historian

Geography Skills: Working as a Geographer

Science Skills: Working as a Scientist

September: Living in My Local Area 1

Our Natural Environment

Natural environments: The local natural environment

What’s in Our Green Spaces?

Living things: Plants and animals

Homes in the Past

Local studies: Homes

Homes Today

Human environments: People living and working in the local area and people living and working in a contrasting part of Ireland

Materials in My Home

Materials: Properties and characteristics of materials

Tower Houses in My Area

Local studies: Buildings, sites or ruins in my locality

October: Exploring Food 7

The Stone Age

Early peoples and ancient societies: Stone Age peoples

How Seeds Feed Us

Living things: Plant and animal life

Who Makes Our Bread?

Human environments: People living and working in my local area; People living and working in a contrasting part of Ireland

Scarecrows Throughout the Ages

Continuity and change over time: Food and farming

Nutrition and Energy

Living things: Human life

Fairtrade Cocoa

Human environments: People and other lands

November: The Importance of Water 13

Rivers

Natural environments: The local natural environment; Land, rivers and seas of my county

River Wildlife

Living things: Plant and animal life

The Vikings

Early peoples and ancient societies: The Vikings

Norse Gods

Story: Myths and legends

Valuing Water in Our Environment Environmental awareness and care: Environmental awareness

Water Pollution

Environmental awareness and care: Environmental awareness

December A: Denmark Europe Map

Denmark Map

Denmark

Human environments: People and other lands

The Christmas Holidays in Denmark

Human environments: People and other lands

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Chapter Chapter number

Strand: Strand Unit

Page

December B: Keeping Well 21

Breathing

Living things: Human life

Our Teeth

Living things: Human life

Vaccines

Continuity and change over time: Caring for the sick

Florence Nightingale

Story: Stories from the lives of people in the past

January: Exploring Urban Living 25

Viking Towns

Early peoples and ancient societies: The Vikings

Newry: A City Across the Border

Human environments: People living and working in my local area; People living and working in a contrasting part of Ireland

Cardinal Directions

Natural environments: The local natural environment

100

Air Pollution

Environmental awareness and care: Environmental awareness; Caring for the environment; Science in the environment

102

Sustainability in Urban Areas

Materials: Properties and characteristics of materials; Environmental awareness; Science and the environment

104

Life in Medieval Irish Towns

Life, society, work and culture in the past: Life in medieval towns and countryside in Ireland and Europe

107

February: Understanding Movement 31

How My Body Moves

Living things: Human life

110

Our Changing Communities

Human environments: People living and working in my local area; People living and working in a contrasting part of Ireland

114

Transport

Human environments: People living and working in my local area; People living and working in a contrasting part of Ireland

117

Up, Up and Away

Continuity and change over time: Transport

120

Isambard Kingdom Brunel

Story: Stories from the lives of people in the past

124

Bicycles

Environmental awareness and care: Science and the environment

126

March: Change in My Locality Mountains, Lakes and Rivers of Ireland

128

Counties of Ireland

129

My County

Human environments: County, regional and national centres

130

Appreciating My Locality

Environmental awareness and care: Environmental awareness

133

Protecting Natural Habitats

Environmental awareness and care: Caring for the environment

136

Non-native Species

Living things: Plant and animal life

138

Local Studies

Local studies: Buildings, sites or ruins in my locality

142

Workhouses

Local studies: My locality through the ages

144

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Chapter Chapter number

Strand: Strand Unit

Page

April A: Magnetism 43

Magnetism

Energy and forces: Magnetism and electricity

148

Magnets, Magnets, Everywhere!

Energy and forces: Magnetism and electricity

152

April B: New Zealand, Past and Present World Map

156

The Maori

Early peoples and ancient societies: The Maori

158

Maori Myths and Legends

Story: Myths and legends

161

Living in New Zealand

Human environments: People and other lands

164

Visiting New Zealand

Human environments: People and other lands

166

May: Powering Our Lives 49

Static Electricity

Energy and forces: Magnetism and electricity

168

Current Electricity

Energy and forces: Magnetism and electricity

171

Electricity in Our Homes

Local studies: Homes

174

How Do We Make Electricity?

Environmental awareness and care: Environmental awareness

176

Peat

Natural environments: Rocks and soil

180

Poul la Cour

Story: Stories from the lives of people in the past

183

June A: 18th-Century Ireland 55

Ireland in the 18th Century

Life, society, work and culture in the past: Life in the 18th century

186

Life in the 18th Century

Life, society, work and culture in the past: Life in the 18th century

190

June B: Heating Up 57

Weather Observations

Natural environments: Weather, climate and atmosphere

194

Heat

Energy and forces: Heat

196

Recording the Weather

Natural environments: Weather, climate and atmosphere

199

Heating Our Homes

Energy and forces: Heat

202

Glossary

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Introduction Explore With Me is a comprehensive Social, Environmental and Scientific Education (SESE) programme covering all strands of the SESE curriculum. It was designed, written and reviewed by experienced primary school teachers.

Textbook ● ● ● ●

● ● ● ●

Covers the three subjects of history, geography and science in one combined textbook Takes a balanced approach to the teaching and learning of the three subject areas of history, geography and science Adopts a thematic approach, exploring child-relevant themes on a monthly basis Gives children opportunities ‘to explore, investigate and develop an understanding of natural, human, social and cultural dimensions of local and wider environments, to learn and practise a wide range of skills, and to acquire open, critical and responsible attitudes’ (p.2, Social, Environmental and Scientific Education Curriculum) Develops key historical, geographical and scientific skills Facilitates oral language development Colour-codes subject areas for ease of reference: history (green), geography (blue) and science (orange) Clearly indicates strand, strand unit, theme and key skills.

Digital Resources ●

A wide range of digital resources complement and enhance lessons, including interactive posters, animations, videos, interactive activities and end-of-unit quizzes.

Activity Book ●

Provides skills-based activities and a monthly learning log to record pupil learning.

Teacher’s Resource Book ●

Provides extensive supports to teachers, including a yearly plan, monthly overviews, fortnightly overviews, lesson plans, suggested STEAM and extension activities, and worksheets to support active learning, assessment and differentiation.

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Your Guideto ExploreWithMe Textbook Subject: History (green), Geography (blue) and Science (orange) are visited twice each month Key words: Important new terms, which are defined in the glossary at the back of the book

Theme: Each month explores a single theme or two minithemes through history, geography and science Let’s learn: Shows what will be covered in the lesson

Curriculum information Fascinating facts provide interesting extra pieces of information Photographs show real-world scenes

Digital resources: Bonus content and interactive activities available via the ebook on Edco Learning

Experiments: See science in action with these step-bystep experiments Colourful diagrams help you understand topics, concepts and processes

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Show what you know: Seven questions to show what you’ve learnt in the lesson Let’s get exploring: Three exciting activities to do on your own, with a partner and as a group

PCM: Shows your teacher there is a photocopiable worksheet for this chapter.

Reference zone ●

‘I can…’ checklists: Tick off your new skills as they develop.

●

Let’s discuss: Start a conversation by using these questions.

●

Timeline: Compare when different events covered in the book took place.

●

Maps: Practise your map skills with our world, Europe, Denmark and Ireland maps.

●

Glossary: Look up new words in the illustrated glossary at the back of the book.

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Your Guideto ExploreWithMe

Activity Book Activities: Fun, skills-focused activities available for every chapter

Skills: Shows you what History, Geography and Science skills you are developing

Learning log: Fill this in at the end of each month to record what you have learnt

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Your Guideto ExploreWithMe

Digital Resources

Every chapter contains digital resources such as videos, stories, slideshows, fun activities and more. These are designed to encourage you to join in and help you to learn. They are shown in the textbook by the following icons: Poster

Each theme features an interactive poster to promote discussion Interactive activity

These include matching, sorting, labelling, sequencing, complete-the-sentence, true or false and many more Animation

Colourful animations bring history to life Video

Artwork videos, slideshow videos and real-world footage help you to understand difficult topics Experiment video

Step-by-step science experiments Audio

Stories to listen to Mapping Zone

Interactive maps with extra activities Powerpoint

Editable PowerPoint presentations and slideshows Revision quiz

Test your knowledge on each theme Teachers can access the digital resources for Explore With Me via the Explore With Me ebook, which is available online at www.edcolearning.ie or via the dedicated Explore With Me website www.explorewithme.ie/3rd

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Timeline

ad 1250-1300 The Maori arrived on the islands of New Zealand

Chapter 45

c.7000 bc

ad 795

3000 bc

The first people arrived in Ireland

The first farmers arrived in Ireland

The first Viking raids happened in Ireland

Chapter 7

Chapters 15 ,25

7000 bc

5000 bc

2000 bc

ad 1

ad 500

ad 1169

The Normans invaded Ireland

Chapters 15 ,25

ad 1000

ad 1200

ad 795–c.ad 1169 c.7000 bc–c.2500 bc

c.2500 bc–c.500 bc

The Vikings in Ireland

Stone Age in Ireland

Bronze Age in Ireland

Chapters 15, 25

Chapter 7

Chapters 7, 26

c.ad 795–c.ad 1500 Medieval times/ The Middle Ages in Ireland Chapter 30

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ad 1860

Florence Nightingale opens the Nightingale School of Nursing in London (the beginning of nursing as a profession)

Chapter 42

ad 1838

The Black Death arrived in Europe

ad 1347

The Irish Poor Law Act was passed and workhouses began to be built in Ireland

Chapter 30

Chapter 42

ad 1903

The first enginepowered aeroplane flight took place

Chapter 34

ad 1929

ad 1796

ad 1400

ad 1600

Dr Edward Jenner developed a vaccine against smallpox

The Great Famine started in Ireland

Chapter 15, 25

Chapter 42

ad 1800

Ardnacrusha hydroelectric power station on the Shannon opened

ad 1845

Chapter 51

ad 1900

c.ad 1714–c.ad 1830

c.ad 1837–c.ad 1901

The Georgian Era

The Victorian Era

Chapter 41

Chapter 24

ad 2000

ad 2050

Let’s discuss 1 Are you surprised by any of the dates on the timeline? Did you think they happened earlier or later? 2 If you could travel back in time to one of the events on the timeline, which would you pick? Why?

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History Skills

Working as aHistorian What is history?

History is about the past. It is the story of the people on our planet and the time and events that have already gone by. The study of history helps us to make sense of humankind. It also helps us to understand the things that happen today and predict what may happen in the future.

Who are historians?

People who study history are called historians. Historians use evidence from different sources to find out about the past. Sources include things like old maps, photographs, records, documents, personal accounts, newspaper articles and artefacts. Historians don’t just know about the past, they use skills to find out about it. By practicing those skills, you can be a historian too.

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Working as aHistorian

Checklist: ‘I can be a historian’ Time and chronology I can tell the difference between something from the past, present or future. I can record information about people and events in the past using simple timelines. I can use words and phrases related to time.

Change and continuity I can compare things from the past and the present day to see if they are the same or different.

Cause and effect I can discuss reasons for things happening in the past. I can explain how events from the past have caused an effect later in time.

Using evidence I can examine evidence from the past, ask questions about it and use the information to learn about the past.

Synthesis and communication I can use information and evidence to imagine the past. I can express my understanding of the past in a variety of ways, for example, through writing, art, drama and oral language.

Empathy I can imagine what it felt like to live in the past.

Let’s discuss 1 Which skill do you think is the most important for a historian? Why? 2 Do you think it is important to be able to communicate about the past? Why?

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Geography Skills

Working as aGeographer What is geography?

Geography is the study of Earth’s peoples and places. Geography can be divided into two branches: physical geography and human geography. Physical geography studies the Earth and its physical features. Human geography focuses on where people live, what they do and how they use the land. By studying geography, we can learn more about the places and communities we live in, how they are changing and the challenges they face.

Who are geographers?

Geographers try to understand the world we live in. They are interested in Earth’s physical features, such as mountains, rivers and oceans. They are also curious about how humans interact with the natural environment and the effects that can have. Geographers use a variety of methods and tools in their work, from observing places and gathering information (fieldwork), to looking at maps and photographs. By becoming familiar with these methods and tools, you can be a geographer.

Let’s discuss 1 Which skill do you think is the most important for a geographer? Why? 2 How could you improve your own sense of place, do you think?

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Working as aGeographer

Checklist: ‘I can be a geographer’ A sense of place I can explore and discuss human and natural features in my area. I can describe human and natural features in Ireland and the world.

A sense of space I can compare the size and location of human and natural features. I can name and describe some European countries. I can use maps to explore my local area.

Using pictures, maps and globes I can use pictures, maps and globes to help me learn about places. I can make simple maps.

Questioning I can ask questions about people and places.

Observing I can look at and describe human and natural features and how things happen.

Predicting I can make suggestions about what might happen based on information.

Investigating and experimenting I can carry out simple investigations and collect information from sources.

Estimating and measuring I can use the correct instruments and equipment to collect data.

Analysing I can sort, group and classify data, and recognise patterns in data.

Recording and communicating I can present what I know about people and places in different ways.

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ScienceSkills

Working as aScientist What is science?

Science is the study of the world around us. The word itself comes from the Latin word scire, which means ‘to know’. But science isn’t just about knowing things, it is a system of finding out about things. Through observations and experiments, we can use science to ask and answer questions about the world.

Who are scientists?

Did you know there are many different branches of science, and many different types of scientist? A zoologist, for example, studies animals and their behaviours; a geologist studies the Earth and what it is made of; and a physicist studies energy and how things work.

Chemists working in a laboratory

A botanist researching plants

A geologist studying rocks

An astronomer studying the stars

What they all have in common is their approach to finding out about their area of interest. This approach is called the scientific method. By being curious about the world around you, practising the scientific method and developing your skills, you can be a scientist too. 2 1

Ask a question.

Observe Observe the world around you.

Report Observe

Report what you learned.

Ask

The scientific method 5

Record Observe and record what happens.

Develop

Develop a hypothesis (idea).

Test Test this hypothesis by doing an experiment.

Let’s discuss 1 Which skill do you think is the most important for a scientist? Why? 2 What branch of science do you think would be the most interesting to study? Why?

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Working as aScientist

Checklist: ‘I can be a scientist’ Questioning I can ask questions that will help solve problems. I can ask questions about data to help me learn more about a topic.

Observing I can look at and describe characteristics of objects. I can look at and describe processes linked to the natural world.

Predicting I can make suggestions about what might happen based on information.

Investigating and experimenting I can collect information about the world from different sources. I can design, plan and carry out simple investigations. I can design a fair experiment.

Estimating and measuring I can use the correct instruments and equipment to collect data.

Analysing I can sort, group and classify data. I can look for and recognise patterns and relationships in data.

Recording and communicating I can record and present findings and learnings using different methods. Designing and making I can explore how everyday objects work and how they could be improved. I can use suitable materials and tools to make something. I can work with others to talk about, create and evaluate a design plan.

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Theme: Living inMy LocalArea Poster

Interactive activity

GEOGRAPHY

1 Our NaturalEnvironment how to identify many of the natural features around us about the Cliffs of Moher’s features and the impact of human activity to investigate and record details of a natural feature in the locality. climate, coastline, ecosystem, environment, erosion, fauna, flora, glacier, landscape, tourist Natural features form the landscape around us. Many features, such as mountains, were formed millions of years ago. Due to processes such as erosion, natural features are always changing very slowly.

Can you find any of these natural features in your local area? Stream A flow of fresh water that moves downwards from a source into a river or lake. Streams can be small and narrow, and many streams can join into a larger river.

River A large moving body of fresh water that flows in a channel from high ground down to the sea, a lake or another river.

Hill A raised area of land less than 600 m tall; not as high and steep as a mountain. Hills are often used for grazing sheep or going hillwalking.

Valley An area of land between hills or mountains. It forms a V-shape if it was formed by a river or stream flowing through the landscape. It forms a U-shape if it was formed by a glacier.

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Strand: Natural environments Strand unit: The local natural environment Key skills: A sense of place, using pictures, maps and globes, questioning, observing, recording and communication

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Our NaturalEnvironment

Mountain A large landform with steep sides that measures more than 600 m tall.

Lowland Low-lying land that is usually flat. Lowlands are often fertile and therefore good for farming.

Beach An area of sand or pebbles, usually by the sea. Beaches are summer holiday destinations used for swimming, surfing and sunbathing.

Bay An area of the sea where the surrounding land curves inwards. Bays are sheltered by headlands, so ports are often located in bays. Headland A narrow piece of land that juts out from a coastline into the sea and is surrounded by water on three sides.

Bog An area of wetland made up of peat, formed over millions of years from the build-up of dead plants. Peat may be used as turf for the fire.

Flora and fauna

Flora is plant life growing in its natural environment. Fauna is animal life in an ecosystem or environment. The flora and fauna you find in a place depends on its natural features and other things such as climate.

A deer in the Wicklow mountains

Seaweed growing in Co. Mayo

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Artwork Video

Our NaturalEnvironment

Cliffs of Moher, Co. Clare The Cliffs of Moher span 8 km of the Wild Atlantic Way in Co. Clare. Geologists (scientists who study rocks) think they are over 320 million years old. They are made of sandstone, siltstone and shale, which are all types of rock. The cliffs have formed due to sea erosion. For centuries, every time the waves crash against the cliffs, they slowly wear away the rock. Knockardakin is the highest point at 214 m tall.

The sea stack Branaunmore, or ‘An Branán Mór’, is 67 m tall. It was once part of the cliffs, but sea erosion has cut it away from the mainland.

Sea caves are located along the west of the cliffs. These are created by sea erosion.

C A SE S T U DY

The headland Hag’s Head is the farthest south you can go along the cliffs. Millions of tourists visit The Cliffs of Moher every year. They walk along the clifftop, take photographs and visit O’Brien’s Tower, a viewing tower at Knockardakin. A local landowner, Cornelius O’Brien, built the tower in 1835. He was an MP in Clare for many years. He built bridges, walls, schools and other buildings in his local area.

O’Brien’s Tower

In 2009, scenes from the movie Harry Potter and the Half Blood Prince were filmed in one of the caves along the west side of the Cliffs of Moher.

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Our NaturalEnvironment

Sea pinks

You can find thousands of types of flora at the cliffs. Sea pinks have dark green leaves and flower in spring. There are also many different species of orchid here too.

The cliffs are rich in fauna. Thousands of birds travel to the Cliffs of Moher every year to nest, including puffins, kittiwakes, razorbills and peregrine falcons. If you take a boat tour, you might see basking sharks, bottlenose dolphins and grey seals in the sea. Puffin

Peregrine falcons can fly at speeds of up to 124 km/hr!

1 2 3 4 5 6 7

Describe the movement of streams and rivers. How is a hill different to a mountain? What is a bog? What can peat from a bog be used for? What are flora and fauna? Where are the Cliffs of Moher located? Why do tourists visit the Cliffs of Moher, do you think? If you visited the cliffs, what three things would you do and why?

1 Make a list of three types of flora and fauna you might find in your area. 2 Think, pair, share: Investigate a natural feature in your local area. What flora and fauna would you find there? How do people use this natural feature? Record your findings in a table on your worksheet. 3 Group work: Draw a map of the area around your school or your county, and add in various natural features, including the flora and fauna. Following the example key here, design your own symbols and create a key to label the map. hill

beach

bog

stream

mountain

sea

river

woodland PCM 1

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Theme: Living inMy LocalArea Slideshow video

SC I E N C E

2 What’s inOur GreenSpaces? how to identify minibeasts and plants around Ireland why plants and minibeasts are found in different places how to record what plants and minibeasts are in our area. crustacean, habitat, hedgerow, nocturnal, nutrients, organic material, pest, predator, remedy Ireland is famous for its green grass, but take a closer look outside and you will find many more living things! Ireland has a moist or damp climate. This creates habitats that attract certain plants, animals and minibeasts. Ladybirds There are 19 recorded types of ladybird in Ireland. The most common is the seven-spot ladybird. It has red wing cases with seven black spots, and small white patches above its eyes. Ladybirds are a bright colour to warn off predators. They eat small insects. Woodlice A woodlouse is a crustacean rather than an insect. Woodlice are grey and have a hard outer shell. They are nocturnal and live in damp, dark places. You will often find them under a log or a rock. They feed on dead plants, which makes them natural recyclers. Earthworms Dig a patch of soil and you will usually find an earthworm or two. They live underground and like moist, dark areas. They do not have eyes but have light sensors around their body. They help our ecosystem by feeding on organic material, recycling nutrients back into the soil. As they move through the soil, they break it up, making it easier for plants to grow. Snails and slugs Snails have a shell that acts like a home on their back, and also keeps moisture in. Slugs do not have a shell, so they thrive in damp areas. Slugs and snails feed above and below ground on organic material. Many people think that they are pests because they eat plants’ leaves. You can spot where they have been by the slimy trail they leave behind.

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Strand: Living things Strand unit: Plants and animals Key skills: Questioning, observing, recording and communicating, predicting, investigating and experimenting, estimating and measuring, analysing, interpreting

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Interactive activity

What’s inOur GreenSpaces?

Nettles Nettles are familiar to most of us in Ireland. They are called ‘stinging nettles’ because they can sting us! They grow in damp areas. Nettles are sometimes used in food and drinks. Once boiled or cooked, the leaves lose their sting and can be used to make herbal tea or soup. Docks The easiest and most natural remedy for a nettle sting is to rub a dock leaf against the area. Docks grow in similar conditions to nettles, so you can often find them nearby. Daisies Daisies have a delicate flower with white and pink petals and a yellow centre. They usually bloom from June to September. They can survive in almost any environment. Did you know that daisy leaves can be eaten and are high in vitamin C? Daisies can also be used to make a daisy chain! Blackberries Blackberry bushes can be found growing wild in hedgerows all over Ireland. Their branches, or canes, are very prickly. After they flower in autumn, they are covered in black or dark purple clusters of fruit. These berries can be eaten and are very high in vitamin C.

Nettle leaves contain many nutrients, including vitamins A, B, C and K, and minerals iron, magnesium, calcium, phosphorus, sodium and potassium. They have been used in herbal medicine for centuries to treat inflammation and high blood pressure.

1 Name five minibeasts that you would find in your local green space. 2 How many recorded types of ladybird are there in Ireland? 3 How do earthworms help plants to grow? 4 What do slugs and snails feed on? 5 Describe a daisy. 6 Name one way that nettles and docks are similar and one way they are different. 7 Why are slugs more likely to need moist soil than snails do?

1 Predict what minibeasts and plants you will find in your school grounds. 2 Think, pair, share: Imagine your school is creating a new garden. How would you design it to make it suitable for minibeasts? 3 Group work: Go on a nature trail in your school grounds. Use the questions on your worksheet to help you record and identify what you find. PCM 2

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Theme: Living inMy LocalArea Poster

GEOGRAPHY

HI STORY

3 Homes inthePast what homes in Ireland were like in the past how housework and cooking were done without electricity how home appliances have changed. appliance, central heating, churn, pasteurised, preserve, storey, wringer Hello. My name is Mary and I live in Athenry, Co. Galway. I was born in 1948 and I am the eldest of seven children. I grew up in the countryside near Athenry. Let me tell you about my childhood home. Our house was built in 1889 as a two-storey farmhouse with four bedrooms. My aunt had one bedroom, my mother and father another, my sisters and I shared a room, and my brothers also shared a room. Each room had a fireplace, where we would light a fire at night for heat. We had no central heating. Electricity came to our home in 1954. Household electrical appliances were very expensive, so electric lighting was the only change to our home.

Here is a picture of our old kitchen. We used the dining room on special occasions, but we spent most of our time in the kitchen.

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Strand: Local studies Strand unit: Homes Key skills: Time and chronology, using evidence, change and continuity, synthesis and communication

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Interactive activity

Slideshow video

Homes inthePast

Appliances in the past Iron Our metal iron had a big hole in the middle. We heated a metal block in the fire. Once it was hot, we used tongs to put it into the iron. Washing machine We washed our clothes with soap in a metal basin and scrubbed them with a washboard. Next, we put them through the wringer to squeeze out the water. Then the clothes were hung in front of the fire or on the washing line outside to dry. Fridge To stop food going bad without a fridge, my mother baked fresh bread every day, and cooked meat as soon as she got it. To preserve meat, we put salt on it because it kills germs. To keep food cool, we put it in a basin of cold water.

Kettle We hung our iron kettle on a metal bar over the fire to boil. The hot water was used to make drinks, wash clothes or fill the bath upstairs. We got an electric kettle in 1966.

Churn The milk in shops is usually pasteurised. It has been heated to kill germs. The milk straight from a cow is unpasteurised, and the cream floats to the top (like oil on water). We made butter using milk from the farm. We scraped out the cream and put it in the churn. We turned the handle until it became butter.

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How were houses in the past heated? How did Mary’s house change after the introduction of electricity in 1954? What was a wringer? List three things the hot water from the kettle was used for. Why was salt used to preserve meat? Name four ways your life would change if you lived in Mary’s house in 1954. Why is the milk we buy in shops usually pasteurised?

1 List six appliances in your home that use electricity. 2 Think, pair, share: Create a timeline for Mary’s home. Remember to include when it was built. 3 Group work: Design a new appliance for the future. How could you improve something you have in your home now?

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Theme: Living inMy LocalArea Powerpoint

4 Homes Today GEOGRAPHY

how to identify the types of homes and buildings in Ireland what materials buildings are made from, and what services buildings need what homelessness is. apartment, bungalow, caravan, cement, concrete, detached, homeless, insulation, reservoir, semi-detached, solar panels, terraced, utilities There are many different types of buildings around us. Buildings are used for different things, including schools, hospitals and shops. Perhaps the most important building is your home. The type of home you live in may depend on where you live. It is more common to live in an apartment, or a terraced or a semi-detached house in a big town or city.

Hi! My name is Claire. my mam, big sister and th wi in bl Du . Co rth No in n ga I live in the town of Balbrig the edge of the town. at te ta es an in e us ho d he i-detac little brother. I live in a sem ooms and two bathrooms. dr be e re th , en ch kit , om ro My house has a sitting opping centre near our sh g bi a is e er Th r. te sis y I share a bedroom with m d places to eat. house with lots of shops an

What type of home do you live in? Terraced house A house in a row of three or more that are attached to each other on both sides.

Semi-detached house A house that is attached to another house on one side.

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Strand: Human environments Strand unit: People living and working in the local area and people living and working in a contrasting part of Ireland Key skills: Questioning, observing, analysing, recording and communicating

05/02/2021 12:33

Homes Today

Detached house A house that is not attached to another house. They are usually two- or three-storey houses.

Bungalow A one-storey home (it has no upstairs).

Apartment A one-storey home inside a big building called an apartment block. Many towns and cities in Ireland have apartment blocks. Caravan A home with wheels that can be towed by a car or van from one place to another.

Mobile home A home that has been pre-built in a factory and moved to a site.

What are buildings made from?

Most buildings in Ireland are built using cement and concrete. These are strong materials that keep out the wind and rain.

Concrete blocks

Concrete is a mixture of cement, sand, gravel and water. It is a hard material used to make blocks. The blocks are stacked to make the frame of a building.

A wooden frame

Cement is also made from sand and gravel, and is used as a glue to keep the blocks together. Some buildings use a wooden frame instead of concrete blocks.

Buildings also need utilities such as water, gas and electricity. Water comes through pipes from a reservoir. We use water, gas and electricity to cook, wash, clean, watch TV, heat the house, and many other things. Remember, we pay for the gas and electricity we use, so it is important not to waste them.

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Interactive activity

Homes Today

Making buildings more environmentally friendly

Insulation is put in the walls and roof to keep the heat in the building – like the house is wearing a jacket! This helps the environment by reducing the amount of heating fuel used.

Solar panels can be fitted on the roof. They look like long sheets of dark glass. They absorb energy from the sun and change it into electricity. They even work on cloudy days! Solar energy is good for the planet. Unlike oil, it does not create pollution. The Earth gets more energy from the sun in one hour than people on Earth use in a year!

Homelessness

Some people do not have a home and have nowhere to leave their belongings or cook food. There are homeless shelters in some big cities but sometimes they are full. Some homeless people live in emergency accommodation in hotels or hostels. Others sleep in parks, on benches, or sometimes in the doorways of shops. Charities such as Focus Ireland, Peter McVerry Trust and the Simon Community help homeless people to find homes and jobs. Groups of people from the community sometimes give out hot drinks and food. 1 2 3 4 5 6 7

Describe a terraced house. What is an apartment block? Why are concrete and cement used to build buildings in Ireland? What is concrete? What do solar panels do? What is the difference between concrete and cement? How could you make your school building more environmentally friendly?

1 List ten things that use gas or electricity in your home. 2 Think, pair, share: Name all the different rooms you would find in a home. 3 Group work: Create a poster called ‘Types of Homes in Our Area’. Draw and label the different buildings.

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Theme: Living inMy LocalArea

why different materials are suitable for different purposes why it’s important to choose the right materials in our home how to test materials for different properties. absorbent, characteristics, engineer, flexible, fragile, opaque, properties, rigid, transparent, waterproof

SC I E N C E

5 Materials inMy Home

Everything in our homes is made of a material. Materials include paper, metal, plastic, wood, stone and rubber. Materials have properties or characteristics. These are things that you can see, feel or measure. For example, glass is hard and transparent.

When a material is…

it…

absorbent

absorbs liquid

waterproof

resists absorbing liquid

hard

resists pressure and scratching

soft

gives way to pressure easily

strong

cannot be broken easily

fragile

breaks easily

flexible

changes shape or bends easily

stiff or rigid

does not change shape of bend easily

transparent

is see-through

opaque

is not see-through

Natural sponge is absorbent

Wood is hard and rigid

Rubber is waterproof

Strand: Materials Strand unit: Properties and characteristics of materials Key skills: Predicting, questioning, observing, investigating and experimenting, estimating and measuring, analysing, recording and communicating

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Materials inMy Home

Experiment video

Choosing the best material for the job

Some materials are suited to certain purposes but not to others. Engineers must think about the properties of materials before deciding which material would be best for building a house. House owners need to choose the best materials for inside the house. These materials might require more than one suitable property. For example, a kitchen counter needs to be hard and also waterproof.

We are going to test some common household materials for certain properties. Be sure to make a prediction before you test!

Flexibility vs. rigidity Which material is the most flexible and likely to bend? Materials: identical lengths of metal, plastic, card and wood Equipment: strong sticky tape, 50 g weight, 100 g weight, ruler Action: Write down your predictions of which materials are the most flexible. ● Secure each material onto the edge of a table with strong sticky tape. ● Using a piece of string, hang a 50 g weight onto the end of each material. (Use Blu Tack/sticky tape if necessary to attach the weight to the material.) ● Use a ruler to measure the distance each material bends. Record which bends the most. Try it again with a 100 g weight.

Hardness vs. softness Which material is the softest and easiest to to make a dent into? Materials: one square each of wood, vinyl, carpet, cork tile Equipment: chair, books, ruler Action: Write down your predictions of which materials are the softest. ● Place each square under the four legs of a chair. ● Weigh down the chair with books. Leave the experiment for a few days. ● After a few days have passed, lift off the books and the chair, and use a ruler to measure which material has the deepest indentation.

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Interactive activity

Materials inMy Home

Gold is the only metal that has a yellow or golden colour. There are about 0.2 milligrams of gold in our bodies! This is mainly in our blood. There are traces of gold in our hair. Gold is edible. The fear of gold is called ‘aurophobia’. Gold is used in dentistry, electrical wiring, medicine and electronics.

1 Write down the names of six materials that you see in your classroom. 2 Make a list of six materials you can think of that have more than one property, and name the properties. 3 Name three objects that need to be flexible and three that need to be rigid. 4 List three objects that need to be hard and three that need to be soft. 5 Identify three objects in the classroom that can easily become indented. 6 Can you think of any reasons why carpets are often used in bedrooms? 7 Why are ceramic tiles often used in kitchens and bathrooms, do you think?

1 Write a list of ten materials you can remember from your home. Are there similar materials in your classroom? Why or why not? 2 Think, pair, share: Think of four items in each of your bedrooms that have the following properties: hard, soft, rigid, flexible. Why do they need to have these properties? Discuss. 3 Group work: Plan a new classroom where objects have different properties from normal, for example, seats that are not hard. Would it still be possible to work and learn in this new environment? How? Would it be better or worse? Why?

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Theme: Living inMy LocalArea Slideshow video

6 Tower Houses inMy Area HI STORY

Why tower houses were built How to recognise the common features of tower houses How people might have lived in tower houses. battlements, bawn, fortified, garderobe, loop windows, machicolation, medieval, murder hole, preserved, vaulted Have you ever noticed the ruins of a tower house in your county? There are tower houses all over Ireland. They have survived since medieval times, when they were built as homes and defensive castles. Look out for them around the countryside and even in our towns and cities. 1066

1169

Norman invasion of England

1000

Norman arrival in Ireland

1100

1200

15th century

13th century

Clara Castle built

First tower houses built

1300

Who built them?

In AD 1169, a group of people called the Normans invaded Ireland. They came from France originally. They had previously invaded and settled in England, Scotland and Wales before they came to Ireland. The Normans were very successful in fighting the Irish High Kings because they had better weapons and wore armour to protect themselves. They began to build tower houses in places such as Kilkenny, Meath and Galway from the 13th century. These were made of stone, were square-shaped and usually four or five storeys high. Soon, powerful Gaelic families built tower houses too.

1400

1500

A bawn wall, up to 3 m high, surrounded the tower. Soldiers could use crossbows to shoot from tiny slits in the bawn or climb up on top of the wide bawn wall to defend the tower house.

Living in a tower house

Tower houses were popular because they were fortified, which means their design protected them from attacks. If a tower house was under attack, everyone would move inside the thick stone bawn wall and close the gate.

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Strand: Local studies Strand unit: Buildings, sites or ruins in my locality Key skills: Time and chronology, using evidence, change and continuity, cause and effect, synthesis and communication

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Interactive activity

The roof was surrounded by battlements, a wall with higher and lower sections that allowed the soldiers to lean out and shoot their crossbows.

Tower Houses inMy Area

In early tower houses, the roof was often made of thatch. Imagine the fire hazard! In later ones, it was made of slate. Loop windows were narrow to prevent attackers using ladders to climb in. These windows let in a lot of cold air. Animal skins (or, in later centuries, wooden shutters) were stretched across the windows to stop the drafts.

A machicolation was an opening underneath juttingout battlements. It allowed the defenders to pour hot oil or water, or throw rocks down on any attackers at the front door.

Instead of a fancy bathroom, there was a garderobe, a sort of medieval toilet. This was a small room with a hole in the floor. Above the hole was a wooden plank similar to a toilet seat. Everything fell down the hole to the outside! From time to time, someone called a gong farmer came to clear away the waste.

The upper floors were where the landowners dined and slept. There was usually a great hall where gatherings and feasts were held. It had a high vaulted ceiling and a fireplace in the centre of the room.

Household staff and soldiers lived on the lower floors. The ground floor often had a simple earthen floor and was home to the landowner’s animals. It was also used to store food and drink.

A murder hole in the ceiling of the entrance hall was another opportunity for defenders to throw more hot liquid or rocks at the intruders if they got past the front door.

The Normans were religious people so there was also usually a small chapel. Sometimes the murder hole was operated from here if the chapel was built over the entrance hall!

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Tower Houses inMy Area

Clara Castle, Co. Kilkenny

C A SE S T U DY

Clara Castle was built in the late 15th century by the Shortall family. It was lived in until 1905, when a fire destroyed some of the wooden floors. It has five storeys. It has all the usual features of a tower house (machicolation, murder hole, chapel, battlements, loop windows), with a rather small bawn and a vaulted ceiling on the third floor. Clara Castle has a hidden room on the third floor. Access is through a hatch on the fourth floor. It is possible that it was used as a prison, but most likely it was for storage. The top floor is largest and has the biggest windows. It has a large fireplace which, unusually, is not in the centre of the room.

The castle is a national monument and is looked after by the Office of Public Works. Many visitors come to see it as it is one of the best preserved examples of a 15th-century Norman tower house. secret chamber

The hidden room is located on the third floor, next to the garderobe

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Tower Houses inMy Area

Ballyragget Castle, Co. Kilkenny

Burnchurch Castle, Co. Kilkenny

In Co. Kilkenny, there are many tower houses dotted around the countryside. Some are well preserved and others are in ruins. Some are open to the public for visits, and others are on private land, so you cannot visit them. You can also find lots of tower houses in counties Wexford, Tipperary, Cork, Limerick, Clare and Galway.

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When did the Normans come to Ireland? Why did they defeat the Irish High Kings so easily? What material did the Normans use to build tower houses? Why did tower houses become popular among the Irish? Describe what a bawn looked like. Compare garderobes (medieval toilets) with modern toilets. What are the differences? 7 If you were a landowner, describe how you might use a tower house’s features to defend it in the event of an attack.

1 How is your own home similar and different to a tower house? Create a table with two columns, one to list the similarities, one to list the differences. Compare the amount of space you have, how the house is heated, what the house is made from, the rooms and so on. 2 Think, pair, share: List all the tower houses and castles you can think of in your county. Research one of them and create a fact file that includes when it was built, who built it and three other facts about it. 3 Group work: Design a modern-day tower house. What would be important to you in your design: defence; comfort; materials; view; technology; sustainable energy; location? Revision quiz

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Theme: Exploring Food Poster

Animation

HI STORY

7 TheStoneAge how people in Stone Age Ireland lived what they ate and what their beliefs and burial customs were how to use evidence to learn about people who lived so long ago. archaeologist, ceremony, dolmen, evidence, flint, forage, hunter-gatherer, monument, nomad, shelter, tomb, worship The Stone Age began millions of years ago in some parts of the world. In Ireland, it began when the ice covering the island during the Ice Age melted, and the first people arrived on the island, around 7000 BC. During the Stone Age, early humans started making and using stone tools. They used these tools to hunt, forage, cook and build, and later, to farm.

Life in Stone Age Ireland

The first people in Ireland arrived on the east coast on small boats around 7000 BC. We know they landed on the east coast because archaeologists have discovered evidence there, such as tools and burial grounds. The Stone Age continued for a very long time (in Ireland it lasted almost 5,000 years!), so it is split into three time periods. The first was Paleolithic or Old Stone Age. That was followed by Mesolithic or Middle Stone Age. The last is known as Neolithic or New Stone Age. The word ‘lithos’ means ‘stone’. Can you spot it in the names? Early Stone Age people were nomads – they travelled around in small groups. They lived by the water in shelters made from sticks, branches and animal skins. When it was cold or wet, they lived in caves. We know a lot about their lives from looking at cave paintings they made using mud, charcoal and animal fat.

Lascaux cave paintings, France

Strand: Early peoples and ancient societies Strand unit: Stone Age peoples Key skills: Time and chronology, using evidence, change and continuity, cause and effect, synthesis and communication, empathy

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TheStoneAge

The nomads were hunter-gatherers. This means that they hunted animals and fish and gathered nuts and berries. They used tools and weapons made of flint, which could be easily shaped. Flint was also used to start fires. All parts of the animal were used – the meat for cooking and eating, the skin for clothing and shelters, the Stone Age flint tool for cutting and scraping bones for tools and weapons. In the Neolithic period, around 3000 BC, the first farmers are thought to have arrived in Ireland from Britain and Europe. They kept animals within stone walls, grew crops for food and lived in permanent homes. Historians have found evidence of their lives in Neolithic houses and tombs in Ireland. Neolithic homes were built with a wooden frame. The walls were made of wooden planks, or with woven sticks and clay. The thatched roof was made of straw or twigs, and sometimes came down to the ground. There was no chimney to allow the smoke from the fire to escape, so the homes would have been smoky.

Beliefs

A reconstructed Neolithic house at the Irish National Heritage Centre, Co. Wexford

The Stone Age people were aware of the seasons. They saw that winter changed to spring when the plants and crops started to grow. They observed the sun, moon and stars Newgrange closely. They offered sacrifices of animals and performed ceremonies to worship their gods. They had Archaeologists believe great respect for the dead and wanted to bury that Newgrange is 700 years older than the Great them in special places. One special burial place is a passage tomb in Newgrange, Co. Meath. Archaeologists believe that many people were buried there, possibly even the High Kings of Tara! On the winter solstice, the shortest day of the year (usually 21 December), the sun shines through the main passage. This shows how Stone Age people were interested in the sun, moon and stars, and knew that they aligned on certain days of the year.

Pyramid of Giza in Egypt!

Sun shining into the passageway on the winter solstice

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TheStoneAge

The word ‘dolmen’ means ‘stone table’. Dolmens were monuments made to remember those who had died. They were built using at least three giant slabs of stone. It is thought that dolmens were also used for religious ceremonies. Archaeologists are amazed that people were able to move these large stone slabs without machinery.

The Stone Age ended when people started working with bronze. Bronze is a mixture of copper and tin. It provided a much stronger material for weapons and tools than flint. This next period of history is called the Bronze Age.

Poulnabrone dolmen, Co. Clare

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How did the Stone Age people come to Ireland? What does the word ‘lithos’ mean? Early Stone Age people were hunter-gatherers. What is a hunter-gatherer? What type of food did the Stone Age people eat? Describe Newgrange and what it was used for. Do you think it would have been difficult living in the Stone Age? Why or why not? 7 Why, do you think, was flint important to the Stone Age people?

1 Why did the Stone Age people land on the east coast of Ireland rather than on the west coast, do you think? 2 Think, pair, share: The Stone Age people moved giant stones without machinery. How did they do this, do you think? What machines would be used now to move giant stones? 3 Group work: Try to find three stones in the schoolyard. See if you can make the stones balance like a dolmen. Is it difficult to balance them? Why or why not?

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Theme: Exploring Food Interactive activity

8 How Seeds FeedUs SC I E N C E

why seeds need water, sunlight and warmth to grow what happens when a seed germinates about the importance of good soil. crop rotation, embryo, fertiliser, germination, insecticide, nourishment, nutrients, pesticide, phototropism, root, shoot, stem Seeds play a very important role in our lives. No matter how big or small, most plants grow from seeds. Sometimes we grow plants simply because they are attractive, but we grow fruit and vegetables for food. Even when we eat meat, we need to eat some plants and also use them for feeding the animals.

How do seeds grow?

Seeds have a hard outer casing. This ensures that mice and other animals do not eat them. Inside the hard outer casing is the embryo, which contains the new shoot, roots and leaves. If the seed gets the nourishment it needs from the soil, the plant will start to grow and break through the outer casing. This process is called germination. During germination, a root starts to emerge. The tiny root grows bigger and presses down into the soil in search of nutrients. This also anchors the growing plant in the soil. Then a shoot grows upwards, searching for sunlight. This is called phototropism. Once the shoot grows ‘Photo’ is the Greek above the soil, green word for ‘light’. leaves begin to grow and the plant gets bigger. The plant also needs warmth to grow. This is why most plant growth takes place during spring and summer, when there is more sunshine and warmer temperatures.

Strand: Living things Strand unit: Plant and animal life Key skills: Questioning, observing, investigating and experimenting, recording and communicating

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shoot

embryo

root Germinating seed

The stages a seed goes through during germination

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How Seeds FeedUs

Which parts of a plant do we eat? Root: carrot, potato

Leaf: lettuce, spinach, cabbage

Seed: peas, wheat, lentils Fruit: strawberry, apple

Flower: broccoli, cauliflower

The importance of soil

Plants need good quality soil in order to grow. The soil should not be too wet or too dry, and should have lots of air pockets. The roots get water and nutrients from the soil and send these up through the stem to the growing plant. When seeds are sown, they have to compete with wild plants, called weeds, for nutrients. The seeds can also be eaten by birds and insects or attacked by disease (often spread by insects).

Many farmers spray their fields with pesticide to kill insects and prevent disease, and herbicide to kill weeds. They spread chemical fertiliser to encourage growth. These chemicals can be harmful, so farmers must be careful that they do not pollute waterways. Farmers who practise organic farming do not use these chemicals. Instead, they use natural fertilisers such as compost or manure. They also practise crop rotation. This means that crops are changed from year to year, so that the soil does not lose its nutrients. The fields are weeded by machine or by hand. Only natural insecticides – such as paraffin oil, gelatine and plant oils – are used. Organic farming encourages healthy soil but produces smaller crops than conventional farming.

Spreading farmyard manure as organic fertiliser

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Powerpoint

How Seeds FeedUs

Did you know that seeds are so valuable that there are seed banks in various countries? Seeds from every type of plant are stored in these banks. This is to ensure that, in the event of a natural disaster, disease outbreak or nuclear war, there would be seeds to grow the plants again. The most famous of these is the Svalbard Global Seed Vault on a mountainside in Norway. It has a nickname: the ‘Doomsday Vault’! It was built to withstand earthquakes, bombings and all disasters. It can run for 25 years without power. There are 825,000 varieties of seed stored in this vault.

Svalbard Global Seed Vault

1 Draw a diagram showing the stages a seed goes through during germination. 2 What two things from nature do new shoots need to grow? 3 What conditions make soil good for growing seeds? 4 Which part of a plant gets nutrients from the soil? 5 Can you think of any more foods we eat that come from the different parts of a plant? 6 How might organic farming benefit the environment or benefit people? 7 Make a list of three benefits of growing your own vegetables.

1 Write a list of all the fruit and vegetables you eat in a week. Then write a list of the other types of food you eat in a week (for example, meat; fish; carbohydrates, such as bread and pasta; fatty foods; sugar). Compare the lists. Which foods do you eat more of? Which foods come from plants? 2 Think, pair, share: Identify all the foods you can think of that grow from seeds. Are they all fruits? 3 Group work: Create a quiz based on the information you have learned in this lesson. You can use a website, such as Kahoot, or a pen and paper to write your questions.

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Theme: Exploring Food Video

GEOGRAPHY

9 Who Makes Our Bread? who is involved in bringing our bread from farm to table what processes are used to turn wheat in fields into bread. bicarbonate of soda, bran, chaff, grain, endosperm, import, prove, tillage, wheat germ, yeast When you buy a loaf of bread in your local shop, do you ever wonder who made it? The three most important people in the bread-making process are the farmer, the miller and the baker.

The farmer

Wheat, barley and oats are called cereal crops. They consist of ears, stalks and leaves. Growing cereal crops is called tillage farming. For most crops, the farmer ploughs the field and sows the seeds in autumn/winter. Nature provides the water, warmth and sunlight the seeds need to grow. In spring, wheat plants start to grow and produce ears. In summer, once the wheat is ripe, a combine harvester cuts it and separates the grain from the stalks (or straw) and the protective casing called chaff. The grain is taken to a mill, and the straw can be turned into bales.

Strand: Human environments Strand unit: People living and working in my local area; People living and working in a contrasting part of Ireland Key skills: Using pictures, maps and globes, questioning, recording and communicating

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Interactive activity

Who Makes Our Bread?

The miller

wheat

At the mill, the grain is cleaned and water is added to soften it. Large steel rollers with teeth are used to grind it. It is put through a sieve to separate the white flour (endosperm) from the hard outer casing (bran) and the part that grows a new grain (wheat germ). The flour is then ground again by smooth rollers and sieved until fine. The flour can now be used to make white bread. Flour for brown bread is made by adding bran and wheat germ to the white flour.

endosperm

bran

wheat germ

The baker

To make bread, the baker mixes the flour with water, yeast, salt and other additives in a large mixer. The dough is cut into shapes and left to rest. It is then pounded with large rollers and placed in tins to prove (rise). Finally, the baker places the tins in large ovens to bake. The baked loaves are left to cool. Sometimes they are sliced and wrapped. The baker checks the bread before sending it out to the shops. In Ireland, we import a large amount of flour from the UK and Europe. Yeast requires protein to make dough rise, but Irish wheat has a low protein content because it does not get a lot of sunshine. Brown soda bread became popular here in the 19th century because bicarbonate of soda makes Irish flour rise well.

1 2 3 4 5 6 7

Name three things that help wheat to grow. Which part of the wheat grain is used to make white flour? Explain what the farmer does to produce the grains needed to make flour. Why do we import a lot of flour from other countries? Name three food products that are made from wheat. Why are there not many flour mills in Ireland, do you think? Why, do you think, did brown soda bread become popular in Ireland?

1 Pretend to be a baker and draw out the ingredients and steps for making a loaf of bread, which will be sold at your local supermarket. 2 Think, pair, share: Locate the UK, France, Denmark and Latvia on a map. Discuss three modes of transport that might be used to transport flour to Ireland from these four locations. 3 Group work: List all of the types of bread you can think of. Do research online to find out if each of these is made in Ireland or in another country.

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Theme: Exploring Food

HI STORY

Scarecrows Throughout 10 theAges

Powerpoint

why farmers use scarecrows how the use of scarecrows in farming has changed throughout the ages to compare the use of scarecrows then and today. deter, figure, robotic, scarecrow, structure, traditional

Farmers today uses all sorts of machinery and technology to make sure that crops produce as much as possible. In the past, before the days of tractors and computers, farmers had to come up with creative ways to protect their crops. A traditional way of protecting crops was through the use of a scarecrow.

What are scarecrows?

Scarecrows are human-looking figures that are often put up in fields. Farmers use them to scare birds and small animals away from seeds that they have just sown. This gives the seeds a chance to grow. They are called ‘scarecrows’ because they were traditionally made to scare away crows, which were the biggest pests to farmers. Scarecrows are usually made from sticks and straw or some other kind of stuffing. They are dressed in clothing to look like a person. A large farm might have several scarecrows in its fields to deter animals from coming near the crops.

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Strand: Continuity and change over time Strand unit: Food and farming Key skills: Time and chronology, using evidence, change and continuity, cause and effect

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Scarecrows Throughout theAges

How old are scarecrows?

Scarecrows have been used all over the world for centuries. The first record of their use was in Ancient Egypt, where they were used to protect wheat crops along the River Nile. They were usually made as wooden structures. The farmers also covered their crops with nets and often slept near them to scare away birds such as quail. Around 2500 BC, the Ancient Greeks carved wooden scarecrows to look like Priapus, son of the gods Dionysus and Aphrodite. These scarecrows were used to scare birds away from vineyards.

Priapus

Traditionally in the UK, ‘live scarers’ were used. Children were given the job of patrolling fields and scaring away birds such as crows by throwing stones at them. Later on, farmers changed over to the scarecrow, stuffing clothes with hay and sticks to form a human-looking figure that was put up in a field to deter birds.

The Japanese created their own version of a scarecrow, called kakashi. They were often made to look very frightening. Scarecrows are still used in Japan to protect crops in paddy fields, where rice is grown. These scarecrows often have a doll’s head!

A kakashi, Japan

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Scarecrows Throughout theAges

Interactive activity

In Germany, scarecrows were made from wood and dressed up as witches to scare away birds. Some of the first scarecrows used in the USA were made by German people who moved there. They called their scarecrows bootzamon, which later became the English word ‘bogeyman’.

Popular culture

The Scarecrow with Dorothy and the Tin Man in The Wizard of Oz

Scarecrows are known all around the world from stories, poems and films. One of the most famous scarecrows is from The Wizard of Oz, a novel by L. Frank Baum, which was made into a movie in 1939 starring Judy Garland. In The Wizard of Oz, the Scarecrow goes on a journey down the yellow brick road to try to find a brain!

Festivals

Scarecrows are still popular today and there are festivals celebrating them all over the world. One such festival is the Durrow Scarecrow Festival in Co. Laois, held in July every year. Durrow Scarecrow Festival

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Scarecrows Throughout theAges

Scarecrows today

Modern scarecrows are often mechanical or even robotic. They include cannons that make a loud noise, robotic birds (which mimic predator birds like falcons), and sensors that let out a high-pitched noise that only small animals can hear. A gas-fired cannon used to protect crops

In 2006, four college students from Tampa, Florida came second in a Microsoft competition by building a modern scarecrow. Their scarecrow was part-robotic and had sensors. If something came close to it, it shot water at it from a water cannon! The water was pressurised enough to scare but not hurt animals. This would surely keep birds and animals away! But what if the farmer got too close to it? Well, the students had a clever solution. The robotic scarecrow was able to detect colour. As long as the farmers wore an orange vest in the field, they were safe from the water cannon.

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What are scarecrows used for? What are scarecrows usually made of? Where were scarecrows first recorded to have been used? Who did the Ancient Greeks design their scarecrows to look like? Where would you find a kakashi? Name two advantages and two disadvantages of using robotic scarecrows on a farm. 7 Would robotic scarecrows be useful in your school garden? Why or why not?

1 What other methods could you use to keep small animals away from flowers and plants in your garden/local green area? 2 Think, pair, share: Do you think traditional scarecrows are still effective today? Make a list of pros (why they are still effective) and cons (why they are not effective). 3 Group work: Do you think using ‘live scarers’ was a good method? Why or why not? Do you think that modern scarecrows are more effective than traditional scarecrows? Why? As a group, design a poster with drawings of all of the scarecrows mentioned in this lesson. They should be drawn in order of effectiveness, starting with the least effective and ending with the most effective. Report back to the class, explaining the reasons for the order you have chosen in your poster.

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Theme: Exploring Food Artwork Video

SC I E N C E

11 NutritionandEnergy what a healthy, balanced diet is about the effects of sugar on your body how your tongue allows you to taste. absorb, balanced diet, calcium, carbohydrates, immune system, minerals, nutrition, papillae, protein, vitamins, wholegrain Your body gets energy and nutrition from a balanced diet. This helps you to grow, play sports, concentrate in school, play with your friends and sleep well.

Vitamins and minerals

Fruit and vegetables contain vitamins and minerals. Oranges contain vitamin C, which helps the immune system. The immune system is made up of cells, organs and tissues that fight off germs that cause illness. Milk contains a mineral called calcium, which helps bones and teeth to grow and stay strong. Vitamin D, found in fish and egg yolks, helps the body to absorb calcium.

What is a balanced diet?

A balanced diet contains a variety of foods that keeps the body healthy. This plate shows what makes up a balanced diet. Fruit and vegetables – you should eat five to seven portions of fruit and vegetables every day for vitamins and minerals.

Protein – foods

such as fish, beans and meat contain the nutrient protein, which keeps muscles strong. Fish should be eaten twice a week as it is loaded with nutrients and vitamin D.

Dairy foods are made from milk. They contain calcium.

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Foods high in sugar contain little or no vitamins and minerals. They are not included on the plate because they should be eaten only in small amounts and not every day.

Carbohydrates –

these include potatoes, bread and pasta. Wholegrain versions such as brown bread, brown pasta and brown rice contain less sugar and more nutrients than white versions. Oils and spreads – these are high in fat, so should be eaten in small amounts. Strand: Living things Strand unit: Human life Key skills: Questioning, observing, predicting, investigating and experimenting, estimating and measuring, analysing, sorting and classifying, interpreting, recording and communicating

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Interactive activity

NutritionandEnergy

The effects of sugar

Your body creates energy as it digests food. Eating sugary foods such as sweets, fizzy drinks and chocolate gives the body a quick boost of energy, but soon leaves you feeling tired as this energy gets used up all at once. The body absorbs energy from carbohydrates such as porridge and potatoes more slowly and so has energy for longer.

How do we taste food?

The surface of your tongue is covered in tiny bumps called papillae. These contain taste buds that allow you to taste sweet, salty, sour, savoury and bitter flavours. Your taste buds change every five to seven years, so your likes and dislikes change as you grow older.

papillae

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The tongue can have between 3,000 and 10,000 taste buds!

What does energy help us to do? What is the immune system? In what way does the mineral calcium help the body? How many portions of fruit and vegetables should we eat daily? What are the tiny bumps on the surface of the tongue called? How might eating porridge for breakfast help you to learn? Why are wholegrain foods a better option to eat?

1 Many types of fruit and vegetables are brought to Ireland by aeroplane. Do you think it would be better for the environment if we ate fruit and vegetables that are grown in Ireland? Write a list of fruit and vegetables grown in Ireland and another list of ones that are imported. 2 Think, pair, share: Can you name a type of fruit or a vegetable that begins with each letter of the alphabet? 3 Group work: Looking at the balanced diet plate, plan a day’s menu for a nine-year-old child. Make sure they get an adequate supply of vitamins and minerals. State why you picked these foods.

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Theme: Exploring Food

GEOGRAPHY

12 FairtradeCocoa what Fairtrade is, how it helps farmers around the world and how we can recognise Fairtrade products about the journey of chocolate, from farms in Africa to our shops how we can get involved in Fairtrade. certified, climate change, cooperative, equality, Fairtrade, Global South, income, logo, non-profit organisation, plantain, poverty, premium Much of the food that we eat, such as bananas and cocoa beans for chocolate, is made using ingredients grown all over the world. Many people and processes are involved in producing this food. How can we make sure that everyone is paid a fair price for their produce?

What is Fairtrade?

Fairtrade Ireland was set up in 1992 as a non-profit organisation. It works to give small farmers from the Global South a better price for their crops and produce. Fairtrade offers small farming families a stable income. These families are also given an extra sum of money called a premium. This is used to help develop their communities by building wells, schools and other facilities. Fairtrade Ireland works with businesses to promote certified Fairtrade products available in Ireland. When you see the Fairtrade logo, it means that farmers have been paid a fair price for their produce. The products have also been made in line with Fairtrade International guidelines. The best way to support Fairtrade is to buy Fairtrade products!

Common Fairtrade products include tea, coffee, cotton, bananas and chocolate

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Strand: Human environments Strand unit: People and other lands Key skills: A sense of place, using pictures, maps and globes

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FairtradeCocoa

Fairtrade around the world

Fairtrade Ireland is a member of Fairtrade International. It helps over 1 million farmers, working in 73 member countries around the world. Fairtrade’s three main goals are to end extreme poverty, to create equality for all and to fight climate change. Our world leaders have committed to fixing these problems.

From cocoa bean to chocolate bar

Chocolate is mass-produced all over the world, but have you ever wondered where it comes from? The cocoa beans that are used to make chocolate are grown in places such as Ghana in West Africa. The Kuapa Kokoo Cooperative in Ghana is a group of 65,000 farmers and their families, who work together to grow, harvest and sell their cocoa beans. They work with Fairtrade to get the best price for their crops. These farmers own half of the cooperative, which gives them a big say in how things are done.

Kuapa Kokoo Cooperative

Cocoa trees grow to between 12 and 15 m tall, with flowers that become cocoa pods. Inside each pod there are 30 to 40 seeds that become cocoa beans. It takes a full year's crop from one tree to make three large bars of chocolate. Cocoa tree with flowers

The cocoa pods are cut from the trees and the beans are scraped out. The bitter cocoa beans are covered with banana or plantain leaves and left to dry in the sun. The beans are then sent to Europe, where they are roasted, crushed and ground to make cocoa solids and cocoa butter. The cocoa solids and cocoa butter is mixed with milk and sugar, then cooled and moulded to form chocolate bars.

Cocoa tree with pods

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Slideshow video

FairtradeCocoa

The journey of cocoa beans

3 The beans are then laid out, covered with plantain leaves and left to dry in the sun.

1 Cocoa pods grow on 2 The cocoa beans are cocoa trees after the scraped out from inside the trees have flowered. The pods. 4 The beans are sold for a fair pods are picked by a farmer. price under the Fairtrade agreement. A Fairtrade representative 6 In the factory, the beans collects the sacks of beans are roasted and ground from the farmer. to make cocoa solids and cocoa butter. These are then mixed with milk and sugar.

7 The chocolate is then moulded into chocolate products.

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5 The beans are shipped across the world and taken to factories.

8 The chocolate products are then delivered to shops to be sold.

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FairtradeCocoa

Ireland was one of the first members of Fairtrade International. Clonakilty in Co. Cork became the first Irish Fairtrade town in 2003. In 2017, there were 48 officially recognised Fairtrade towns in Ireland. Clondalkin in Dublin became a Fairtrade town in 2014 after great work done by 5th and 6th class students and their teacher in Clonburris NS. They started by becoming a Fairtrade school, then brought their message to the entire town.

Fairtrade Fortnight

Fairtrade Fortnight is celebrated in Ireland every year at the end of February or the beginning of March. It is organised to promote and encourage the use of Fairtrade products. Many schools in Ireland get involved by holding bake sales (using Fairtrade ingredients such as bananas, sugar and chocolate), making posters and even dressing up!

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When was Fairtrade Ireland set up? What are the three main aims of Fairtrade? What is the Kuapa Kokoo Cooperative? What plant does cocoa come from? What ingredients are needed to make chocolate? Would you buy Fairtrade chocolate after reading this? Why or why not? Do you think the Fairtrade logo is a good label for Fairtrade? Why or why not?

1 List all of the chocolate products that you have eaten this week. How far do you think your favourite chocolate bar has travelled to be with you? Say where you think the chocolate came from originally, and describe the process it took to get to you. 2 Think, pair, share: Research Fairtrade Ireland. Find out how your school could become a Fairtrade school. You can go to the Fairtrade Ireland website for more information. Look up information about Clonburris NS in Clondalkin in Dublin, which became a Fairtrade school and then went on to make Clondalkin a Fairtrade town. 3 Group work: What is the most important information you have learned about Fairtrade Ireland today? Create a slogan or jingle promoting Fairtrade chocolate and present this to the rest of the class. Revision quiz

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Theme: TheImportanceof Water Poster

Mapping Zone

GEOGRAPHY

13 Rivers about the journey of a river and its different features why rivers are important to towns but how flooding can cause damage about the features of the River Shannon and its importance in history. canal, dredging, estuary, floodplain, glacier, lock, lumber, meander, oxbow lake, source, tributary, weir Rivers provide habitats for flora and fauna. Over time, rivers have also become places full of human activity. Have you ever visited a town located on a river?

From mountains to the sea

The source of a river is in the mountains. It can be a lake, natural spring or glacier. Gravity causes the flow of water downwards over land to the sea. Upper section: The river flows fast, has strong currents and waterfalls. The fast water takes soil from the riverbanks and riverbed. This is called erosion.

source waterfall

tributary

oxbow lake

Middle section: The river starts to flow more slowly, and curve and bend. These bends are called meanders. Sometimes erosion will cut a straight path across the ends of a meander and leave an oxbow lake. A river is joined by smaller rivers called tributaries. Lower section: The river spreads out and flows quite slowly. This area is called an estuary. Estuaries have wide, flat plains that can flood during heavy rainfall. These are called floodplains. The point where the river joins the sea is called its mouth.

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meander

floodplains estuary mouth

Strand: Natural environments Strand units: The local natural environment; Land, rivers and seas of my county Key skills: Using pictures, maps and globes, questioning, recording and communicating

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Rivers

Rivers and us

Rivers have been used to transport food and other goods by boat since earliest times. The lands near rivers were good places for people to settle because rivers provided food, water, transport and jobs. Factories were built alongside rivers for traders to produce and store their goods. Flour and lumber mills were built along riverbanks so that the water could be used to power the mills. Rivers and canals What is the difference between a river and a canal? A river naturally forms at a source and flows until it reaches the sea or a lake. A canal is a man-made waterway. Engineers designed canals in the past so that goods could be transported between places where there were no rivers. Locks and weirs Rivers can be difficult to navigate because of strong currents and dangerous sandbanks. Some rivers and canals have locks or weirs to make it easier for boats to travel. A weir is a kind of overflow dam that is designed to alter the flow of a river. A lock is a device with gates that is used to raise and lower boats if there is a slope.

Lock

Flooding in Ireland In recent years, flooding has become a major problem for towns, villages and farms located beside rivers. This has been caused by extreme weather events. To reduce flooding, some people propose dredging riverbeds. Others are opposed to this as it would damage habitats. Also, fixing a problem in one area can have knock-on effects farther downriver. If, however, extreme flooding events continue to happen, then a solution needs to be found.

The River Shannon is named after a Celtic goddess named Sionna. There is a legend that a creature named Cata lives in the water! The Shannon was used for transport and trade up until the 20th century because so many waterways are connected to it. Nowadays, it is a very popular location for water sports, fishing and cruising. It brings a lot of visitors to the Shannon Region.

C A SE S T U DY

The River Shannon

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Slideshow video

Rivers

The source of the Shannon is in the Cuilcagh Mountains in Co. Cavan. Cuilcagh Mountains

Royal Canal Y NN

Dublin

R. I

Lough Ree Athlone R

ROS

R. B

Grand Canal

Lough Derg Limerick

Shannon Estuary

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The estuary is 97 km in length and runs between Co. Clare and Co. Limerick.

R. SU

C A SE S T U DY

Lough Allen

At 386 km in length, the Shannon is the longest river in Ireland.

It flows through 11 counties: Cavan, Leitrim, Roscommon, Longford, Westmeath, Galway, Offaly, Tipperary, Clare, Limerick and Kerry.

List three natural features that can be the source of a river. What changes happen to a river on the journey from its source to the sea? What is erosion? What is the difference between a river and a canal? Which section of a river is most likely to flood? Explain why. What damage does river flooding cause? How might river dredging affect the environment?

1 How can people who live near rivers protect their homes from flooding? 2 Pair work: Use a road map of Ireland or look one up online. Locate and list all of the national roads (N roads) or motorways (M roads) that cross the Shannon. Are there towns nearby? 3 Group work: Investigate sport and leisure activities that take place on the Shannon. Create a marketing poster to attract tourists to the Shannon region.

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Theme: TheImportanceof Water

14 River Wildlife SC I E N C E

what a food chain is and an example of a river food chain what a freshwater habitat is the names of flora and fauna that live in a river. algae, amphibian, aquatic, camouflage, endangered, freshwater, mammal, native, pollution, shelter, vegetation The rivers in Ireland are home to a rich variety of flora and fauna. Plants and animals live together in a balanced food chain. However, many plants and animals are becoming endangered. This is because rivers are fragile ecosystems that can be damaged by things like flooding or pollution.

Food chain

A food chain shows how animals depend on plants and other animals for food and survival. Animals, like humans, need food for energy and growth.

A food chain begins with a plant. In a river, this can be algae or other plants found below the surface of the water.

An aquatic insect (an insect that lives in water) eats the underwater plant.

A larger animal such as a heron eats the larger fish.

Strand: Living things Strand unit: Plant and animal life Key skills: Questioning, observing, analysing, sorting and classifying, recording and communicating

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A small fish eats the aquatic insect.

A larger fish eats the small fish.

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Slideshow video

River Wildlife

Freshwater habitats

A habitat is an area where plants grow and animals live. Rivers, streams, lakes and ponds are called freshwater habitats. A river is a source of water, food and shelter for many animals. Riverbanks are also a habitat for many species of plants and animals. Birds such as swallows like to build their nests along riverbanks because they can feed on fish and insects from the river.

Wildlife in Irish rivers

Otter The otter is a mammal with a streamlined body, webbed feet and water-resistant fur that is ideal for living in water. Otters nest in the vegetation on riverbanks in a den called a holt. They are an endangered species. Ireland has the largest otter population in Western Europe, with around 10,000 adult otters. River otters primarily eat fish but also eat whatever they can find, including shellfish, insects and birds. Irish dipper The Irish dipper is a unique type of bird found only in Ireland. The dipper lives in the shallow, fast-flowing part of a river. It is white, black and brown in colour, with a white bib. It can dive into a river and walk along the riverbed looking for food until it runs out of breath. It eats small fish, snails and insect larvae (eggs). Atlantic salmon The Atlantic salmon is a native Irish fish. It hatches in a river, where it stays for one to four years. It then travels to the sea, before returning to the same river. It eats mayflies and stoneflies. As the young salmon grows, its large grey spots change to a silver colour to prepare for life in the sea. This is known as camouflage. Many animals change colour to adapt to where they live. The numbers of Atlantic salmon are declining, so the government limits the amount that can be caught by fisherman. Brown trout The brown trout feeds on insects, larvae and smaller fish. It likes to hide among rocks or alongside the riverbank. Although it is known as a ‘brown’ trout, it can be gold, silver or black in colour. It also has colourful spots or rings on its sides. Kingfisher The kingfisher is a small, colourful bird. Kingfishers dive into the water to catch fish and insects, so nesting along riverbanks is perfect for them.

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Interactive activity

River Wildlife

Frog The frog is an amphibian, which means that it can survive both in the water and on land. The long, damp grass along a riverbank is an ideal habitat for frogs. They hibernate there from late October to January every year. Frogs are a protected species under law. Willow tree The willow tree is native to Ireland. The most common species of willow here are the goat willow, the grey or rusty willow and the eared willow. The damp soil of the riverbank is perfect for the willow tree. Birds such as the willow warbler nest among its branches and insects such as caterpillars thrive there too.

Protecting wildlife

The Department of Culture, Heritage and the Gaeltacht works with organisations such as the Irish Wildlife Trust to raise awareness about Ireland’s habitats and wildlife. They work to protect these habitats for future generations. It is important to educate people on the importance of keeping waterways and water attractions litter-free. Recycling and the use of wind or solar power to produce electricity can help to reduce the pollution Only 3% of the world’s water is fresh water. that damages these habitats.

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Even though this is a small percentage, fresh water is home to more than 100,000 species of plants and animals.

What is a habitat? How can river habitats be damaged? How is the otter suited to living in a river habitat? What is camouflage in animals? In what way is a riverbank ideal for the willow tree? Describe a simple food chain in a river. Why do some animals and plants need to be protected?

1 List ten plants and ten animals that can be found in a freshwater habitat. 2 Think, pair, share: Think of the longest food chain you can. Remember that it starts with a plant. 3 Group work: Research the nearest river or stream to your school. Use your worksheet to carry out a habitat investigation of the river or stream with your teacher. PCM 3

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Theme: TheImportanceof Water Animation

HI STORY

15 TheVikings who the Vikings were and where they came from why boats were important to their success how archaeologists find out about the past. artefact, domesticated, evidence, excavated, integrated, longhouse, longphort, longship, shallow, spinning, weaving From AD 795 to 840, Vikings from Norway came to Ireland in boats called longships. They raided monasteries for treasure. They were known as the Finngaill (Fair Foreigners). Some settled in Ireland, built new towns along the coast and began trading with Europe.

From around AD 849 onwards, Danish Vikings (called Dubhghaill – Dark Foreigners) arrived in Ireland and started to fight with the Norwegian Vikings. Some Vikings married into Irish families, but battles were fought between Irish kings and the new arrivals for many years. In 1014, the High King of Ireland, Brian Boru, defeated the Vikings at the Battle of Clontarf. He died after the battle, so did not get to see the peace that developed between the Irish and the Vikings in later years. In fact, the Irish and Vikings integrated so well that they adopted each other’s customs.

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Viking helmets

Strand: Early peoples and ancient societies Strand unit: The Vikings Key skills: Time and chronology, using evidence, change and continuity, cause and effect, synthesis and communication

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TheVikings

What do we know about the Vikings’ lives?

As well as being traders and craftsmen, the Vikings were also farmers. They grew vegetables and ate wild fruit. They got honey from bees and sowed grain to produce flour for bread and oats for porridge. They kept domesticated animals such as pigs, chickens, cattle and sheep, which provided them with meat, eggs, milk and cheese. They ate fish such as cod and herring. Their clothing was made by spinning and weaving the wool from their sheep.

Their settlements were called longphorts and their homes were called longhouses. A longhouse was a long, narrow wooden or stone structure with a thatched roof. There was a big fire in the centre for cooking and heat, with a hole in the roof to let smoke escape. They kept their animals and harvested crops indoors at one end of the longhouse. The animals provided extra heat from their body heat, and were kept safe from thieves. This practice continued in Ireland up to the 20th century.

What made the Vikings so successful?

The Vikings explored lands from Central Asia to North America. Their shipbuilding skills made this possible. The ships were about 30 m in length and could carry about 60 people. The ships had a very shallow base, which allowed them to travel up rivers for inland raids and to land on beaches. It also meant that the ships could be easily turned around, in case the Vikings needed to make a quick escape. They used a big square sail made of wool and also had oars in the ship. This allowed them to choose between using wind power or rowing. They decorated their ships with wood carvings of snakes or dragon heads A Viking longship on display in Oslo, Norway to frighten their enemies.

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TheVikings

The Sea Stallion of Glendalough

In 2007, a replica of a Viking warship sailed from Roskilde in Denmark to Dublin. Scientists discovered that the original ship, called Skuldelev, was built using oak from Ireland around AD 1040. It was designed to transport warriors at speed. The replica is called the Sea Stallion of Glendalough. This was built in the style of the original ship, using overlapping planks of oak and pine. Sea Stallion of Glendalough

How do we know all this?

We have learned lots about the Vikings from the work of archaeologists. They have found artefacts such as weapons, tools, household goods (including crockery and cutlery) and jewellery buried in Viking graves. Sometimes important people had a whole ship buried with them! When archaeologists excavated Viking settlements, they found evidence about the Vikings’ diet from old Viking brooches rubbish heaps.

Viking sword and artefacts

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Interactive activity

TheVikings

Archaeologists work like detectives, putting clues together to provide a picture of how the Vikings lived. They use a range of tools – some very expensive and some very cheap. The tools they use depend on the size and location of a site. Some of the expensive tools include radar and surveying equipment. Trowels, hand shovels, buckets, spades and wheelbarrows are some of the more common and less expensive tools.

1 How did the Vikings travel to Ireland? 2 When did the Vikings from Norway arrive in Ireland and when did the Vikings from Denmark arrive in Ireland? 3 Why were farm animals kept inside the longhouse? 4 Write three reasons why the Viking ships were good ships. 5 Why might the Vikings have chosen to carve snakes and dragons on their ships? 6 What work does an archaeologist do? 7 How do you think the size or location of a site might influence the tools that an archaeologist uses?

1 What do you think is the most important property of materials used to make a ship? Explain why. 2 Think, pair, share: What skills did people need to live in Viking times? Would any of these skills be useful today? 3 Group work: Archaeologists have to work like detectives. Create a detective task for another group. Use the bin templates provided. Draw pictures of food from Viking times in one bin. Draw pictures of food that we would eat today in the other bin. The food in the bins should provide clues such as whether there are/were children or pets in the household, or if the food was locally produced or imported. Swap your drawings with another group. Then each group must work as detectives to match the Viking and the modern day person to the correct bin. Explain why you reached your decision. PCM 4

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Theme: TheImportanceof Water Audio

HI STORY

16 NorseGods what Norse mythology is who the most famous Norse gods were what creatures feature in the Norse myths. Christianity, clans, gods, mischievous, sacrifice, Scandinavian, underworld The Vikings’ beliefs were rooted in the Norse mythology of the Scandinavians. Norse gods were popular in Scandinavia before Christianity arrived in the Middle Ages. Poems and stories from this time tell us about the Norse gods.

Who were the Norse gods?

Ymir, the first being, was a giant who was created from drops of water. The gods were descended from Ymir. The two main clans of gods were the Aesir and Vanir clans. They were at war with each other before eventually joining together. Each of the gods had a specific area of expertise and responsibility. The Aesir clan lived in the kingdom of Asgard. Odin was chief of the Aesir gods. He was said to have a long beard, wear an eyepatch and carry a spear named Gungnir. He was the wisest of the gods. He sacrificed his eye to gain knowledge and saw visions of the future. He used two ravens named Huginn and Muninn to be his eyes in nature and report back to him.

Frigg

Frigg, Odin’s wife, was goddess of the sky. She was queen of the Aesir clan. She worked hard to keep her family safe and they brought her great joy. She was devastated when her son Balder was killed.

Odin’s son Thor was the god of thunder. He was said to have red hair and a red beard. He was a fierce and fiery warrior. He carried a powerful hammer called Mjöllnir, which could only be used by Thor himself.

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Odin

Thor

Strand: Story Stand unit: Myths and legends Key skills: Time and chronology, change and continuity, cause and effect, synthesis and communication, empathy

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Interactive activity

NorseGods

Balder, the god of light and joy, was one of Thor’s brothers. He was said to be so kind that light shone from him. He was killed as a result of a trick played by Loki and every creature in the world wept for him when he went to the underworld.

Balder

Loki, the god of mischief and chaos, was cunning and mischievous. As a shape-shifter, he could make himself look like other people and animals. He often tricked the other gods.

Loki

Mythological creatures

There were many creatures associated with Norse mythology, including elves, dragons, horses and snakes. The poisonous Midgard Serpent was created by Loki. It grew so large that it could wrap its body around the world. Odin had an eightlegged horse named Sleipnir that he rode around Asgard. When Balder died, Frigg sent her son Hod down to the underworld on Sleipnir’s back, but he was unable to free Balder. 1 2 3 4 5 6 7

Stan Lee, the creator the Marvel Cinematic Universe, was a big fan of Norse mythology. He created a superhero character named the Mighty Thor in the 1950s. The comics have been made into films, starring Chris Hemsworth as Thor.

Where does Norse mythology come from? Who were the two main clans in Norse mythology? Who was the chief of the Aesir gods? What was Thor’s famous weapon and what was it called? Name two mythological creatures associated with the Norse gods. Do you think Loki got on with the other gods? Why? Why, do you think, did the popularity of the Norse gods end when Christianity came to Scandinavia?

1 Draw a symbol or logo for each of the gods that represents their specialty, for example, Thor was the god of thunder. 2 Pair work: Create your own Norse god related to water. Give them a name, a special power, a special weapon and their own mythological creature. 3 Group work: Discuss the kinds of jobs these gods might have if they lived among us today. Think about their powers and areas of specialty. What jobs would be suitable for them and why?

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Theme: TheImportanceof Water

GEOGRAPHY

Valuing Water in 17 Our Environment

Slideshow video

why water is a very important resource what kinds of water attractions we have in Ireland how to care for our water environments. marina, moor, natural resource, precipitation, quarry, recreation, scenery Ireland is an island, so water is one of our most important natural resources. We have a wet climate with a lot of precipitation (rain, snow, sleet and hailstones). Many tourists visit our lakes, seas and rivers for the scenery and for recreational activities such as fishing, boating and surfing.

Popular water attractions in Ireland

Waterfalls Many people come to admire the beautiful scenery in areas with waterfalls. Waterfalls are formed through erosion. Hard rock

Soft rock

In the riverbed, soft rock gets worn away by stones carried in the water, leaving behind hard rock such as granite. Powerscourt Waterfall, Co. Wicklow

The hard rock eventually forms a cliff, over which the water flows. How a waterfall forms

Carrigfoyle Quarry Lake, Co. Wexford

Quarry lakes A quarry is an area where rock is excavated. When a quarry is no longer in use, a lake forms from rainwater. Some quarry lakes in Ireland are quite scenic. They are dangerous to swim in, as they can be deep and there may be industrial materials such as wire in the water.

The west coast The Atlantic Ocean is on the west coast. It brings strong winds and heavy rainfall. Surfers are attracted to the large waves there. Coastal counties such as Mayo and Donegal have many surfing schools.

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Learning to surf at Bundoran, Co. Donegal

Strand: Environmental awareness and care Strand unit: Environmental awareness Key skills: Questioning, observing, analysing, predicting, recording and communicating

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Interactive activity

Valuing Water inOur Environment

Urban areas St Stephen’s Green is a park in Dublin city centre. There is a lake to the north of the park, where people come to eat their lunch or feed the ducks. Water is brought to this lake from the nearby Grand Canal. The other major canal in Dublin is the Royal Canal. Both canals stretch from Dublin to the River Shannon – a total of 146 km.

St Stephen’s Green, Dublin

Caring for the environment

We must remember that rivers and lakes are habitats for many plants and animals. Pollution is a big issue at our water attractions. Visitors should pick up their rubbish or else it could harm plants and animals and damage water quality.

Dromineer is a small village located on Lough Derg in Co. Tipperary. Lough Derg is one of the three main lakes on the River Shannon. Boating on the Shannon is popular with holidaymakers during the warmer months. Many like to moor (park) their boat at the Dromineer Marina and stay for a night or two. They can swim and play water sports in the lake and eat at restaurants in the village. However, getting lots of visitors increases the chances of pollution. It is important that visitors put their rubbish in bins and keep the water and surrounding areas clean and tidy.

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C A SE S T U DY

Dromineer

What is precipitation? Describe how a waterfall is formed. Where does the water in a quarry lake come from? Why is the west coast suitable for surfing? Where does the water in the lake in St Stephen’s Green come from? Name two ways we can take care of our water attractions. Large numbers of tourists visit water attractions in Ireland every year. Why does this increase the chances of pollution?

1 List the recreational activities we can do in water, such as swimming. 2 Pair work: Research water attractions in your county. 3 Group work: Create a drama highlighting the importance of water safety. In your drama, explain how to stay safe in water.

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Theme: TheImportanceof Water Video

SC I E N C E

18 Water Pollution about the causes of water pollution what happens in the water treatment process to investigate how to filter water. borehole, contaminated, disinfection, filtration, groundwater, insoluble, slurry, surface water Water is a very important natural resource. It is used in cooking, drinking, washing, industry, farming and recreation. People, plants and animals all need water to survive. Did you know that around 65% of your body is made up of water? Also, only 3% of the world’s water is fresh water, and of that, only 1% can be accessed for use.

Water quality

Ireland has about 12,000 lakes, over 17,000 km of rivers, 850 km2 of estuaries and 13,000 km2 of coastal waters. Water quality and pollution levels are checked by the Environmental Protection Agency every three years. Contaminated water has been polluted. It is dangerous or poisonous to the environment and people, plants and animals. Water can be polluted by chemicals, litter, fertiliser, oil spillages, slurry and pieces of rock, silt and soil from sea erosion. Contaminated water can damage habitats, make water undrinkable and carry diseases.

Drilling a borehole

Water that we use for drinking, cooking, washing our hands and brushing our teeth is referred to as ‘drinking water’. Our drinking water in Ireland comes from surface water (lakes, streams and rivers) or groundwater (springs and boreholes). Reservoirs are an important source of water in Ireland. The largest man-made reservoir in Ireland is Poulaphouca Reservoir in Co. Wicklow. It services counties Wicklow and Dublin.

Strand: Environmental awareness and care Strand unit: Environmental awareness Key skills: Predicting, questioning, observing, investigating and experimenting, estimating and measuring, analysing, recording and communicating

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Water Pollution

Treating water

Treating or cleaning up water is expensive, but it is vital that our water is clean before we use it. In Ireland, our water services are looked after by Irish Water. The Ballymore Eustace Water Treatment Plant in Co. Kildare is our biggest water treatment plant. Have you ever wondered what happens to the water that goes down the drain? It goes on a journey, starting at the tap and ending up back at the tap again! It is the same with water that gets flushed away in the toilet.

Ballymore Eustace Water Treatment Plant

Used water is transported by a system of pipes to a water treatment plant. There, it undergoes steps to treat it and make it safe for us to use again. Clean, treated water is stored until it is pumped into our houses and schools in pipes. Used water is transported to a water treatment plant.

Step 1 Chemicals are added to the water. This makes tiny solids stick together so that they can be removed.

Step 2 The water is pumped into a giant basin, where the solid materials settle at the bottom.

Step 4 Disinfection: The water is cleaned with chemicals that kill any bacteria or germs.

Step 3 Filtration: The water is separated from insoluble solids (solids that do not break down in water).

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Water Pollution A fatberg blocking sewers in London, UK

Irish Water spend a lot of money every year repairing pipes that have been damaged by people flushing the wrong things down the toilet. People often flush away things such as cooking oil, nappies and baby wipes, which do not dissolve, but combine and harden to form something known as a ‘fatberg’. In the UK, they once found a 64-metre fatberg blocking a pipe. It took around eight weeks to remove it!

Do you know what’s in your water? Even clean-looking water could be contaminated with dangerous germs or pollutants. In this experiment, we will see if we can tell which liquid is the clean water!

Contaminated water can look like clean water. Equipment: six jars or beakers, sticky labels, vanilla essence, strawberry essence, salt, lemon juice, peppermint essence, water, teaspoons

Action: ● Label the jars 1 to 6. ● Half fill each jar with water from the tap. ● Your teacher will leave one jar with plain water, and add one of the following to each of the remaining jars: salt, vanilla essence, strawberry essence, lemon juice and peppermint essence. He or she will keep a record of what is added to each jar, but it will not be written on the jar labels. ● Look at the jars and try to guess which jar contains the uncontaminated water. ● Test the water in each jar by using a teaspoon to taste a tiny amount. ● Record your findings in a table with jars 1 to 6 as the columns. Answer the following questions in the table: ● Tick the jar that you think was just water. ● If not just water, what else do you think was in the jar?

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Experiment video

Water Pollution

Filtration is the process of separating an insoluble solid (for example, sand) and a liquid (for example, water).

Filtration How can we separate sand and water? Equipment: a beaker (or jar), filter paper, sand, water, a funnel (or cut the top part off a plastic 2-litre bottle) Action: ● Line the funnel with the filter paper. ● Prepare a solution of sand and water by mixing them together. ● Sit the funnel on top of the beaker. ● Carefully pour the sand/water solution into the beaker through the funnel. ● When the solution has fully gone through the funnel, take the funnel away. ● Observe the solution in the beaker. ● Record your findings.

What can we do to help reduce water pollution? ●

Do not throw litter in rivers, streams and lakes.

●

Never pour oil down the plughole.

●

Be careful what you flush down the toilet! Only bodily waste and toilet paper should go in the toilet.

Revision quiz

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EuropeMap

Arctic Ocean

Arc tic

Circ le

ICELAND Reykjavik

FINLAND SWEDEN NORWAY

Atlantic Ocean

North Sea

Dublin IRELAND

UNITED KINGDOM London

Copenhagen

BELGIUM

English Channel

Stockholm

DENMARK

NETHERLANDS

Bay of Biscay

FRANCE Lyon

Munich 2 3

Lisbon

Madrid

ANDORRA Barcelona

SPAIN

Prague

Moscow

Kiev

POLAND

Volgograd

UKRAINE

CZECHIA Vienna

SLOVAKIA MOLDOVA Bratislava Chișinău Budapest HUNGARY ROMANIA

4 Zagreb Belgrade CROATIA 5 SERBIA 9

Milan

St Petersburg

BELARUS

Warsaw

AUSTRIA

MONACO PORTUGAL

Tallinn ESTONIA

Riga LATVIA Baltic Sea LITHUANIAVilnius RUSSIA Minsk

Berlin

GERMANY

Paris

RUSSIA

Helsinki

Oslo

ITALY 10 Rome

6 7 Skopje Tirana 8 ALBANIA

Bucharest

Caspian Sea Black Sea

BULGARIA

Sofia

Istanbul TURKEY

GREECE Gibraltar (UK)

Mediterranean Sea

AFRICA

250km

500km

Rhodes

Crete

MALTA

0km

ASIA

Athens

750km 1000km 1250km 1500km

BORDERS DISPUTED BORDERS CAPITAL CITY MAJOR CITY

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LUXEMBOURG SWITZERLAND LIECHTENSTEIN SLOVENIA BOSNIA & HERZEGOVINA

6 7 8 9 10

MONTENEGRO KOSOVO MACEDONIA SAN MARINO VATICAN CITY

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Denmark Map 0km

25km

50km

75km

100km

NORTH SEA

VENDSYSSEL-THY Aalborg

SWEDEN

Aarhus

Copenhagen

Billund

JUTLAND

ZEALAND Odense

FUNEN BALTIC SEA

BORNHOLM

GERMANY

CAPITAL CITY MAJOR CITY TOWN

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Theme: Denmark Poster

PowerPoint

GEOGRAPHY

19 Denmark how Denmark compares to Ireland what it is like to live in Denmark. currency, monarchy, national, official, population Hej! My name is Lotte and I live in Copenhagen, the capital city of Denmark. I would like to tell you all about my country! Denmark is in Europe. It is part of Scandinavia. We are known as the Danish or the Danes. We joined the European Union (EU) in 1973, along with Ireland. Denmark is connected to mainland Europe but is made up of many islands, the biggest of which is Zealand. The population is over 5.7 million, which is a bit larger than the Republic of Ireland’s, even though Denmark is smaller in area. Our currency is the Danish krone (kr), and 7kr is about the same as €1. I speak Danish, our official language, and learn English in school. Our longest river is the Gudenå. There are no mountains here, but there are hills. The tallest hill is Himmelbjerget, which reaches 147 m high. The Danish flag is the oldest continuously used national flag in the world. Some records show it dating back to the 13th century. Norway, Sweden, Finland and Iceland all based their flag designs on it by also using the Nordic cross.

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Strand: Human environments Strand units: People and other lands Key skills: Sense of space, sense of place, questioning, observing, using pictures, maps and globes, predicting, analysing

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Denmark

Denmark is connected to Sweden by the Øresund Link, a road and railway system with a tunnel and a bridge. The bridge section stretches almost 8 km! It is the longest road and railway bridge in Europe. Øresund Bridge

The Danish royal family

Amalienborg Palace

The official name of my country is the Kingdom of Denmark. We have a monarchy (royal family). Queen Margrethe II has reigned since the death of her father, King Frederik IX, in 1972. Crown Prince Frederik, her son, is next in line to the throne. In winter, Queen Margrethe stays at Amalienborg Palace Queen Margrethe II in Copenhagen.

Danish food

We Danes love our food! We are famous for our pastries. They originally came from Austria, but we have been making them for hundreds of years now. For breakfast, I usually have rye bread with cheese and meat, and orange juice. For lunch, I might have an open sandwich, which we call smørrebrød, and some fruit. Dinner is my favourite meal. We usually have meat or fish with potatoes and vegetables. At dinnertime, I get to sit with my whole family and tell them about my day. This is a very important time for most Danish families.

Danish pastries

Smørrebrød

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Denmark

Hans Christian Andersen, born in 1805, was a famous Danish author who wrote fairy tales such as ‘The Little Mermaid’, ‘The Ugly Duckling’ and ‘The Little Match Girl’. To this day, his stories are still hugely popular with readers. The Little Mermaid statue in Copenhagen was built in his honour. Visitors come from all over the world to see it.

The Little Mermaid

Did you know that Lego is made in Denmark? The name ‘Lego’ comes from the Danish phrase ‘leg godt’, meaning ‘play well’. The company was started by Ole Kirk Chirstiansen in 1932. In 1958, Lego started making the bricks that we know today. There are over 400 billion bricks in the world! The Legoland Resort in Billund, Denmark is a popular destination for tourists.

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What is the capital city of Denmark? What is the currency of Denmark? What is the official language of Denmark? Describe the Danish flag. What is the name of the bridge and tunnel system that joins Denmark and Sweden? 6 How does dinnertime for families in Denmark compare to dinnertime for families in Ireland, do you think? 7 Why, do you think, are Hans Christian Andersen’s stories still hugely popular today?

1 Make a list of at least five things you would like to do or see if you travelled to Denmark. Give your reasons. 2 Pair work: Look up Denmark in an atlas or online. See if you can count its islands and find out their names. Make a list of the 11 provinces. 3 Group work: Denmark is a Scandinavian country like Sweden and Norway. Investigate Sweden and Norway and create a fact file about each. Use your fact files to compare and contrast these three countries.

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Theme: Denmark

TheChristmas Holidays 20 inDenmark

Slideshow video

GEOGRAPHY

about Danish Christmas traditions what happens on Christmas Eve in Denmark how people celebrate New Year’s Eve in Denmark. Jul, Julemanden

Hej, it’s Lotte again! I am here to tell you about one of my favourite times of year in Denmark – Christmas! Workplaces and shops here close for holidays during 24-26 December. Christmas is called Jul and we say, ‘glædelig Jul’ for ‘happy Christmas’.

Preparing for Jul

In the weeks before Jul, I love making Julepynt (Christmas decorations). We make them using coloured paper and hang them in the house using string. I also love visiting Copenhagen’s beautiful Christmas markets, there are stalls selling homemade food, drinks and crafts. Here you can also buy beautiful handmade Christmas ornaments and unique presents for your loved ones. I usually get a hot drink and some tasty food to keep me warm while I do my shopping! People from all over the world come to visit Copenhagen in the run up to Christmas. Strand: Human environments Strand unit: People and other lands Key skills: Sense of space, sense of place, questioning, observing, using pictures, maps and globes, predicting, analysing

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TheChristmas Holidays inDenmark

Julemanden

In Denmark Santa Claus is known as Julemanden. With the help of his reindeer and elves, he delivers presents to children on Christmas Eve.

Jul celebrations

The most important part of Jul happens on Christmas Eve, when families gather together to enjoy a traditional meal of duck, roast pork with a crispy rind (called flæskesteg), potatoes, pickled red cabbage and gravy. For dessert, we have ris à l’amande, a rice pudding dish containing chopped almonds. If you find a whole almond, you win a prize! Everyone has to keep eating until someone finds the almond and then the game is over. Another dessert that I love is æbleskiver, which are fried dough balls dipped in icing sugar and jam. Yum!

Christmas dinner with roast duck

Flæskesteg

Æbleskiver

Ris à l’amande

After dinner, we turn on the lights on the Christmas tree, then dance around the tree, singing our favourite Christmas carols. Next comes the best part of all: we get to open our Christmas presents!

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TheChristmas Holidays inDenmark

Danish New Year

On 31 December, Danes celebrate the New Year with a number of traditions. One is placing piles of broken dishes outside the homes of our friends and family. This is a sign of love and affection. We watch the Queen’s speech at 6 pm on the television. Just before midnight, we stand on a height such as a chair and watch the town hall clock in Copenhagen on television. Just as the clock strikes midnight, we jump from the chair to ‘jump into the New Year’! Then we have a party and watch the fireworks.

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What is Christmas called in Denmark? What is Santa Claus called in Denmark? What is the biggest event of Jul? What do Danes eat for their Christmas dinner? What do Danes do to show love and affection to their family and friends on New Year’s Eve? 6 In your opinion, what is the biggest difference between Christmas in Denmark and Christmas in Ireland? 7 How is the Danish way of celebrating New Year’s Eve different to how it is celebrated in Ireland?

1 Make a list of three ways in which Christmas is different and three ways in which Christmas is the same in Denmark and Ireland. 2 Pair work: Use your atlas to see how far the Julemanden has to travel to get to Denmark from Ireland. Make a list of the countries that he has to fly over on his way. 3 Group work: Make a list of the foods that are eaten for Christmas dinner in Denmark and in Ireland. Using a large sheet of paper, design a Danish Christmas dinner table and an Irish Christmas dinner table. You can use the internet to find out what certain foods look like. Explain your drawings to the class. Revision quiz

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Theme: Keeping Well Poster

21 Breathing SC I E N C E

how and why we breathe how smoking and air pollution can damage our lungs to investigate how exercise affects our pulse. bronchi, carbon dioxide, diaphragm, exhale, inhale, lungs, muscle, oxygen, particles, ribcage, trachea Put your hand on your chest, take a deep breath in and breathe out slowly. You can feel your lungs at work, inflating (filling with air) and deflating (releasing the air) like balloons inside your body.

Inside the chest The human body has two lungs. The left lung is slightly smaller than the right to allow room for the heart.

A large, dome-shaped muscle called the diaphragm helps the lungs to fill with air and then pushes the air back out.

The trachea is the windpipe that connects the nose and mouth to the lungs.

At the end of the trachea, there are two tubes called bronchi, which feed air into the lungs. The ribcage has 12 pairs of ribs that protect the lungs.

The importance of oxygen

The lungs inhale an invisible gas called oxygen, which is carried around the body in the blood. Oxygen allows the body to function correctly and to get energy from food. After oxygen is inhaled, we exhale a gas called carbon dioxide, which the body needs to get rid of. Carbon dioxide is carried to the lungs in the blood and we breathe it out. Trees and other plants absorb carbon dioxide in the air and convert it into oxygen.

Strand: Living things Strand unit: Human life Key skills: Questioning, observing, predicting, investigating and experimenting, analysing, sorting and classifying, recording and communicating

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Animation

Breathing

How we breathe When you inhale, air travels from the nose or mouth down through the trachea into the lungs. The lungs and ribcage expand (get bigger). The diaphragm tightens and gently pulls down the bottom of the lungs to let the air in.

When you exhale, the lungs and ribcage go back to a smaller size and the diaphragm relaxes, which helps to push the air out of the lungs. You take in about half a litre of air with each breath.

Dangers for lungs Smoking Smoking cigarettes limits lung capacity (the amount of air inhaled), which reduces how much oxygen is sent to the blood. Air pollution Particles, gases and chemicals enter the air in many ways, including from cars, aeroplanes and factory chimneys. Breathing unclean air every day can damage the lungs in a similar way to smoking. By exercising regularly and not smoking, we can help to keep our lungs healthy.

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Why is the lung on the left slightly smaller than the right? What is the ribcage? Why do we need oxygen? What happens to our lungs and ribcage when we inhale? What muscle helps the lungs to fill with air and push it back out? What role do plants play in our breathing? In what ways can we help to reduce air pollution?

1 Make a list of ways in which human beings cause air pollution. 2 Pair work: Find your pulse in your neck or wrist (your teacher can help you). Notice its steady rhythm. Do one minute of exercise, for example, jumping jacks. Feel your pulse again. What do you notice? Now rest for one minute and feel your pulse again. What do you notice? 3 Group work: Create a quiz on the lungs for your class to answer. Use the key words in the text to help you come up with questions.

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Theme: Keeping Well Interactive activity

22 Our Teeth SC I E N C E

what the function of teeth is and why we have different types of teeth how to take care of our teeth to investigate the effects of sugar on teeth. canines, digestion, enamel, incisors, jaw, molars, plaque, premolars, skull We use teeth to chew food. Teeth have bumps and ridges that help to break down food for digestion. They are joined to the jaw, which is part of the skull.

Types of teeth Molars are the largest teeth. There are eight at the back of the mouth, four at the bottom and four at the top. They grind and break down food before swallowing. Wisdom teeth are a set of four extra molars. They have no function. Some people get them as adults. Some people never get them. They do not make you are any wiser!

Incisors are at the front of the mouth. There are four at the top and four at the bottom. They are used for biting and cutting food. Premolars are a bit smaller than molars. There are eight premolars. They hold and crush food when you chew. Canines are the pointy teeth beside the incisors. There are four canines – two at the top and two at the bottom. They are used for ripping and tearing food.

Taking care of your teeth

By age 12 or 13, you will probably have 28 permanent teeth. You will have these for the rest of your life, so you must look after them. Teeth cannot repair themselves. Plaque is caused by food and drinks (especially sugary ones) clinging to the teeth. Brushing twice a day can prevent plaque build-up. Flossing is also very important. A trip to the dentist once a year will help to keep the teeth healthy.

Plaque build-up

Strand: Living things Strand unit: Human life Key skills: Questioning, observing, predicting, investigating and experimenting, analysing, sorting and classifying, recording and communicating

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Experiment video

Teeth are covered in a hard white substance called enamel, which protects the teeth’s sensitive inner parts (dentin, pulp and nerves). Holes can form in the enamel if teeth are not cleaned regularly. Dentists recommend brushing your teeth in small circles rather than back and forth, as this could wear away the enamel.

Our Teeth

enamel dentin pulp nerve

Sugar experiment Equipment: cola, glass, hard-boiled egg, toothbrush Action: Write down your prediction of what will happen to an egg left in cola overnight. ● Put the egg in a glass of cola and leave it overnight. ● The following day, remove the egg from the glass. ● Using the toothbrush, make circular motions over the egg. ● Record your findings. What happened to the egg? Why did this happen?

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What are teeth used for? Name four different types of teeth and what they are used for. What are wisdom teeth? By what age will a child usually have 28 of their permanent teeth? What is enamel? Describe how the four types of teeth are used when eating an apple. Why do we grow a second set of teeth during childhood, do you think?

1 List as many foods as you can that are bad for both the body and the teeth. 2 Pair work: Create a role play about a trip to the dentist’s. It can start with phoning the office to make the appointment. 3 Group work: Do research online to find eight foods and drinks that are good for the teeth. Briefly explain why they are good for the teeth. Present your findings to the class.

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Theme: Keeping Well Video

HI STORY

23 Vaccines how vaccines help to protect us against disease who invented the first vaccine how the world has changed because of the discovery of vaccines. antibodies, disease, immune system, immunity, infectious, pathogen, symptom, theory, vaccination, vaccine Have you ever had a disease? If you have had a cold or the flu, strep throat or chickenpox, then you have had a disease! And there are other diseases, such as mumps, meningitis, polio and measles. These are all called infectious diseases because a pathogen such as a virus or bacteria infects your body and makes you sick. Your immune system does amazing work to fight pathogens. When you come into contact with a pathogen, your immune system creates antibodies, which fight the disease. After you have recovered, your immune system will always remember how to defeat that pathogen in the future. This is called developing natural immunity to a disease.

Antibodies attacking a pathogen

In the past, however, large numbers of people died from diseases such as the flu, smallpox and measles. The invention of vaccines changed all that.

What is vaccination?

Vaccination is when a person is given a vaccine, which contains a weaker sample of the disease they are being vaccinated against. This makes the immune system produce an army of antibodies. The pathogens in the vaccine are weak or dead, so the body can recover easily. The immune system will always remember this pathogen and be ready to fight off the disease in the future. You must take the vaccine before you get the disease, however, for it to work.

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Strand: Continuity and change over time Strand unit: Caring for the sick Key skills: Time and chronology, using evidence, change and continuity, cause and effect, synthesis and communication

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Vaccines

The first vaccine

In the past, smallpox was a very serious infectious disease. About three out of every ten people who got the disease died from it. The main symptom was a full body rash, which included bumps, blisters and scabs.

Edward Jenner was an English doctor born in 1749. He developed a theory about vaccination. He had noticed that milkmaids (women who milked cows) often caught cowpox, but they never got smallpox. Cowpox was a disease that mainly affected cows. It had many symptoms that were the same as smallpox, including the skin rash, but it did not cause people to get very sick. Dr Jenner believed that if he introduced cowpox into people’s bodies, it would encourage their immune systems to fight off smallpox too. Dr Jenner had to test his theory to prove if it was true. He prepared a vaccine by mixing some pus from a cowpox rash to make up a mixture. He then injected an eight-year-old boy called James Phipps, who was the son of his gardener, with the vaccine. When Phipps was exposed to smallpox, he did not catch the disease. Dr Jenner then went on to test his vaccine on others. When they did not catch smallpox, he knew that his theory was correct. In the beginning, his ideas were laughed at and it was thought that the idea of vaccinating people with a cows’ disease was madness. In time, though, his ideas were accepted.

He was not the first person to think about creating a vaccine, but he was the first to write down every step of the process and follow scientific procedures. Thanks to the work of Dr Jenner, the world finally rid itself of smallpox in 1980. Other vaccines were also developed to fight different infectious diseases.

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Powerpoint

Vaccines

Timeline of how smallpox was wiped out

1853

1749

1823

Dr Jenner born in Gloucestershire, UK

Dr Jenner dies

1750

1800

1796

Dr Jenner tests his theory

Children are required by law to be vaccinated against smallpox in the UK

1850

1840

Jakob Henle proposes that infectious diseases are caused by germs

1980

Smallpox declared eradicated

1900

1950

2000

1967

The World Health Organization (WHO) starts a mass vaccination programme against smallpox

Vaccination today

Vaccination has been very effective in fighting diseases, such as tetanus, mumps, diphtheria, measles, flu and rubella. Some countries have got rid of them, but there are still many countries where these and other infectious diseases still exist. The only disease that has been completely wiped out in the world is smallpox. Polio is almost gone. Patient with polio

Vaccines have saved millions of lives and made modern life possible. In 2019, a new virus called Coronavirus (SARS-CoV-2) appeared. It affected people all over the world. Many scientists worked together to produce vaccines very quickly.

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Child with measles

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Vaccines

Travel creates a risk of spreading disease. People travel abroad more often than they used to. When you go to certain countries, you are advised to get vaccinated against diseases such as typhoid, rabies and meningitis. These diseases are more widespread in some countries. Sometimes you may have to get booster shots of a vaccine to keep your immune system up to date. For example, people at risk from the flu get the flu vaccine every year because new strains of flu arrive and spread every year. Children receive a booster of the MMR vaccine when they start primary school.

Ants use the idea of vaccination too! If an ant in an ant colony gets an infection, the other ants will all lick this ant in order to get infected too. This encourages their immune systems to fight the pathogens and create an army of antibodies. In this way every ant becomes immune!

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How do we get infectious diseases? Make a list of five infectious diseases that you can think of. How can we get natural immunity from an infectious disease? What was the main symptom of smallpox? Why did Dr Jenner use cowpox to make his vaccine? How does travel create more risk of spreading disease? Why, do you think, was the smallpox vaccination made compulsory (required by law) in the UK in 1853?

1 Imagine if Dr Jenner asked you to volunteer to try out his new vaccine. Would you? Write a letter to him to explain your reasons. 2 Pair work: Do research online to find out what are the five most common diseases that exist today. Are there vaccines for these diseases? Why do they continue to spread, do you think? 3 Group work: Do research online to find out about the Spanish flu. Do a mini project on it and present it to the class.

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Theme: Keeping Well Artwork Video

HI STORY

24 FlorenceNightingale who Florence Nightingale was what improvements she made to hospitals how she changed the way nurses were trained. conditions, hygiene, infection, journalist, medical, profession, standards, upper class, Victorian, ward If we go to a hospital, we know that the nurses are well trained to look after us. Everything in the hospital is clean and hygienic. However, this was not always the case. A British woman named Florence Nightingale made big improvements to nurse training and hospital hygiene practices.

Florence Nightingale

Florence Nightingale lived mainly during the Victorian era (the period of Queen Victoria’s reign, from 1837 until 1901). She was born in Florence, Italy, in 1820. Her family returned to Britain in 1821. They were both religious and wealthy. At that time, upper class girls like Florence were usually educated at home rather than school (if at all). Florence and her sister were taught by their father. It was also expected that when they grew up, they would get married and have children.

A painting of Nightingale and her sister, Frances Parthenope Nightingale, around 1836

Florence Nightingale

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Strand: Story Strand unit: Stories from the lives of people in the past Key skills: Time and chronology, using evidence, change and continuity, cause and effect, synthesis and communication

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FlorenceNightingale

‘But I want to be a nurse!’

Back then, nurses were not medically trained and were poorly paid. Florence wanted to become a nurse because she believed that she had been chosen by God to help people. Her family did not approve, because wealthy girls did not work. She was very upset, but kept asking. Eventually, her parents gave in. She went to Germany in 1851 to learn basic nursing skills. She soon realised how important it was to keep patients clean and hygienic. On her return, she became the head nurse at a hospital in London. She kept the hospital as clean as possible to stop diseases from spreading.

The Lady with the Lamp

In 1853, Britain and France went to war against Russia. It was called the Crimean War. For the first time, journalists travelled to the battlefields and reported what they saw in newspapers. They wrote about terrible conditions in the hospitals, where wounded soldiers were dying from infections. In 1854, Florence went to Crimea with a team of nurses. When they arrived at a hospital in Scutari, there was no water or medical equipment. Some patients had no beds. Rats ran around the wards and the place was filthy. Sewers were blocked and there was very little fresh air. Florence and her team started cleaning and scrubbing the wards. Florence suggested changing patients’ bandages every day and their bedding three times a week to prevent the spread of disease. At first the doctors did not listen to her. Only doctors, not nurses, were allowed to look after the patients at that time. Soon, however, so many wounded soldiers came to the hospital that Florence and her nurses were asked to help.

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FlorenceNightingale

The improvements that Florence made meant that fewer soldiers died. She worked very hard and was known to walk through the wards at night to check on her patients. She carried a lamp to light her way and became known as ‘The Lady with the Lamp’.

Florence Nightingale becomes famous

When she returned to England, Florence was famous. The newspapers had written lots of stories about her work. She published a book called Notes on Nursing in 1859 and opened the Nightingale School of Nursing in London in 1860. Her nurses received proper training and this was the beginning of nursing as a profession. She won awards for her contribution to nursing. Florence chose a life that was very difficult, but very rewarding. She could have had a very easy life, had she done what was expected of her. Instead, she spent her life caring for the sick and improving conditions for all patients. She raised the standards of nurses’ training and invented modern-day nursing. She died in 1910. She was 90 years old. Florence Nightingale (seated in the centre) with a class of nurses she trained, 1886

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FlorenceNightingale

Florence caught a disease known as Crimean fever when she was working at the hospital in Scutari. She never fully recovered from it. By the time she was 38 years old, she was unable to go to work and had to stay in bed or at home. However, even this did not stop her working. She worked from her home to improve healthcare until her death in 1910.

Florence at home in London, 1906

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What was Florence’s early life like? Why did her parents not want her to become a nurse? What did she see when she arrived at the hospital in Scutari? Why did the doctors in Scutari not listen to Florence in the beginning? What did she do to improve conditions for the soldiers in the hospital? Why, do you think, did her parents name her Florence? Why did Florence need to carry a lamp at night?

1 Write about something that you did to help someone or to make them feel better. This might have been at home, at school or in the community. 2 Think, pair, share: Write three important things that Florence Nightingale did to improve hospital conditions. Now write three things that you can do to improve your classroom. 3 Group work: Conduct a class survey on one of the following topics: A How many people in your class have been to hospital? B How many people in your class think washing hands is important after using the toilet? C How many people in your class would like to be a nurse or a doctor when they grow up? Share the results with your class. Revision quiz

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Theme: Exploring UrbanLiving Poster

Slideshow video

HI STORY

25 Viking Towns how towns developed in Ireland under the Vikings how we know that Viking towns became hubs of trade about the features of Viking towns. craftsmanship, defence, hub, ingot, marshy, trade, wattle and daub Many towns and cities in Ireland were founded by the Vikings. These include Dublin, Wexford, Waterford and Limerick. They started as base camps along the coast or rivers (where the Vikings could access their ships) and grew from there.

Viking raiders

The first wave of Vikings came to Ireland from Scandinavia in the AD 790s. They came for short visits to raid monasteries along the coast for riches, food, cattle and slaves, which they took away to trade elsewhere.

By AD 840, they began building base camps called longphorts. These were built along rivers, such as at Athlunkard on the River Shannon in Co. Clare and Dunrally on the River Barrow in Co. Laois, or on the coast. They could launch raids inland from these camps. Some of their camps became permanent towns such as Dublin, Cork and Waterford. Irish kings tried to fight off the Vikings but were unsuccessful. After AD 851, the raids stopped, because the Vikings were busy creating a new kingdom in Northern England. After some years, the remaining Viking settlers in Ireland were driven out.

Viking traders

The Vikings came back to Ireland around AD 914. They recaptured Waterford first and then Dublin, three years later. Around AD 920, they set up two new towns: Limerick and Wexford. They settled in these towns and focused on trading rather than raiding. Relations slowly improved with the native Irish, who became happy to trade with them.

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Dublin

Limerick Wexford Waterford

Strand: Early peoples and ancient societies Strand unit: The Vikings Key skills: Time and chronology, using evidence, change and continuity, cause and effect, synthesis and communication

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Viking Towns

Evidence of trade

The Vikings traded all over Europe and beyond. Towns became hubs of trade. Dublin thrived because it was located on the River Liffey, was close to the sea and near forests that provided wood for shipbuilding. Archaeologists have carried out excavations of Viking settlements. At Wood Quay and in the Temple Bar areas of Dublin, they found evidence of Viking trade and craftsmanship. They found a small set of scales used to weigh silver in a Viking grave. This tells us that there was trade in silver. Archaeologists have also learned that silver ingots were sometimes hammered flat and made into simple arm rings. Silver ingots and arm rings have been found at Dunmore Cave and Dysart, both in Co. Kilkenny, and Blackcastle, Co. Wexford.

Silver ingots and arm rings

Wood Quay excavation site, c.1979

Viking coins

In the late 1980s, archaeologists did excavations in Waterford. They found small pieces of leather shoes, evidence of workshops that used antlers and animal bones, and lots of pottery. The pottery was made in south-west England and in Normandy, France, suggesting trade between Ireland and these areas.

Waterford

SW England

Normandy

In 2004, a site at Woodstown, Co. Waterford was excavated. Pieces of Irish jewellery were found, along with silver coins from eastern Europe, amber from the Baltics (an area including the countries Estonia, Latvia and Lithuania) and weapons from Scandinavia. This evidence shows that the Vikings traded far and wide. There is also evidence suggesting that Woodstown was one of the original Viking longphorts, built some time before Waterford City.

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Viking Towns

Viking towns

Before the arrival of the Vikings, there had been settlements such as Clonmacnoise in Co. Offaly. Viking towns were planned, which was a new idea. Archaeologists tell us that there were three common features of Viking towns: location, layout and style of building.

Location

Viking towns were usually located on high ground, near to where two rivers meet. They were often surrounded by marshy land. Being close to rivers provided the Vikings with easy access to their boats. The high ground and marshy land provided a natural defence for the town. Defence was important to the Vikings. Excavations in Dublin, Waterford and Limerick show that Viking towns were surrounded by earthen banks topped by wooden fences. Later on, stone walls were used.

Layout

Excavations in and around Fishamble Street in Dublin show that towns were planned. There were small streets, laneways and rectangular plots for houses, which were separated using posts and wattle fences. The roads were built using stones and gravel, or wattle mats.

Style of building

Old Dublin Town

Archaeologists have identified different types of Viking buildings. The most common type found in Dublin, Wexford and Waterford was a house with a thatched roof supported by four large posts. Its low walls were built using clay or wattle and daub. The walls were usually slightly curved. Beds or seats were placed along the low walls and it was only possible to stand up straight in the central area. A hearth for cooking was always in the centre of the building. The total area of the building was usually 40 m2 or 50 m2, so it was rather small. There was a door at each end of the building. A typical Viking style of building

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Viking Towns

The runes for H and B make up the Bluetooth logo!

A Trelleborg fortress, Denmark A large rune stone, Jelling, Denmark

King Harald ‘Bluetooth’ was the ruler of Denmark from around AD 958 to 985. He is known for building the famous geometric Trelleborg fortresses in AD 980. He started the Viking tradition of erecting large stones engraved with ‘runes’ or symbols (the stones were called rune stones) to remember the dead. He could never have imagined that his name would become famous for something in the 21st century. Yes, you guessed it! The Bluetooth wireless technology logo uses the runic characters for Harald Bluetooth’s initials!

1 What were the Vikings looking for when they started their raids on Ireland in the 790s? 2 The Vikings were traders. What does a trader do? 3 Why was Dublin a good trading hub for the Vikings? 4 Name three new things that the Vikings introduced to Ireland. 5 What three things do many Viking towns have in common? 6 What evidence discovered from excavations shows that the Vikings were great traders? 7 Why was defence an important feature in Viking town planning, do you think?

1 What do you think were the benefits of living in a Viking town? Are any of these similar to the benefits of life in a town today? 2 Think, pair, share: Which trades do you think were most popular in the towns? Why? What skills might have been the most valued? 3 Group work: Research Viking towns in the UK. Compare and contrast the features of these towns to Viking towns in Ireland. Present your findings to the class.

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Theme: Exploring UrbanLiving Slideshow video

GEOGRAPHY

26 Newry: A City Across theBorder about the history of Newry where Newry is located and its natural features what human features and activities can be found around the city. Bronze Age, cargo, employment, information technology, pharmaceuticals, pier, port, public sector, retail, viaduct Have you visited many towns and cities on our island? Each place has its own unique features, including history, buildings, industry and things to do. Newry is a city in Co. Down, Northern Ireland. It is situated 8 km from the border with the Republic of Ireland.

From settlement to city

There have been settlements in Newry as far back as the Bronze Age. Archaeologists have found jewellery (such as cloak clasps) there dating from that period. Viking raids took place in Newry and farther north in Armagh from as early as AD 820.

DERRY

Belfast Lough LOCH NEAGH

CRAIGAVON

PORTADOWN ARMAGH

Newry Canal

NEWRY Ring of Gullion Cooley Mountains

BELFAST

Mourne Mountains Clanrye River Carlingford Lough

A Cistercian monastery was built close DUBLIN to the banks of the Clanrye River in the middle of the 12th century. The town of Newry began to grow from settlements around the monastery. On the banks of the river, a dock was built for use in transporting goods and people to and from the monastery by boat. Over time, this became the main pier and port for the town. Gradually, Newry developed as a market The Old Irish name for town and an army base. Newry was Iúr Cinn Trá, In 2002, Newry was named a city by Queen Elizabeth II, as part of her Golden Jubilee celebrations. In 2019, the population of the city was around 27,000.

meaning ‘the yew tree at the head of the strand’. It is said that St Patrick planted a yew tree here in the 5th century. The Modern Irish name is An tIúr.

Strand: Human environments Strand unit: People living and working in my local area; People living and working in a contrasting part of Ireland Key skills: Sense of space, sense of place, questioning, observing, using pictures, maps and globes, predicting, analysing

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Newry: A City Across theBorder

Natural features

Newry is located in a valley between two areas of outstanding natural beauty: the Mourne Mountains to the east and the Ring of Gullion to the south-west. The Cooley Mountains and Carlingford Lough are situated to the south-east. The Clanrye River runs through the centre of Newry and provides a natural border between the counties of Down and Armagh.

Mourne Mountains

Transport

The Newry Canal was opened in 1742 to link coalfields in Co. Tyrone to the Irish Sea. This helped to make Newry an important port. For many years, the canal was a hub of activity. Barges carried cargo to and from Portadown, and warehouses stored goods to be sent all over the country. Ring of Gullion

Once the railway opened in the 1850s, cargo could be carried by train. The canal was no longer used and it was closed to traffic in 1936. Part of the canal has been restored and you can walk or cycle the 32 km path along the canal from Newry to Portadown. Today, Newry is well connected to all areas of Northern Ireland and the Republic of Ireland. Craigmore Viaduct lies north of Newry. It is part of the Four main roads branch out from the city, Dublin-to-Belfast railway. It was built in 1852 to cross the Camlough River and is the tallest viaduct in Ireland. linking it to Belfast, the Irish border, Derry (via the coast), Craigavon and Armagh. Belfast Airport is only 75 km away, while Dublin Airport is 94 km away. It is also on the Dublin-to-Belfast train and bus routes.

Interesting buildings in Newry

St Patrick’s Church of Ireland, built in 1578, was possibly the first Protestant church in Ireland.

The New Cathedral, or the Cathedral of St Patrick and St Colman, was built by local architect Thomas Duff and opened in 1829.

Newry Town Hall was built in 1893 on a bridge over the Clanrye River and therefore sits on the border between two counties.

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Newry: A City Across theBorder

Employment

Newry has high levels of employment. This could be because it is the closest city in Northern Ireland to the border with the Republic of Ireland. This means that people can easily cross the border to work. Some people are employed in the public sector, including teachers, nurses, firefighters and police officers. Others are employed in pharmaceuticals, information technology and telecommunications. Newry is popular for shopping, so there are many jobs in retail. Jobs in tourism are also common, including tour operators and travel agents.

Recreational activities

There are many outdoor activities and historical sites for people to enjoy.

Cranfield Beach on Carlingford Lough is a popular seaside resort.

Slieve Gullion Forest Park contains a walled garden, themed trail and adventure playground.

Ballymacdermot Court Tomb is a Stone Age burial site.

At Killeavy, there are the remains of a monastery that was attacked by the Vikings.

Narrow Water Keep is a Norman tower house.

Annalong Cornmill is a restored mill that was built in the early 19th century.

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Interactive activity

Newry: A City Across theBorder

Have you ever fancied handling lobsters? Located at Kilkeel (not too far from Newry), Seascope is a marine laboratory that welcomes visitors! Here, lobsters are reared from eggs to young adults. You can hear all about this process and handle the lobsters, while also learning about fishing.

1 How do we know there have been people living in Newry since the Bronze Age? 2 What connection does St Patrick have to Newry? 3 List five natural features found in Newry or the surrounding area. 4 Why was the Newry Canal built? Why is it no longer used? 5 Name three outdoor activities that you can do in or around Newry. 6 What are your options if you want to travel to Belfast from Newry? 7 If you were asked for two reasons why someone should move to Newry, what would they be?

1 What are the top five things you most like about Newry? (Think about recreational facilities, natural beauty or interesting historical sites.) 2 Think, pair, share: What are the top five things you most like about your locality? Are there things that are similar to or different from Newry? If you had a choice, would you prefer to live in your locality or in Newry? 3 Group work: Using an atlas or Google maps, locate your locality and Newry. Choose one of the following investigations: A Find out if your locality is similar to or different from Newry in terms of being close to mountains, lakes, the mouth of a river, a port or a canal, being inland or on the coast, being on a railway route or near an airport. B Plan a route from your locality to Newry. How will you travel? Which counties, towns and villages will you travel through? Which rivers or mountain ranges will you pass along the way?

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Theme: Exploring UrbanLiving Interactive activity

27 CardinalDirections GEOGRAPHY

about cardinal directions to understand a compass rose how to follow directions, using a compass rose. cardinal directions, compass rose, mnemonic, peninsula Before smartphones and satellite navigation, people had to read maps and understand directions to know where they were going. Knowing their position in relation to north, south, east and west was the first step in using a map. Today, even though our devices can tell us where to go, all maps are still based on cardinal directions.

North Donegal

Mayo

East Dublin

West North

Cardinal directions West indicate north, south, east and South South west. A compass rose is used on a map to show direction. North is indicated at the top of the map, south is at the bottom, west is towards the left and east towards the right. Dublin is in the east of Ireland, Cork is in the south, Donegal is in the north and Mayo is in the west. Cork

Never Eat Soggy Waffles

Intermediate directions are the halfway points between the cardinal directions. They indicate north-east, south-east, south-west and north-west.

Malin Head and Mizen Head

East

North

North-west

West South-west

North-east

East South-east

Malin Head is the most northerly point of mainland South Ireland. It is located on the Inishowen Peninsula in Co. Donegal. The most southerly point is Brow Head in Co. Cork. However, people commonly refer to Mizen Head in Co. Cork as the most southerly point! The phrase ‘Mizen to Malin’ is used to mean the length of the country.

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Strand: Natural environments Strand unit: The local natural environment Key skills: Sense of space, sense of place, questioning, observing, using pictures, maps and globes, predicting, analysing

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Video

CardinalDirections

Many tourists visit the Mizen Head Signal Station and Visitor Centre every year and enjoy stunning views from its famous footbridge. The Mizen to Malin (‘MizMal’) route has become a popular cycling tour of Ireland, stretching 845 km. In 2014, Mike O’Shea became the first person to paramotor (paragliding using a motor) from Mizen Head to Malin Head. It took him 18 hours over three days, travelling at speeds of up to 90 km/hr, to cover 568 km. Footbridge at Mizen Head

Malin Head appears in Star Wars: The Last Jedi, released in 2017. The Lucasfilm crew originally came to shoot scenes on Skellig Michael, an island off Co. Kerry. They were so impressed with the Atlantic coast that they went on to film in Co. Donegal and Co. Clare too.

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List the four cardinal directions on a compass rose. What is a compass rose used for? List the four intermediate directions on a compass rose. What is commonly considered to be the most southerly point of mainland Ireland? 5 What is actually the most southerly point of mainland Ireland? 6 Why do people still refer to Mizen Head as the most southerly point on mainland Ireland, do you think? 7 Why was Mike O’Shea’s paramotor route from Mizen to Malin shorter than the route of the ‘MizMal’ cycling tour, do you think?

1 ‘Never Eat Soggy Waffles’ is a mnemonic. Make up another mnemonic for learning north, east, south and west. 2 Pair work: Using your classroom whiteboard as north, draw a map of the classroom, including a compass rose with the four cardinal directions in the corner of your map. Write a set of directions for your partner to get from their seat to the classroom door, teacher’s desk or a window. Ask your partner to follow the directions to see if they work! 3 Group work: Draw a map of your local village, town or area of the city. Label the important areas on the map. Include a compass rose with the four cardinal and four intermediate directions in the corner of your map. Starting from point A (such as your school), write a set of directions to get to point B (such as the local shop). Test out your directions, then hand them to another group to see if they work!

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Theme: Exploring UrbanLiving Slideshow video

28 Air Pollution SC I E N C E

about air pollution and how is it caused about the dangers of air pollution what we can do to help. acid rain, atmosphere, bronchitis, fossil fuels, global warming, non-renewable, ozone layer, particulates, respiratory, smog Air, like land and water, is part of the environment. Human beings and animals need oxygen from clean, safe air to survive and grow. As our cities get bigger and we use more energy and fuel, we need to protect the air from pollution.

The causes of air pollution

A coal-fired power station

Air contains particulates such as dust. Dangerous particulates, such as those from smoke and car fumes, make the air unclean and unsafe. Some causes of pollution include smoke from volcanoes and wildfires, but the biggest cause is the burning of fossil fuels.

Fossil fuels are non-renewable sources of energy. They include oil, natural gas, coal and peat. They can be used only once, because they take so long to form. We burn fossil fuels to run cars, buses and aeroplanes, to power factories and heat our homes.

The effects of air pollution

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Air pollution can be seen over large cities in the form of smog, which is a mixture of fog and smoke.

●

Air pollution can cause acid rain. This is polluted rain that harms living things.

●

The air that surrounds the Earth is called the atmosphere. Air pollution contributes to global warming. This is when the gases in the atmosphere build up causing heat to be trapped. The trapped heat causes the surface of the Earth to warm up.

Smog in Los Angeles, USA

Strand: Environmental awareness and care Strand units: Environmental awareness; Caring for the environment; Science in the environment Key skills: Questioning, observing, predicting, investigating and experimenting, analysing, sorting and classifying, recording and communicating

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Interactive activity

What does this mean for us?

Breathing in polluted air means that we have a higher risk of developing problems with our heart and lungs. The lungs can become inflamed, leading to coughing, wheezing and respiratory (breathing) diseases such as asthma and bronchitis.

How is air quality monitored?

Air Pollution

Did you know that trees help to clean the air? Their leaves absorb carbon dioxide from the air and release oxygen. Trees also filter polluted air by trapping particulates on their bark.

The EU sets air quality standards for its member countries to improve their air quality. In Ireland, the Environmental Protection Agency (EPA) monitors our air quality at 50 monitoring stations around the country. Air quality is measured according to the Air Quality Index for Health (AQIH). This index goes from 1 to 10, with 1 meaning good air quality, and 10 meaning very poor air quality. You can look up the AQIH for your region online. It is updated every hour. What we can do to help improve air quality ● Walk, cycle or scoot when taking short journeys. ●

Use public transport for longer journeys.

●

Plant trees.

●

Recycle and reuse items.

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What do humans and animals need oxygen for? How is air pollution caused? What is smog? What does the AQIH do? What four things can you do to improve our air quality? Why should people plant trees? Do you think air pollution is worse in cities than in the countryside? Why?

1 Make a list of words that you associate with air pollution. 2 Pair work: Do research online to find out all of the ways that trees can help the environment, including cleaning the air. 3 Group work: Design a poster with a slogan to teach your school community how they can help to improve the air quality around the school.

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Theme: Exploring UrbanLiving Interactive activity

SC I E N C E

29 Sustainability inUrbanAreas how urban buildings can be more sustainable what the role of an engineer is how to use the engineering design process. atrium, cellulose, energy efficient, engineer, roof garden, steel, sustainable Urban areas are towns or cities. Many homes, big factories and office buildings are located in and around urban areas. People might live there to be close to their place of work. Urban areas have a big impact on the environment, so we need to make sure they are built using sustainable ideas, materials and technologies.

A sustainable building Solar panels on the rooftop absorb energy from sunlight, which is converted into electricity for the building. Glass is a common material used on the outside of large buildings. Special glass panes can absorb sunlight in winter and repel it in summer. This creates an ideal temperature and reduces the need for heating and air conditioning. Blinds can be put on windows in summer to prevent too much sunlight from getting in.

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Roof gardens are installed to help insects and plant life to thrive. Rainwater is collected in large containers on the roof and under gutters. This water is used for flushing toilets in the building. An atrium, or large open space in the centre of the building, allows natural light in and forms a link between indoors and outdoors. Materials such as wool, old clothing or cellulose made from recycled newspaper can be used as insulation.

Strand: Materials; Environmental awareness and care Strand units: Properties and characteristics of materials; Environmental awareness; Science and the environment Key skills: Questioning, observing, predicting, analysing, sorting and classifying, investigating and experimenting, estimating and measuring, recording and communicating, exploring, planning, making, evaluating

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Powerpoint

Sustainability inUrbanAreas

Sustainability in Sweden

C A SE S T U DY

In Umeå, a city in the east of Sweden, only energy efficient buildings can be built. All of the city’s existing buildings are being upgraded to be energy efficient too. This includes adding solar panels and fitting monitors in homes and businesses. These allow people to monitor how much electricity or water they are using. There is also a law to ensure that everyone has access to green spaces and playgrounds near their homes.

Green spaces

Access to green spaces is important for people’s wellbeing. In urban areas, there is often limited access to green spaces. Many countries are now trying to limit building in green spaces.

Urban materials

In groups, examine the materials used as surfaces in these urban playgrounds. Why, do you think, were these different materials chosen? Hint: think about the properties of the materials, such as flexibility, absorbency, durability, strength and softness.

Sand

Wood chips

Rubber flooring

Engineers

Engineers solve problems. They are designers, creators, mathematicians and scientists all in one. Some engineers build buildings and must decide what materials to use. For example, an engineer in Florida must choose building materials that are hurricane-proof, because of the risk of hurricanes. They may also think about how to make a building more sustainable.

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Sustainability inUrbanAreas

Engineers use a process called the ‘engineering design process’ to come up with a solution to a problem. This process helps the engineers to brainstorm different ideas and see if they will work. 2

Imagine Come up with ideas to solve the problem. Choose a solution.

Ask

What’s the problem? Identify why the problem exists.

Create Make it. Try it out.

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Plan

The engineering design process 4

Draw it. Make a list of materials needed.

Improve Are there any ways to make the design better?

What is an urban area? Why do urban areas have a higher population than countryside areas? Name three features of a sustainable building. Name three sustainable building practices in the Swedish city of Umeå. What is an engineer? Describe the engineering design process. Why is access to green spaces important for the wellbeing of residents in urban areas, do you think?

1 List five materials that you see in your town or an urban area near your home or school. What are each of these materials used for? Why do you think they are used? 2 Think, pair, share: Identify three advantages of having green spaces in urban areas. Think about examples of green spaces in Irish towns and cities and how they are used. 3 Group work: Let’s be engineers! Use your worksheet and the engineering design process to design an item for your school playground. The materials used will represent the materials you would need to make your item in real life. For example, you might use straws to represent steel rods.

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Theme: Exploring UrbanLiving Animation

how people lived and worked in medieval times about the Black Death to investigate and record evidence of medieval times in Ireland. chandler, cooper, fairs, plague, pillory, sewage, stocks, tailor, tanner, town crier, weaver

HI STORY

30 LifeinMedievalIrishTowns

Medieval times, also known as the Middle Ages, began in Ireland after the arrival of the Vikings in AD 795 and continued until around 1500. The remains of many medieval castles and walled towns can still be seen today.

Westgate Tower, Wexford Town

Fethard Town Walls, Co. Tipperary

King John’s Castle, Carlingford, Co. Louth

Homes

After the arrival of the Normans in Ireland in 1169, more Irish people began living in small towns. The towns were surrounded by high walls with at least one gate that was locked at sunset to protect the townspeople. Houses had a thatched roof and only one room with a fire inside. The room was quite smoky from the fire. The beds were just straw on the floor with animal skins for warmth. Fire was a constant worry, because it could spread quickly through the town. There was no sewage system and rubbish was thrown in the streets. People seldom bathed or washed their clothing. The smell was quite bad! People living in the countryside had small farms and grew crops such as barley, wheat and oats. They kept a small number of animals, such as hens for eggs and cows for milk. Houses in the countryside were similar to houses in towns, except the animals sometimes slept inside! Strand: Life, society, work and culture in the past Strand unit: Life in medieval towns and countryside in Ireland and Europe Key skills: Time and chronology, using evidence, synthesis and communication, empathy, change and continuity

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LifeinMedievalIrishTowns

Medieval town trades

Many people who lived in medieval towns worked at a trade or craft. Tradespeople included fishmongers, butchers, bakers, goldsmiths and tailors.

A cooper made wooden barrels. These were used to store and transport goods such as food and drink. Coopers also made things such as buckets.

A tanner made leather, using the skin of animals. The leather was used to make saddles, bags, shoes, harnesses and other everyday items.

A weaver made fabrics. Weaving was a method of threading wool, silk, cotton or linen together, using a machine called a loom, in order to make fabric.

Religion

A chandler made candles, using beeswax or the fat of cows and sheep.

A tailor made clothing, using fabric such as wool or linen cloth. He could also alter people’s clothing to fit them better.

Christ Church Cathedral in Dublin was founded in AD 1030. Medieval people in Ireland were Christian and worshipped a single god and the saints. They attended mass on Sunday and holy days, and followed strict rules. Any person who was deemed to be a Christ Church Cathedral sinner was punished in the town square in front of the townspeople. They were often placed in stocks or a pillory, so that the public could shout or throw things at them.

News and entertainment

Stocks and pillory

Music and storytelling were very popular. Fairs were regularly held, where people came to dance, sing, watch short plays and trade animals. Craftspeople also sold their goods there. Sports and games such as handball and draughts were popular. Children enjoyed games such as blind man’s bluff.

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LifeinMedievalIrishTowns

Town events or news were announced by a town crier. He stood in the town square, ringing a bell to get people’s attention. In 1440 the printing press was invented by Johannes Gutenberg in Germany. Books, posters and papers were printed in large numbers so people were able to learn more about religion, news and politics.

The Black Death

Bubonic plague, known as the Black Death, arrived in Europe in 1347. Historians believe that the disease was spread by rats arriving on ships from around the world. People caught it after being bitten by fleas from the rats. Symptoms included red patches on the body and black spots under arms and on the neck. There was no cure and people died within days of contracting the plague. It spread quickly through medieval towns, because people lived close together and everywhere was dirty. People kept herbs and flowers in their pockets to protect them. It is thought that about one in every three people in Europe died from the plague.

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When did greater numbers of Irish people start living together in towns? What caused the bad smells in the towns? How did people in medieval times entertain themselves? What was the Black Death? What were the symptoms of the Black Death? Why did people in towns live in fear of fire? Give two reasons. Name three reasons why country people might travel to the town.

1 ‘Life in medieval times was more difficult than life today.’ Do you agree with this statement? Give reasons for your answer. 2 Pair work: Create a timeline of medieval events, using the dates included in the text (for example, dates for the start and end of the Middle Ages, the Black Death, the printing press, Christ Church Cathedral). 3 Group work: Research a medieval town in Ireland. What was life like in that town? What evidence is there to prove that it was a medieval town. Present your work to your class. Revision quiz

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Theme: Understanding Movement Poster

Artwork Video

31 How My Body Moves SC I E N C E

how our skeleton supports our body how our bones, muscles and joints work together to allow us to move how to take care of our muscles and bones. ball-and-socket joint, contract, femur, hinge joint, joint, muscle, pivot joint, skeleton, spine, support, tendon, vertebrae, X-ray We sit, stand, blink, chew, pick things up, walk and perhaps jump many times each day. We usually do these things without thinking. Have you ever wondered what allows you to move the different parts of your body?

Our skeleton

Our skeleton is made up of bones that act as support for our body. Without our skeleton, we would be like a jellyfish! A baby is born with 300 bones. These are softer than adult bones. As the baby grows, some bones fuse together. An adult skeleton is made up of 206 bones. Each bone has a function. Some protect organs. Others help us to move by supporting our muscles. The skull protects the brain. The clavicle is the collarbone. The hands, wrists and fingers have a total of 54 bones. These are the parts of the body with the most bones. The femur, or thigh bone, is the longest and strongest bone in the body. It supports the upper body. Bones contain calcium. They are hard and smooth. Inside them is a soft, jelly-like substance called bone marrow.

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The stapes bone in the ear is the smallest bone in the body. The ribcage protects the lungs. The spine helps you to twist and bend, and holds the body upright. It is made of 33 small bones called vertebrae. These protect the spinal cord, which sends messages to and from the brain. The tibia is the shin bone.

Strand: Living things Strand unit: Human life Key skills: Questioning, observing, predicting, analysing, sorting and classifying, investigating and experimenting, estimating and measuring, recording and communicating

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How My Body Moves

Let’s explore how our spine moves and what makes our back flexible. Equipment: pipe cleaner, straw, scissors Action: ● Thread the pipe cleaner through the straw. Gently try to bend the pipe cleaner. Does it bend? What do you notice? ● Take the pipe cleaner out of the straw and cut the straw into 2 cm pieces. ● Thread the pipe cleaner through the small pieces of straw. ● Now gently bend the pipe cleaner. Why does it bend now? What does each small piece of straw represent? Discuss your findings with the class.

Joints

Our bones are connected at joints. Without them, movement would be impossible. There are different joints for different types of movement.

A pivot joint allows a rotating or twisting movement. You can move your head from side to side and up and down because of the pivot joint in your neck.

A ball-and-socket joint provides the greatest amount of movement. This is where the rounded end of one bone fits into the hollow end of another bone. The shoulders and hips are ball-and-socket joints. They allow the arms and legs to move forwards and backwards.

A hinge joint allows movement in one direction only. Bend your fingers. The hinge joint at each knuckle allows the fingers to bend inwards only, towards the palm (not backwards or from side to side). The knees and elbows are also hinge joints.

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How My Body Moves

Muscles

All body movement is controlled by our muscles. They are made up of strong, elastic tissue. They contract and relax, working in pairs to move body parts back and forth. Make as many silly faces as you can. You are using your facial muscles. The strongest muscle in the body is in the jaw and is used for chewing.

The biceps (upper arm) and triceps (underside of upper arm) muscles work together to bend the arm at the elbow. Place your hand on your upper arm. Straighten your arm out and then bend it. Can you feel the biceps as it contracts and relaxes? Try it with your hand on hamstring your triceps. contracts

quadriceps relaxes

biceps contracts

triceps relaxes

The quadriceps (front of thigh) and hamstring (back of thigh) muscles work together to bend the leg at the knee. Place your hand on the quadriceps. Straighten your leg and then bend it. Can you feel it as it contracts and relaxes? Try it with your hand on your hamstring.

Strong tissues called tendons connect muscles to bones. In groups, let’s explore how our tendons help to move our fingers.

It takes 17 muscles to smile but 43 to frown, so keep smiling!

Equipment: wool, card, scissors, pencil, sticky tape, straws Action: ● Trace around your hand on a piece of card and then cut out the hand shape. ● Cut four pieces of straw for each finger, three for the thumb. ● Stick the pieces of straw onto the hand cut-out with sticky tape. ● Cut five lengths of wool. ● Thread a length of wool through the pieces of straw for each finger and the thumb. Secure the wool with sticky tape at each fingertip. ● Pull the lengths of wool and watch what happens. ● Write what happens in your copy. What does each element of the experiment represent? For example, the lengths of wool, and when your hand pulls the wool?

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Interactive activity

How My Body Moves

Taking care of our bones and muscles

Wearing protective gear, such as a helmet when cycling, and knee and elbow pads when skating or skateboarding, helps to protect our bones and muscles from injury. If a bone gets broken, the body can repair it. To find out if it is broken, an X-ray is taken. This is a special photograph that allows a An X-ray of an arm showing a broken bone doctor to see the bones inside the body. The doctor may apply a splint or a cast to keep a broken bone in the correct position for successful repair. Drinking milk is great for our bones, because it contains calcium to keep them strong. Eating a balanced diet and exercising helps to keep our muscles strong and healthy.

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Why do we need a skeleton? How do our bones change from birth to adulthood? What type of joint allows you to move your head from side to side? Describe how your biceps and triceps work to bend your arm at the elbow. Name three ways we can take care of our muscles and bones. What happens if we break a bone? Which two types of joints do you use when you raise your hand in the air? (Hint: you need movement in your elbow and shoulder.)

1 Name three types of joints and give an example of where each is found in the body. 2 Think, pair, share: Complete the ‘What if’ questions below in your copy. ● What would happen if humans did not have bones? ● What would happen to the heart, lungs and brain without bones? ● If you did not have muscles, would you be able to move? Why or why not? 3 Group work: Do research online to find out who invented the X-ray machine. How did it work? Who was the first person to be X-rayed?

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Theme: Understanding Movement Powerpoint

GEOGRAPHY

32 Our Changing Communities to identify the different communities in my local area how our communities are changing with migration in Ireland about commuter towns and commuting to work. community, commute, diverse, fundraise, interests, migrant, refugee, socialise Communities are formed by people. Sometimes people have to move to a different locality or another country because of their work or for other reasons. The movement of people is what allows communities to grow and change.

What is a community?

A community is a group of people living or working together. People who share the same interests form groups or clubs in the community. People in a community might come together to help others in crisis, set up fun activities, share skills such as gardening, or visit the sick and elderly.

Communities in our area

A sports club is often at the heart of a community. This may be a GAA, rugby, soccer or tennis club, or any other sport. The sports community comes together to train, organise matches, support the local team or player, and fundraise. Many people socialise at sporting events. A school community works for the benefit of everyone in the school. For example, children work together in lessons and in competitions. The caretaker looks after the school. The secretary helps the principal, teachers and students. The teachers work hard to educate the children. The Tidy Towns competition can bring a town community together. The residents of a village or town work as a team to keep their area clean.

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Strand: Human environments Strand unit: People living and working in my local area; People living and working in a contrasting part of Ireland Key skills: A sense of place, questioning, observing, analysing, recording and communicating

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Our Changing Communities

How people in a community work together

C A SE S T U DY

Brian’s parents had a special car to accommodate his wheelchair. One night, the car was stolen, with the wheelchair inside it. Brian’s parents were able to claim money for the car, using their insurance. However, they needed more money to buy a new wheelchair. When the community heard about this, they fundraised by holding bake sales, a charity run and a fashion show with clothing from local shops. Thanks to their efforts, Brian was able to buy a new wheelchair, and in his favourite colour too!

Migrant communities

Ireland is made up of diverse communities and nationalities. People from other countries come here for a variety of reasons. They are known as migrants. Some might move to Ireland because of job opportunities. Others were forced to flee their home country due to war, famine, persecution or a natural disaster.

Hi, my name is Amira and I am ten years old. I live in Dublin with m y parents and tw o sisters. We are refugees from S yria. We had to leave because of the war. It was no lo nger safe for us. I lik e living in Irelan d. I have lots of friends in school and I me et my Syrian friends w hen I attend Mo sque. I miss Syria and hope to visit wh en the fighting is o ver.

d I am nine n a id v a D e is Hi, my nam h my mum it w k ic r e m live in Lim family is fro years old. I y M . s r e h t o er br and two old orn in Nigeria, but my as b y mother M . d Nigeria. I w n la e Ir ore re born in ere were m h brothers we t e s u a c e land b as a nurse s k came to Ire r o w e h here. S ily in Nigeria m fa jobs for her y m it me. I vis me. in a care ho r, but Ireland is my ho e every summ International Migrants Day is celebrated on 18 December each year. On this day, the Irish government recognises the important role that migrants play in Irish society.

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Our Changing Communities

Commuting

Many towns in Ireland that are close to major cities such as Dublin or Cork are known as commuter towns. This is because the people who live there commute, or travel to work in the city, by car, train or bus. In large urban areas, homes are very expensive to rent or buy. Lots of people work in these areas, so the demand for housing is high.

Audio story

l and I live in d e h c a R is e Hi, my nam h with my husband an Co. Meat e in Dublin. ic ff Dunboyne, o n a in nd n. I work e at 7 am a h c è r two childre c e h t hildren to 0 am. In the I drop my c .3 7 t a k r o in to w e and take the tra the 5.15 pm train hom , ake ys are tiring a d k e evening, I t e w y t children. M re is a grea e h T . e n pick up my y o b ving in Dun g a house in y u b , o but I love li ls A spirit here. y it n u r than in e m p m a o e c h c h c e was mu in Dunboyn Dublin City.

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What is a community? Name three ways communities come together. What is fundraising? How does the Tidy Towns competition benefit communities? Why do some people come to Ireland as refugees? Imagine you live in a commuter town. Give three reasons why commuting would be difficult for your family. 7 Imagine you live in a commuter town. Give three reasons why commuting would benefit your family.

1 List three facilities available to your community. For example, do you have a sports ground, a community centre, shops, a cinema? 2 Think, pair, share: Think about and list facilities that are missing for your community, for example a large playground, a cinema, a skatepark. Why would these facilities be good for your community? 3 Group work: Do online research or carry out interviews to find out what community groups are active in your area and what facilities are available. Fill in your worksheet and present your findings to your class.

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Theme: Understanding Movement Slideshow video

to identify different forms of transport what factors impact our choice of transport how transport can impact the environment. climate change, emissions, factor, goods, greenhouse effect, mode, network

GEOGRAPHY

33 Transport

Nowadays, people can easily travel around the country and the world. Much of the food we eat and the things we buy are grown or made in other countries. Have you ever stopped to think about all of the forms of transport involved in getting them here?

Modes of transport

Vehicles are grouped into one of three modes of transport: air transport, water transport or land transport (roads and railways). A mode of transport is simply a way of transporting people or goods.

Air transport

Water transport

Land transport

Vehicles for different purposes Work Some vehicles are used solely for work purposes. For example, fire engines are used by firefighters. Ambulances are used by paramedics. Diggers, cranes and lorries are used by construction workers. Can you think of any more vehicles that are designed for specific types of work? Cargo Other vehicles are designed to carry goods or animals from place to place. Goods produced in Ireland are transported within Ireland by lorry or cargo train. Goods produced outside of Ireland arrive here either by ship or by aeroplane. Can you think of any goods that arrive here by ship or aeroplane? Strand: Human environments Strand unit: People living and working in my local area; People living and working in a contrasting part of Ireland Key skills: Using pictures, maps and globes, questioning, analysing, recording and communicating

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Transport

Public transport Buses, trains and trams are the most common forms of public transport in Ireland. Small ferries also operate daily between our islands and the mainland. Aeroplanes and large car ferries are also considered to be public transport, but most people do not use them daily.

Choosing a form of transport

It is important to choose the right form of transport for your journey. Your choice will depend on distance, availability and cost. If you are travelling within your local area, you could walk, scoot, cycle, get a lift in a car or use public transport. If you are travelling a longer distance, your choices are limited to a car or public transport. For journeys outside of Ireland, you have to travel by boat or aeroplane. There are usually more transport choices available in urban areas than in rural areas. The cities of Cork, Galway and Limerick have a choice of local buses and intercity trains, as well as access to the main motorways. Dublin has intercity and DART commuter trains, the Luas tram system and a wide bus network run by Dublin Bus, as well as access to all of the main road networks.

Many towns and villages in rural areas are connected to major cities by the Irish Rail network or bus services operated by Bus Éireann or private companies. The School Transport Scheme operated by Bus Éireann provides transport for children who live far away from their school. However, in some rural areas, no public transport options are available. The cost of providing this service is often given as the main reason.

Transport and climate change

In Ireland, we rely too much on cars for transport. Most cars are run on petrol or diesel, which come from oil (a fossil fuel). Overuse of cars has been linked to climate change. Scientists agree that global warming is occurring due to the burning of large amounts of fossil fuels, which releases carbon dioxide and other harmful gases into the atmosphere. These gases create an invisible layer that keeps in heat from the sun, causing the planet to heat up. This is known as the greenhouse effect. It has caused extreme weather events around the world.

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Interactive activity

Transport

To help protect the environment, people may choose to drive electric cars, take public transport or cycle. Electric cars produce much lower emissions than cars with a petrol or diesel engine. Luas trams and intercity and DART trains are also run on electricity. The buses in Dublin and Cork are slowly being changed to run on electricity too, instead of diesel. Best of all, cycling is emissions-free!

In urban areas in Ireland, the post is often delivered by a postman on foot or bicycle. Years ago, before there were post boxes on the street, the postman (nicknamed the ‘bellman’) cycled around the streets ringing a bell to let people know he was there, in case they had letters to post!

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Name the three modes of transport and give an example of each. We use vehicles for many purposes. List three purposes. How can people in Dublin City get to school or work? How is the use of cars linked to climate change? Name three transport choices that help to protect the environment. Why is it important to pick the right mode of transport for your journey? If you lived in a rural village, 20 km from the nearest big town, what options might be available to you if you wanted to travel to Dublin City?

1 Imagine if there were no cars, trains or buses. How would you get to school or the shops, or visit your friends? How would it affect your family? 2 Think, pair, share: Your local council is running a competition to find the best slogan to promote cycling to school. Think of reasons why cycling is a better choice than getting a lift in a car. Come up with a catchy slogan for the competition. 3 Group work: Using a roughly drawn map of your area, create a school bus route for your group. Mark each group member’s home on the map. Who should be picked up first and last in the morning? How long do you estimate the route might take? Share your findings with the class.

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Theme: Understanding Movement Slideshow video

HI STORY

34 Up, Up andAway! about famous inventors and aviators in the history of flying about the development of the aeroplane how air travel affects the environment. altitude, ascend, aviator, commercial, descend, jetliner, launch, navigator, scientific method, solo Birds and many insects have wings that allow them to fly, but humans do not have wings. Our ability to fly is the result of the work of amazing inventors and engineers. Do you know how our relationship with flight has developed throughout history?

Human wings

One of the earliest stories of flight is an ancient Greek myth about Icarus and his father, Daedalus. They were held prisoners by King Minos on the island of Crete. To escape, Daedalus made sets of wings out of feathers and wax, which they used to fly away. Daedalus warned his son not to fly too close to the sun, but Icarus did not listen. He flew up high, where the heat of the sun melted the wax. He fell into the sea and drowned.

Ornithopter

Leonardo da Vinci was a famous artist and inventor who lived between 1452 and 1519. He Sketch of an ornithopter by Leonardo da Vinci was interested in flight throughout his life. He studied birds and how their wings worked. He designed, but never built, a machine known as an ornithopter to copy the flapping motion of birds’ wings.

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‘Ornith’ comes from the Greek word for bird.

Strand: Continuity and change over time Strand unit: Transport Key skills: Time and chronology, using evidence, change and continuity, cause and effect, synthesis and communication

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Interactive activity

Up, Up andAway

The first hot air balloon flight

In 1783, two French brothers named JosephMichel and Jacques-Étienne Montgolfier designed the first hot air balloon, using silk and paper. They understood that hot air rises, so they lit a small, controlled fire inside the balloon to make it ascend. As the balloon rose higher, it hit cooler, thinner air, which made it descend. The brothers realised that balloons could only fly at low altitude. The first balloon they launched had nobody onboard. Next, they experimented by putting live animals in the basket of the balloon to see if they would survive the altitude. Eventually, they trialled their balloon with human passengers. On 21 November 1783, the brothers flew the balloon in its first ascent without being tied to the ground by ropes. Its two passengers were a chemistry teacher and a military officer. It flew from the centre of Paris for a distance of around 9 km, which took 25 minutes.

An illustration of the first balloon flight from 1783

The first step towards developing aeroplanes was the invention of unpowered gliders. They did not have an engine, but had wings to catch the wind. In 1853, British engineer George Cayley built the first glider that could carry one person. Today, hang-gliders are still used for recreation.

The first aeroplane flight

The Wright Brothers

Wilbur Wright was born in 1867 and his brother Orville was born in 1871. They ran a bicycle shop, but were always interested in flight. They experimented with building flying machines. They followed the scientific method to investigate things that had worked for aviators in the past and rule out things that had not. They added a tail to their flying machine and gave it wings that could turn, to copy how a bird changes direction.

On 17 December 1903, they flew the first enginepowered aeroplane at Kitty Hawk, North Carolina in the USA. After several short flights, Wilbur flew it a distance of 259 m in 59 seconds. This was an amazing success. The flying machine was named the Wright Flyer. It can be now seen in an important science museum in the USA, named the Smithsonian National Air and Space Museum. The Wright Flyer

There is a memorial to the Wright brothers in Kitty Hawk, because they carried out many of their flight experiments there. The area is known for strong winds.

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Up, Up andAway

The first woman to fly solo across the Atlantic Ocean

In the early years of flying, many of the famous aviators were men. Amelia Earhart paved the way for women aviators. Born in the USA in 1897, she learned to fly an aeroplane when she was in her 20s. In 1927, Charles Lindbergh became the first man to fly solo non-stop across the Atlantic. In 1932, Amelia became Amelia Earhart the first woman to achieve this. She departed from Harbour Grace, Newfoundland in the USA and landed in a field in Culmore, Co. Derry. She made it in a record time of 14 hours and 56 minutes. She went on to take many more adventurous flights. She attempted to fly around the world in 1937 with a navigator, Fred Noonan. During the flight, her aeroplane went missing over the Pacific Ocean. Amelia, Fred and the aeroplane were never found.

Jetliners

Boeing 747

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In 1957, the Boeing 707 jetliner took flight. It was a commercial passenger aeroplane. Boeing made versions of this aircraft up until the late 1970s, containing between 100 and 200 passenger seats. In 1969, the Boeing 747 was launched. With 400 seats, this was the world’s first jumbo jet. Irish airline Aer Lingus uses the smaller Boeing 757 (177 seats) for flights between Ireland and North America.

In 2020, the world’s largest cargo aeroplane landed at Shannon Airport. The Antonov AN-225 was delivering personal protective equipment (PPE) for medical staff during the coronavirus response. This aeroplane is the height of a six-storey house and has 32 wheels. It was originally used in Russia to launch shuttles into space.

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Up, Up andAway

Environmental awareness

Aeroplanes have large engines that have to burn huge amounts of oil in order to fly. This is very bad for the environment. In 2019, the first fully electric commercial aeroplane was flown. This was a small seaplane in Canada. Many airlines are now looking into using electricity to power aeroplanes. Even though air travel is the fastest mode of transport between countries, there are often other ways to travel, including by train or ferry.

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What were Icarus’s wings made from? Name two things Leonardo da Vinci is famous for being. Who invented the hot air balloon? What happened on 21 November 1783? Why is Amelia Earhart famous? Do you think the Wright Flyer was an important invention? Why? One form of public transport is very harmful to the environment. What is it and why is it harmful?

1 Name three different types of aircraft. What are they used for? List three different ways that air travel is used. 2 Think, pair, share: Throughout history, many people have tried to build their own flying machines, which could be dangerous. Make a list of four positives and four negatives of building these machines. 3 Group work: The Wright brothers travelled to Europe in 1908 to advertise their aeroplane to investors. Imagine that you are Wilbur Wright. Design a poster advertising the Wright Flyer and write a script telling investors why it is worth buying. Present the poster and script to the class.

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Theme: Understanding Movement Artwork Video

HI STORY

35 IsambardKingdomBrunel who Isambard Kingdom Brunel was and why he is famous about his most exciting engineering projects how his work contributed to the development of transport. apprentice, hull, portable, prefabricated, telegraph, viaduct In order to travel by vehicle, we need roads, railways and bridges, all of which have been designed by engineers. Isambard Kingdom Brunel was one of the greatest engineers in history.

Early years

Isambard Kingdom Brunel (1806–1859) was born near Portsmouth, England. His father was a French engineer. Isambard studied mathematics and engineering in order to Isambard Kingdom Brunel follow in his father’s footsteps. In 1822, he began working with his father as an apprentice engineer. They worked on the construction of a new tunnel in London that would allow horse-drawn carriages and, later, trains to travel below the River Thames. Isambard gained a lot valuable experience, even though he almost drowned when the tunnel flooded in 1828.

Railways

In 1833, Isambard became chief engineer for the Great Western Railway and set about constructing a new line running between Bristol and London. He was responsible for designing bridges, tunnels and viaducts to allow trains to pass through hills and valleys, and above or below water. His first challenge was to build the Wharncliffe Viaduct. The viaduct is still in use today. Another challenge on the line was the Box Tunnel. Measuring 3.2 km long, it took six years to build. The Wharncliffe Viaduct

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Strand: Story Strand unit: Stories from the lives of people in the past Key skills: Time and chronology, using evidence, change and continuity, cause and effect, synthesis and communication

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Interactive activity

IsambardKingdomBrunel

Shipbuilding

Isambard designed only three ships, but each broke records for speed, strength and size. His first ship, the SS Great Western, was the largest steamship of its time. It was operated by a paddle wheel. In 1838, it sailed from London to New York, setting a record 13 days. In 1843, his SS Great Eastern second ship, the SS Great Britain, was even larger and faster. It was built of iron, whereas most other ships were built of wood. His third ship was the SS Great Eastern. This had a double iron hull that made it more waterproof. It was so big, however, that it was never full of cargo, so was not a commercial success. It was used to lay electric cable across the Atlantic Ocean for the new telegraph system.

A hospital for Florence Nightingale

In 1855, Isambard was asked to design a hospital that could be prefabricated and built anywhere by unskilled workers (like flat-pack furniture). Florence Nightingale had written a Renkioi Hospital, Turkey, 1855 letter to parliament, asking for help in improving conditions for treating injured soldiers in Crimea during the war. Isambard designed set of structures made of wood and canvas that were easily assembled and portable. This was called the Renkioi Hospital. 1 2 3 4

The Renkioi

Why was a tunnel built below the River Thames? Hospital design allowed for What happened to Isambard in 1828? such major What was his first project for the Great Western Railway? improvements in hygiene that the What design choice made the SS Great Britain different number of patient to most ships at the time? deaths dropped 5 Name two materials the Renkioi Hospital was built from. from 42% to just .55%. 3 6 What was the advantage of having a prefabricated, portable hospital during a war, do you think? 7 How do you imagine the Renkioi Hospital design might have allowed for major improvements in hygiene?

1 Think of ten ways in which engineering helps you in your daily life. 2 Pair work: Do research online to find out the ways in which people travelled long distances before the invention of the railway. Create a presentation to share your findings with the class. 3 Group work: The Hungerford Bridge, the Royal Albert Bridge, the Clifton Suspension Bridge and London Paddington station were all designed by Brunel. Choose one to research online and create an illustrated fact file.

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Theme: Understanding Movement

36 Bicycles SC I E N C E

about the different parts of a bicycle and how they work what kinetic energy is and how it makes a bicycle move why cycling is good for us and the environment. alloy, convert, force, kinetic energy, potential energy, spokes A bicycle is a vehicle with two wheels. Have you noticed that riding a bicycle is faster than running, but you do not get as tired? The mechanics of a bicycle transfers your energy from your legs to the bicycle, and increases the force of your pedalling. This means that you can move faster using less energy!

Parts of a bicycle Crossbar: the top bar of the frame Saddle: the seat Pedal: allows the rider to push to make the bicycle go faster

Brake lever: allows the rider to apply the brakes

Gears: system of cogs, along which the chain moves. Gears determine how fast you have to pedal Chain: connects the pedals to the back wheel Tyre: rubber cover thats surrounds the wheels. Rubber does not wear down easily and provides a good grip on the road, even when it is wet. The tyre is pumped full of air to make it hard.

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Handlebars: allow the rider to steer

Frame: the body of the bicycle, made of tubes of steel or a lighter alloy. Its triangular shape makes it strong.

Brakes: pads that create friction on the front and back wheels to slow down the bicycle Spokes: rods that connect the wheel hub (centre) to the rim (outer wheel), spreading weight evenly throughout the wheel

Strand: Environmental awareness and care Strand unit: Science and the environment Key skills: Questioning, observing, predicting, investigating and experimenting, estimating and measuring, recording and communicating

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Video

Bicycles

What powers a bicycle?

A bicycle is powered by kinetic energy from your body. This is the energy of movement. The energy used up by your muscles while pedalling is converted into the kinetic energy of the bicycle’s movement. Sometimes a bicycle does not need energy from your body to move, for example when going down a hill. Look at the picture. When Joe cycles up the hill, the kinetic energy from his pedalling powers the bicycle. While the bicycle remains at the top of the hill, it has potential energy from being up high. As the bicycle rolls down the hill, the potential energy from being up high is converted into kinetic energy.

Advantages of bicycles

Choosing to ride a bicycle instead of driving a car is very good for the environment. Bicycles do not burn fuel, so do not cause air pollution. In the Netherlands, bicycles are more common than cars. Cycling is also a fantastic form of exercise, which is good news for our bodies, including our heart and lungs. A bicycle is quite cheap to maintain; you do not have to pay for fuel to make it move, or tax or insurance!

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Cyclists in Amsterdam, The Netherlands

The Netherlands has a population of 17 million… and 23 million bicycles! Up to 70% of journeys in the cities of the Hague and Amsterdam are taken by bicycle.

What is a bicycle? How does a person make a bicycle move? What part of a bicycle do you use to steer the direction of the bicycle? What is a bicycle frame made of? Name two advantages of riding a bicycle. Do you think bicycles are better for the environment than cars? Why? Should we have more cycle lanes in Ireland? Why?

1 List as many types of vehicle as you can and count how many of them use wheels. 2 Pair work: Draw a map of your school. Add features to make it more bicycle-friendly, such as bicycle lanes at the entrance or more bicycle racks. 3 Group work: Discuss possible reasons to explain why so many people in the Netherlands choose to cycle. Then do research online to find out if you were right. Revision quiz

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Mountains, Lakes andRivers of Ireland Peak Coastline Peak River Coastline Lake River Lake+ 1000m

R. Bann

R. F oyl e

R. Foyle

Sperrin Mts

100-200m 200-500m 0-100m 100-200m

Mullaghmore

Blue Stack Mts Lough Derg 0-100m Height above sea level in metres Lough Lower Derg Height above sea level in metres Lough Erne Lower Dartry Mts Lough Erne Upper Lough Erne Upper Knockalongy Lough Nephin Beg Lough Erne Lough Knockalongy Allen Nephin Beg Conn

Clare lar

C R.

Lough Ree

Lough Derg

Galtymore

R. ale De

Slieve Mish Mts

Knockmealdown Galtymore Knockmealdown

h Mts Slieve Mis

Mts r Carrauntoohill ateNagles R. Blackw Lakes of art g Killarneyg Boggeragh Nagles Mts a Macgillycuddy’s Mts as ts Carrauntoohill Reeks n Musheramore t y rr M gar De asag R. Lee s Mt ha Ca

n s rry Mt De

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yn R. Bo

IRISH SEA IRISH SEA

R. Bando

R. Suir

Lugnaquilla Mtn

ey lan R. S

r re. No No R

es Silvermin Mts

Silvermines Mts

R. F eal e Mullaghareirk

Mts

Slieve Donard

Mt s

Slieve Callan

Brandon Mtn

Mourne Mts Slieve Donard

Lough Owel

a sn ro B a R. sn

aga

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ey Poulaphouca . Liff ro Bog of Allen R n Reservoir B R. no an n h S Slieve Wicklow Mts no R. Aughty an h Sl Slieve Bloom Mts Lough S AuMts R. Derg gh ieve Lugnaquilla Mtn ty

Slieve Callan

Brandon Mnt

r ate kw

Bla

R. Barr. oBwarrow

Lough R. Mask Lough Corrib

Lough Sheelin

Lough Ree

ATLANTIC OCEAN ATLANTIC OCEAN

Lough Carra

Antrim

Lough Neagh

Lough Sheelin u R. SuRc.kS

Croagh Patrick Maumturk The Mts The Twelve Twelve Pins Pins

Plains oy .M Rof Mayo

Trostan Mts of

Lough Neagh

Lough Allen

Nephin Nephin Beg Range

Croag Patrick

nn R. Ba

Derryveagh Mts Errigal Mtn

500-1000m 1000m + 200-500m 500-1000m

Blackstairs Mts Blackstairs Mts

R. Suir Comeragh Mts

h Comerag Mts

0km 0km

50km 50km

100km 100km

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Counties of Ireland

County Town Capital City Coastline Country boundary Province boundary County boundary

Derry

ANTRIM

DERRY

Lifford DONEGAL Omagh

TYRONE

BELFAST

ULSTER

Downpatrick

Armagh Sligo LEITRIM

FERMANAGH

DOWN

ARMAGH MONAGHAN

SLIGO

CAVAN

MAYO

Carrick -onShannon

LONGFORD

Roscommon

CONNACHT

Dundalk

Cavan

LOUTH

ROSCOMMON

Castlebar

Monaghan

MEATH

Longford

Navan

WESTMEATH

Swords

Mullingar

Dublin

GALWAY Galway OFFALY

LAOIS

WICKLOW

LEINSTER

Thurles Limerick LIMERICK

TIPPERARY

Kilkenny

MUNSTER

CARLOW

KILKENNY WEXFORD

Clonmel

KERRY

Wicklow

Carlow

Ennis

Tralee

Dún Laoghaire

Naas Portlaoise

CLARE

DUBLIN

KILDARE

Tullamore

Wexford

WATERFORD Dungarvan

CORK Cork

0km

50km

100km

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Theme: ChangeinMy Locality Poster

Mapping Zone

GEOGRAPHY

37 My County how Ireland is divided into counties and provinces why counties are still important in Ireland today how to research the features of a county. border, coastline, county, inland, local authority, maritime, province, provincial Counties are geographical areas within a country. There are 32 counties on the island – 26 in the Republic of Ireland and 6 in Northern Ireland. Our county gives us a sense of identity and community, and we like to support our county sports teams.

ULSTER

Maritime counties have a coastline.

CONNACHT DERRY

DONEGAL

ANTRIM

TYRONE

F NG

MEATH

ATH TME

KI LD AR

WES

OFFALY

LEINSTER

LOW

TIPPERARY

CAR

Y NN KE KIL

LIMERICK

Louth is the smallest county.

WICKLOW

LAOIS CLARE

H UT LO

CAVAN RD

DUBL

DOWN

H AG M

ON MM

GALWAY

MUNSTER

CO ROS

MAYO

H AG

SLIGO

AG H

N MO

MA N

FER

WEXFORD

TER WA

KERRY CORK

Inland counties Cork is the largest county on the island.

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do not have a coastline. There are 11 inland counties.

Strand: Human environments Strand unit: County, regional and national centres Key skills: Using pictures, maps and globes, questioning, recording and communicating

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My County

Provinces

A long time ago, Ireland was divided into four provinces: Connacht, Leinster, Munster and Ulster. The county borders were set within these provinces. Munster is the largest province by area. Three of the counties in Ulster are in the Republic: Cavan, Donegal and Monaghan. The other six are in Northern Ireland: Antrim, Armagh, Derry, Down, Fermanagh and Tyrone.

A Leinster vs. Munter rugby match

The provinces are still relevant today, especially in sports such as hurling, football and rugby. There are provincial GAA hurling and football leagues, and each province has a rugby team.

County towns

Each county has an official county town. Here you usually find important buildings such as local authority offices, courts, a library, a Garda station, a hospital and shops. Some county towns are officially cities. Dublin is the largest city and is the capital city of Ireland.

Co. Kilkenny

FAC T F I L E Population: 99,232 (CSO, 2019) County town: Kilkenny City Settlement since: St Canice founded a Christian settlement here in the 6th century Nickname: The ‘Marble City’, due to the use of marble in many buildings here

Kilkenny City

COUNTY KILKENNY

A medieval street in Kilkenny City

Important buildings: Kilkenny Castle, St Canice’s Cathedral and Round Tower, Rothe House Important sites: Dunmore Caves, Jerpoint Abbey, Kells Monastery, Castlecomer Mines Kilkenny Castle

Dunmore Caves

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My County

Province: Leinster Coastline: None Rivers: Nore, Barrow, Suir, Dinin and Kings River Mountains: Booley Hills, Brandon Hill, Slieveardagh Hills Transport: Railway, bus and motorway

River Nore, Inistioge

Sports: Hurling, football GAA county colours: Black and amber Famous for: Medieval city of Kilkenny, hurling, Kilkenny marble Famous song: ‘The Rose of Mooncoin’ Car registration plates: KK

Kilkenny people have long been nicknamed ‘the Cats’. No one knows exactly why, but one old story tells of two wild cats that fought so viciously, all that remained at the end of the fight were their tails! Other stories refer to wild cats living in the Dunmore Caves. The phrase ‘Kilkenny cat’ is still used to describe someone who is a determined fighter.

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What makes some counties maritime counties? Which province has the fewest counties? Which counties are they? How many counties from Ulster form part of the Republic of Ireland? What function do county towns have? If you are called a ‘Kilkenny cat’, what does that mean? How do you think St Canice’s Cathedral in Kilkenny City got its name? Name three important features of your county.

1 Name three things that you like about your own area and say why. Is it an urban (town/city) area or a rural (country) area? 2 Think, pair, share: Can you name five similarities and five differences between your own county and Co. Kilkenny? 3 Group work: Using a map or Google maps, locate Co. Kilkenny and your own county. How do the two counties compare in terms of features such as mountains, lakes and coastline? Plan a route from where you live to Kilkenny City, avoiding the motorways. How will you travel? Which towns, villages and counties will you travel through? Which rivers and mountain ranges will you pass?

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Theme: ChangeinMy Locality Slideshow video

38 Appreciating My Locality SC I E N C E

to explore a local visitor attraction, such as the Japanese Gardens in Tully, Co. Kildare to identify the plants and features of a traditional Japanese garden to observe natural and man-made attractions our own local area. bonsai trees, heritage, horticulturist, millennium When we think of our local area, we usually think about the places we see every day. However, with a little bit of digging, we can find some exciting and surprising places to visit. For example, have you ever been to the Japanese Gardens at the Irish National Stud in Tully, Co. Kildare?

Features of a traditional Japanese garden

Evergreen trees

Stone lanterns or figures Bonsai trees

The Irish National Stud is the only stud farm in Ireland that is open to the public for tours. A stud farm is where racehorses are kept to be bred.

and I live in trip ie t a K is e m s Hi! My na nt on a clas e w I , k e e w Last h National is Ir e h t Co. Kildare. t a s lly ese Garden n a p Ja ? It was rea e e r h t e h t to n e e you ever b dens and r a g e h t Stud. Have f o r nt on a tou It was a bit . s ie p o c r u cool. We we o at we saw in e had to be careful h w d e d r o c re tw , er hunt, bu g n e v a nd animals c a s s a t n la like p e ldn’t rb any of th not to distu eir home and that wou th ject on the o r p because it’s y m t a a look be fair. Take next page!

Hills

Waterfalls Bridges

Streams Stones Strand: Environmental awareness and care Strand unit: Environmental awareness Key skills: Questioning, observing, analysing, recording and communicating

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Appreciating My Locality

My Project: The Japanese Gardens About the Japanese Gardens

Japanese art and gardens became very popular during the 19th and 20th centuries. Colonel William Hall Walker, a wealthy Scotsman, founded the stud farm in Tully, Co. Kildare. He hired horticulturist Tassa Eida and his son Minoru to design and lay out the gardens on his land between 1906 and 1910. These days, the Japanese Gardens get more than 120,000 visitors every year and are a heritage site.

Features

The Tea House

The gardens were designed to symbolise the journey of a human being through life. There are many different paths that you can take, including the rugged path and the easy path. One of my favourite parts was hopping across the stepping stones through the stream. Another was the bridge of life, which was bright and colourful.

The Tea House is in the middle of the gardens. We learned that tea was first brought to Japan from China in the 7th century, but did not become popular there until the 12th century. Traditional tea houses were wooden buildings with large, paper-covered windows and sliding doors. Customers sat on straw mats at low tables, and were served pots of matcha, a type of green tea.

use Inside a tea ho

Plants and trees

The gardens have many different types of plants, including ferns, evergreens and bonsai trees from Japan. We learned that bonsai is an old Japanese art form. It involves training a tree to grow in a certain direction, depending on how you want it to look. The trunk can be trained to grow straight, slanted to one side or twisted.

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Interactive activity

Appreciating My Locality

St Fiachra’s Garden is also on the grounds of the Irish National Stud. It was named after the patron saint of gardens and opened in 1999 to celebrate the millennium. Its design was inspired by the monasteries of the 6th and 7th centuries in Ireland. It shows the beauty of the Irish landscape, including waterfalls, rocks, streams and wetlands.

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Name five features of a Japanese garden. Where are the Japanese Gardens in Ireland and who designed them? What are the gardens meant to symbolise? Name two of the paths found in the gardens. Where does the bonsai tree come from? Design and label a map of a Japanese garden. Why, do you think, do so many visitors come to these gardens every year?

1 List three natural and three man-made attractions in your local area. How many of them have you visited? 2 Pair work: Research one natural and one man-made attraction in your local area. Find out about their history, who maintains them and what attracts people to them. For the man-made attraction, also research how long it has been there and who made it. 3 Group work: A large theme park is being built just down the road from your school, on a field that local schools use for sports. Design a poster showing the positives and negatives of having this theme park near your school. Think about things like jobs, traffic, litter and noise pollution.

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Theme: ChangeinMy Locality Slideshow video

Interactive activity

39 Protecting NaturalHabitats GEOGRAPHY

why it is important to protect natural habitats how to identify and observe the habitats in our locality about the threats to habitats and how to protect them. adapt, altitude, dominate, marsh, native, non-native, polar, saltwater A plant or animal’s habitat is its natural home. A plant or animal might be suited to the environment of a certain habitat, or it might adapt to it. If a habitat changes, its flora and fauna could disappear. To stop this from happening, it is important to protect natural habitats. There are seven main types of habitats. They can cover areas that range in size from small to very large.

Grasslands Areas with low rainfall, where few trees grow and grasses dominate.

Polar habitat An area close to the North Pole or South Pole, which gets a lot of snow and ice.

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Desert An area with very little or no rainfall, which can be very hot or very cold.

Mountain habitat An area of steep land at high altitude.

Forest An area mostly covered by trees, which provides ecosystems for a wide variety of flora and fauna.

Freshwater habitat A river, stream, lake, pond, glacier or wetlands. Wetlands are an area that is usually flooded by water, such as a marsh, swamp or bog.

Saltwater habitat An ocean or a sea. Oceans and seas cover almost 70% of the Earth’s surface.

Strand: Environmental awareness and care Strand unit: Caring for the environment Key skills: Questioning, estimating and measuring, observing, analysing, recording and communicating, investigating and experimenting

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Protecting NaturalHabitats

Threats to habitats

Pollution – water pollution, air pollution or litter ● Construction – the building of houses, shops, roads or playgrounds ● Climate change – wetter or drier summers or warmer winters ● Non-native species – these can invade the habitat of a native species.

●

Ideas for protecting habitats in your locality

1 Increase awareness of the threats to habitats. Design a poster telling your community about the dangers of pollution. 2 Add bird boxes to provide shelter for birds in winter and a place to nest in spring. Include bird boxes for small birds so that larger birds don’t dominate. 3 Leave an area of grass uncut so that wild flowers grow. 4 Recycle materials such as scraps of wood, bricks and pallets to create a ‘bug hotel’. Many insects prefer a cool, damp area, so placing it under a tree is ideal. 5 Plant native trees and flowers. (You will need to ask your principal or the local council for permission first.) 1 2 3 4 5 6

What is a habitat? Describe three different habitats in the world. Why do polar habitats not exist in Ireland? Name three threats to habitats. Name two ways of protecting habitats in your locality. What habitats do you have in your local area? How does pollution affect these habitats. 7 Make a list of ways that you might spread the message about protecting habitats beyond your school community.

1 Create a habitat map of your local area. List the flora and fauna found in the area you have mapped. 2 Pair work: Write a letter to a local councillor or TD outlining the threats to habitats in your area. Invite them to your school and present your habitat map findings to them in person. 3 Group work: Design a feature to help wildlife on the grounds of your school. It could be a bug hotel or a bird box. How will you construct it? What materials will you use? Where will you find them?

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Theme: ChangeinMy Locality Slideshow video

SC I E N C E

40 Non-nativeSpecies about non-native species and the damage they can do to identify some common non-native species in Ireland the importance of awareness of non-native species. biodiversity, colony, deplete, food chain, herbivore, invasive, mould, originate, ornamental, pollination, rodent Ecosystems often have a very delicate balance of flora and fauna living together. When a new species of plant or animal enters an ecosystem, it can lead to major problems.

The dangers of non-native species

The spread of non-native species is the second greatest threat to biodiversity, after the destruction of habitats. Biodiversity is the term used for the variety of life on Earth. This includes flora, fauna, fungi and bacteria. It is the shortened form of two words – ‘biological’, meaning life, and ‘diversity’, meaning variety. Living things are interconnected and dependent upon each other, as seen in food chains. A non-native species is a species of plant, animal, fungus or bacteria that is not native to an area. It can cause harm if introduced. Non-native species are also known as invasive species. Invasive species ‘invade’ the environment, causing harm to the native ecosystem. Native species

Year 1

leaf is eaten by a greenfly

2 ladybird is eaten by a spider

greenfly is eaten by a ladybird

spider is eaten by a bird Food chain

Year 5

Year 10

Non-native species

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Strand: Living things Strand unit: Plant and animal life Key skills: Questioning, observing, predicting, investigating and experimenting, analysing, sorting and classifying, recording and communicating

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Non-nativeSpecies

How do non-native species arrive in Ireland?

Human activities ● People travelling abroad may bring bacteria to Ireland on their return.

●

Gardeners have planted many invasive plants for ornamental purposes in their gardens and ponds.

●

Many non-native animals have been introduced by people moving here from another country.

●

Goods that are shipped here from other countries may include insects or small animals that can enter the ecosystem.

Nature ● Many plants and seeds are carried by the wind to new areas. ●

Birds can also bring invasive flora to a new area via seeds in their droppings.

Non-native species in Ireland Grey squirrel The grey squirrel originated in North America and was brought to Europe in the early 20th century. It was first introduced to Ireland at Castle Forbes, Co. Longford and quickly spread to the rest of the country. Its coat is grey during winter and Grey squirrel changes to a light brown in summer. It is the main threat to the smaller, endangered, native red squirrel, because it wins in the competition for food and habitat space. It can also carry a virus that is deadly to the red squirrel. The grey squirrel can damage the bark on trees and steal eggs from birds’ nests. Red squirrel Japanese knotweed Japanese knotweed arrived in Europe in the late 1840s. It was first planted in the West of Ireland as an ornamental garden plant. Bees love it, which made Victorian gardeners very happy. The problem is that its roots can stretch 2–3 m down into the soil and up to 7 m wide. They can damage roads, paths, waterways and the foundations of homes. This weed is so difficult to remove that specialist removers must be hired to get rid of it.

Japanese knotweed

If a piece of Japanese knotweed as small as 1 cm gets left behind after removal, it can restart growth of the weed and continue to destroy habitats.

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Non-nativeSpecies

Water primrose Water primrose, known for its yellow flowers, was introduced to Ireland as an ornamental pond plant. It can grow at a rapid rate and create a ‘mat’ on the water. It depletes (reduces) oxygen levels in the water, which can cause native fish and plants to die. It is removed by cutting it out and spraying chemicals to kill the roots and any other remaining parts. The seeds must be destroyed Water primrose in sealed bags. Coypu The coypu is a large rodent from South America that grows up to 1 m in length and has large, bright orange front teeth. It is semi-aquatic, meaning that it can live in or out of water. It is a herbivore and eats plants on riverbanks and farmers’ crops in fields. It digs its burrow into the riverbank, which can then become unstable. If the burrow collapses, it destroys the habitat of other animals. Coypus also destroy the nests of aquatic birds. It is thought that they were introduced to Ireland after escaping from a pet farm. They have been spotted in counties Cork, Limerick and Tipperary and removed by professionals. The public are encouraged to report any sightings. Coypu Asian hornet The Asian hornet is native to Southeast Asia. It is thought that it was introduced to Europe through goods transported from China in 2005. It was first spotted in France and spread to other countries in Europe, arriving in Ireland in early 2017. It preys on honeybees, wasps and other pollinators. A colony of Asian hornets can attack a beehive and destroy it within hours. This disrupts the pollination in that area. Asian hornet nests are destroyed by professionals.

Asian hornet

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Interactive activity

Non-nativeSpecies

Crayfish plague Ireland has one of the largest populations of endangered white-clawed crayfish in the world. Crayfish plague is a disease caused by a water mould (fungus) that infects crayfish. It can wipe out crayfish populations in river systems. It was first discovered in 1859 in Italy. Spread of the mould occurs when infected crayfish are transported to another country. To prevent its spread, fishermen and others who work on boats are encouraged to operate a ‘check, clean, dry’ system: ● First, they check their boat and equipment for any plant or animal life. ● Next, they clean all equipment thoroughly. ● Last, they leave all equipment and clothing to dry for 48 hours to ensure that all mould has been removed. White-clawed crayfish

1 1 2 3 4

Describe biodiversity. What is a non-native species? Why are non-native species also known as invasive species? List three non-native species in Ireland. Why were Japanese knotweed and water primrose originally introduced to Ireland? 5 What effect can Asian hornets have on pollination? 6 Describe the method used to help stop the spread of the crayfish plague.

1 List three human causes and two natural causes of the spread of non-native species. 2 Pair work: Create a campaign to educate people about non-native species. Give examples of non-natives species in Ireland and the damage they are doing to habitats. Include information on what to look out for and what to do if you spot a non-native species in your locality. How will you ensure people learn about your campaign? 3 Group work: Conduct a study using online resources or information from the local council to find out if there are any invasive species in your locality. Ask local gardeners if they have any information. Your habitat map from Chapter 39 could be reused for this study.

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Theme: ChangeinMy Locality Powerpoint

41 LocalStudies HI STORY

why it is important to explore the historical sites in our local area about the history of Newbridge House and Farm what the estate and farm are used for today. cobbled, courtyard, dairy, drawing room, estate, forge, Georgian, hatchery, labourer, plasterwork Old buildings can tell us a lot about the past. Newbridge House in Co. Dublin is an example of an old estate on which many local people were employed.

My Project on Newbridge House and Farm Hi! My name is Danny and I live in Donabate, Co. Dublin . I have been investigating Newbrid ge House and Farm, using my local lib rary and online research. I have also vi sited the place many times with my pa rents. Here is the project I put togeth er.

The house and estate

The house is Georgian, which means that it was built during the Georgian era (1714–1830), which is when Kings George I, II, III and IV reigned in Great Britain. The estate covers 370 acres of land. Although it was sold to Fingal County Council, the Cobbe Family still live there in a private apartment. This means that the family have lived there since the 18th century. 1736

The land is bought by Archbishop of Dublin, Charles Cobbe

1700

1744

Architect James Gibbs designs the house

1747

Building begins

1750

1752

Building is completed

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1755

1985

Thomas Cobbe inherits the house and extends and redecorates it

1800

1790

The courtyard is built

The estate is sold to Fingal County Council

1850

1900

1950

2000

1986

The estate opens to the public

Strand: Local studies Strand unit: Buildings, sites or ruins in my locality Key skills: Time and chronology, using evidence, change and continuity, cause and effect, synthesis and communication

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Interactive activity

LocalStudies

Interior

Red Drawing Roo m

The house has over 30 rooms. When you visit, you can see the Red Drawing Room, which contains a large art collection. Beautiful Georgian plasterwork can be seen throughout the house.

The courtyard

Courtyard

The buildings surrounding the cobbled, square courtyard originally included a dairy, a carpenter’s workshop, a blacksmith’s forge, stables and a labourer’s cottage. Now they are home to a museum of farming, where you can see tools and furniture that were used during the 18th century.

The farm and walled garden

This working farm is home to Shetland and Connemara ponies, goats, chickens, pigs and peacocks. There are several paddocks, a pigsty, stables and a hatchery for chicks in a converted farmhouse. The beautiful walled garden is another traditional Georgian feature. Walled gard en

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When was Newbridge House built? Name the family that have lived there since the 18th century. When was the courtyard added to the estate? In what era was the house built? What features from that era can still be seen today? 5 How many acres of land are there on the estate? 6 Describe how you might find out about the history of an estate in your area. 7 Do you think the estate gives us a good idea of what life was like for a wealthy family in the 18th century? Why or why not?

1 Make a list of five interesting things to see at Newbridge House and Farm. 2 Think, pair, share: Name three things that have stayed the same and three things that have changed at Newbridge House and Farm. Why have these changes happened, do you think? 3 Group work: Research an estate house in your county or a neighbouring county. Make a timeline of important events. Can you find features that are similar to those of Newbridge House and Farm?

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Theme: ChangeinMy Locality Animation

HI STORY

42 Workhouses when and why the workhouse system began in Ireland what life was like in the workhouses what happened to the workhouses. aid, charity, emigrate, Great Famine, poverty, social welfare, Victorian, workhouse There are buildings and ruins across Ireland today that are the remains of workhouses. Workhouses were part of a system of aid for the poor in the 19th century, but the conditions inside them were very bad. Today, we have a very different system of aid called social welfare. This provides support to those who cannot work or cannot find a job.

Why the workhouses were introduced

Workhouses were places where very poor people went to live if they had no other choice. In Victorian times (c.1837–c.1901), people believed that poverty was caused by laziness. This meant that food and accommodation were given only in exchange for work. Before the workhouse system, the poor in Ireland were helped by monks and nuns who lived in monasteries and convents. After the invasion of Ireland by English settlers, this system of charity slowly disappeared. It is estimated that over 2 million Irish people were living in poverty in the early 19th century. The British government decided to set up a workhouse system in Ireland. The Irish Poor Law Act was passed in 1838 and workhouses began to be built.

Kilkenny workhouse, photographed in the 1960s

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Workhouses

Illustration (drawn in 1900) of starving people at a workhouse gate

Effects of the Great Famine

Before the Great Famine (1845–1851), people did not enter the workhouses in large numbers, because they were terrible places. But once the potato crop failed, many people had no choice, because they had no other food. Because of the famine, so many people had to enter the workhouses that they became overcrowded. This allowed diseases such as cholera, typhus and dysentery to quickly spread.

Life in the workhouses

Orphaned or abandoned children, the elderly, the disabled or sick, and unmarried mothers were placed in the workhouses. The staff there were often very cruel. Women, men and children had to live in different sections. Infants aged two or under were allowed to stay with their mothers, but families were split up and sometimes never saw each other again.

Kitchen in the Union Workhouse, Cootehill, Co. Cavan, c.1895

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Union Workhouse, Cootehill, Co. Cavan, c.1895

Life inside the workhouses was designed to be very tough, so that only those who really needed help would go there. Meals consisted of a small amount of ‘stirabout’ (thin porridge) or watereddown vegetable soup, or one slice of bread. Children ate three times a day, but adults ate only twice a day. Everyone had to wear a uniform, follow a lot of rules and work very hard.

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Workhouses

Union Workhouse, Cootehill, Co. Cavan, c.1895

To earn their keep, men often broke stones for building roads. Women and children pushed a big mill wheel to grind corn, cleaned or helped in the kitchen or with laundry. Elderly people had to mend clothes and spin wool. In 1850, there were up to 120,000 children in the workhouses. They were supposed to go to school, but often that did not happen. Often children were hired out or sold to work in factories or mines.

Escape from the workhouses

Many people in the workhouses emigrated with funding from the government or landlords. This was cheaper than keeping them in the workhouses. More than 4,000 orphaned girls aged 14–18 left the workhouses to go to Australia between 1848 and 1850. In the 1850s, more than 15,000 young girls went to Canada to work as domestic servants. Many people also went to the United States and the UK.

What became of the workhouses

After the Great Famine ended, fewer people entered the workhouses. During the War of Independence (1919–1921) and the Civil War (1922–1923), many workhouse buildings were burnt down by troops fighting on either side of each war. By 1923, the remaining workhouses had been closed down or turned into hospitals or homes for the elderly.

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Workhouses

Some workhouse buildings are still in use today. The one in Naas, Co. Kildare became part of Naas Hospital. Those in Portumna, Co. Galway and Donaghmore, Co. Laois have both become museums. Kilkenny City’s workhouse building is now a shopping centre and museum.

Donaghmore Famine Workhouse Museum, Co. Laois

Kilkenny workhouse today – MacDonagh Junction Shopping Centre and Famine Experience museum

1 How were the poor in Ireland given aid before the workhouse system? 2 Why was it thought necessary to introduce the workhouse system in Ireland? 3 How did the failure of the potato crop lead to people going to workhouses? 4 How did those in charge make life difficult for people who entered the workhouse? 5 Why would emigration be seen as a better option than staying in the workhouse? 6 During the War of Independence and the Civil War, many workhouse buildings were burnt down by troops fighting on either side of each war. Why, do you think, did they do this? 7 We know that there was food in Ireland at the time of the Great Famine. Why were people left to starve, do you think?

1 Naas Hospital used to be a workhouse. Do you know any buildings in your area that were used for some other purpose in the past? Make a list. 2 Think, pair, share: Consider the foods that are important for children to have in their diets for energy and growth. Design a menu for a child of your age for one day that includes these important foods. Children in workhouses had a very limited diet. How do you think this might have affected them? (Hint: think about energy levels and growth.) 3 Group work: Research famines that have taken place around the world in recent times. Investigate the causes of food shortages and the sources of help that were available to the victims. Choose one famine to look at more closely and present your findings to the class. Revision quiz

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Theme: Magnetism Poster

SC I E N C E

43 Magnetism what a magnet is what materials are magnetic how magnetism affects the Earth and how this allows us to use compasses. attract, diameter, ferromagnetic, lodestone, magnet, magnetic field, magnetise, pole, repel, surface area You are sure to be familiar with magnets, because they are used in many household items such as appliances and toys. But did you know that magnetism also occurs naturally on a huge scale on the planet?

Vacuum cleaners use magnets in their motor to create a suction.

Microwave ovens use magnets to generate microwave energy. Magnetic toys use magnets so you can stick the pieces together.

What is magnetism?

A magnet is an object with an invisible force that can attract or repel other objects. This force is called magnetism. Objects that are attracted to (pulled towards) a magnet are said to be ferromagnetic, meaning that they have magnetic properties. Metal is the only material that can have magnetic properties, but not all types of metal have magnetic properties. Ferromagnetic objects are often made of iron, nickel or cobalt, because each of these has magnetic properties.

Lodestones are rocks that are naturally magnetic. The word ‘magnet’ comes from the Ancient Greek city of Magnesia, which is where lodestones were first discovered.

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Experiment video

Magnetism

We are going to investigate which objects contain a material with magnetic properties. Equipment: magnet, metal paper clip, wooden block, plastic spoon, metal spoon, aluminium drinks can, coin, rubber band, tin can (for example, an empty tin of beans) Action: Write down your prediction of whether each object will prove to be magnetic or non-magnetic. Test each object in turn and record the result in a table with the headings below.

Object

Prediction Result (Magnetic or (Magnetic or non-magnetic?) non-magnetic?)

Metal paper clip …

Magnetic field

There is an invisible field around a magnet called a magnetic field. It is possible to magnetise certain metal objects by placing them inside a magnetic field. To find out if you can magnetise a metal object, you can try stroking a magnet against it.

Magnetic field

In pairs, we are going to investigate magnetising an iron or steel nail.

Equipment: magnet, iron or steel nail, steel paper clip Action: Stroke the magnet along the nail, in one direction only. Repeat several times. The more you do this, the more magnetised the nail will become. Test how magnetised the nail has become by using it to pick up the paper clip. N

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Video

Magnetism

North and south poles of a magnet

A magnet has two ends called poles, where the magnetic field is strongest. Every magnet has a north pole and a south pole. The north pole of one magnet will always attract the south pole of another magnet, and vice versa. However, if two north poles or two south poles are put together, they will repel each other.

In pairs, we are going to investigate how the north (N) poles and south (S) poles of two magnets attract or repel with one another. Equipment: two magnets Action: Talk about your predictions before you begin. Try putting each of the following combinations of poles together: N+N, S+S, N+S, S+N. What happens?

Compasses and magnets

Long ago, people discovered that a piece of lodestone attached to wood and placed in water to float could be used as a compass. A certain part of the lodestone would always point towards the North Star. This happened because the iron in the ground gives the Earth a magnetic field. A modern compass contains a magnetised needle. When the compass is not in motion, the needle stops moving and always points north. This happens because the south pole of the magnetised needle is attracted to the north pole of the Earth.

N N

The Earth behaves like a giant magnet; it produces a magnetic field.

The Northern Lights and Southern Lights are sometimes seen in the sky above the Earth’s North Pole and South Pole. They occur when energy from the sun gets trapped inside the Earth’s magnetic fields. This creates beautiful colours in the sky.

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Magnetism

Magnets come in different strengths

The horseshoe magnet is considered to be the strongest magnet. A very strong magnetic field is created by the two poles being positioned close together.

Bar magnet

This bar magnet has a blue Horseshoe magnets end and a red end with the north and south poles marked. The bar magnet is considered to have the weakest strength, because the poles have a small surface area and create a small magnetic field.

The wider the diameter of each end (pole) of a cylinder magnet is, the stronger the magnetic field is. Cylinder magnets

We are going to investigate whether a bar magnet or a horseshoe magnet has the stronger magnetic pull. Equipment: ruler, bar magnet, horseshoe magnet, steel pin or paper clip Action: ● Place the ruler flat on the desk. ● Place the paper clip or pin on the ruler at the 0 mm mark. ● Place the bar magnet on the ruler at its other end. ● Slowly push the magnet along the ruler towards paper clip or pin. Record the exact measurement where the paper clip gets pulled towards the magnet. Repeat this test four more times and record the results using the headings below. ● Carry out the same experiment using the N S horseshoe magnet. ● Which magnet has the stronger magnetic pull? Test number

Bar magnet (Distance pulled in mm)

Horseshoe magnet (Distance pulled in mm)

Test 1 …

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Theme: Magnetism Powerpoint

SC I E N C E

44 Magnets, Magnets, Everywhere! how simple magnets are used in our everyday lives what an electromagnet is how electromagnets are used in machinery. align, atom, coils, convert, current, data, electromagnet, fragment, hard drive, permanent, retrieve, temporary, vibration Magnets help to power electric motors and are found in blenders, washing machines, vacuum cleaners and any other machine that has a motor. Do you use a hairdryer or a microwave oven? Do you get woken up by an alarm clock every morning? Do you travel to school by car, bus or train? If so, you use magnets daily!

More magnets in your home

A magnet helps this cabinet door click shut

Motor from a washing machine

Have you looked in your bathroom cabinet lately? There is often a magnet on the cabinet and a strip of metal on the door to keep the door closed. Kitchen cupboards usually have magnetic latches that keep the doors closed but allow them to be easily opened. Have you examined how your fridge door stays closed? Around the door is a rubber seal containing magnets, which keeps the door sealed tight. Guess what you will find inside your doorbell? That’s right, magnets!

Did you know that many toy construction sets contain magnets to allow the pieces to stick together? Train sets use magnets to connect the carriages, and board games such as chess often have magnets in the pieces to keep them connected to the board.

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Strand: Forces Strand unit: Magnetism and electricity Key skills: Questioning, recording and communicating, predicting, observing, investigating and experimenting, estimating and measuring, analysing, interpreting

05/02/2021 15:09

Magnets, Magnets, Everywhere!

Natural magnets and man-made magnets

Lodestones are natural, permanent magnets. Permanent magnets will always have magnetic powers to attract and repel.

How atoms align

unmagnetised iron nail

Most magnets in use today S N S N magnetised iron nail are man-made. These magnet can be either permanent or temporary. To make a permanent magnet, a magnetic material is heated. The heat causes the atoms in the material to align and stay aligned, making it a permanent magnet. Temporary magnets are made by stroking a metal object against a magnet or by passing electricity through the coils of an electromagnet.

Electromagnets

To make an electromagnet, a coil of copper wire is wrapped around a magnetic metal such as iron. When an electric current flows through this wire, a magnetic field is created. The electromagnet works only while the electric current is flowing through it. This means that an electromagnet can be switched on and off. Electromagnet Electromagnets are used in lots of different types of machines that can be switched on and off, including microwave ovens, DVD players, washing machines, headphones and microphones.

Speakers

Did you know that speakers, such as the one in a smartphone, contain a small electromagnet and a small permanent magnet? When an electric current flows through the electromagnet, the coil of copper wire is pulled towards and pushed away from the permanent magnet as the direction of the magnetic field changes. This causes a vibration. A paper cone attached to the electromagnet increases this vibration, pumping out sound waves towards your ear. electric current sent to copper wire coil electromagnet vibrates

magnet vibrates

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paper cone vibrates

sound waves produced

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Magnets, Magnets, Everywhere!

Computers

All computers contain a hard drive where information is stored. An electromagnet helps to store and organise the data (information), and retrieve it when requested. There are also magnets in the cooling system of the computer and, of course, in the motor to run the computer.

Credit cards

Inside a computer hard drive

Many people use a credit card to pay for goods. Have you ever noticed the dark stripe on the back of a card? A credit card is also known as a magnetic stripe card. The magnetic stripe contains data stored as magnetic codes. When the card is inserted at an ATM or swiped in a shop, the card reader converts the magnetic codes into readable words and numbers. Sometimes the card reader cannot read the card. This can happen when the stripe has come into contact with a strong magnet, which has damaged the magnetic codes.

Food production and farming

Magnetic stripe cards also have a tiny computer chip that stores data. This is what makes chip and PIN payment and contactless payment possible.

In a flour mill, magnets are used to remove any small fragments of metal from the grain. In dairy farming, sometimes farmers feed their cows a finger-sized magnet that settles in the stomach. Cows often swallow fragments of metal such as nails or bits of wire that can be hidden among grass. The magnet in the stomach catches these fragments, preventing them from travelling through the rest of the digestive tract and causing injuries.

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Magnets, Magnets, Everywhere!

Vending machines contain magnets for detecting fake money. Real banknotes are printed with a special ink that contains magnetic dust. If this dust is not detected by the magnet in the vending machine, the fake banknote gets spit back out! There is also a magnet to detect metal discs being used instead of real coins.

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List five machines in your home that contain a motor. Name two toys that contain magnets. What is the difference between permanent and temporary magnets? How is an electromagnet made? Why are electromagnets suitable for use in machines? List four non-electronic items in your home that contain magnets. What do computers and credit cards have in common?

1 Write a list of all the things you use at home that contain magnets. (Hint: think about toys, appliances and electronics.) 2 Think, pair, share: Without discussing it with your partner, write a list of instances where magnets are used in your school. Compare your completed lists. Was there anything you did not think of? 3 Group work: Using what you have learned about vending machines as inspiration, can you think of a new use for magnets in your classroom, school or home? This could be a new invention or a list of creative ways to put magnets to use. Revision quiz

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WorldMap

ARCTIC OCE

GREENLAND (Denmark) RUSSIA

U.S.A. ICELAND

CANADA

IRELAND

UNITED KINGDOM 2 3 FRANCE 11

PORTUGAL

UNITED STATES OF AMERICA

SPAIN

Azores (Port.) MOROCCO

CUBA

MEXICO

BELIZE GUATEMALA EL SALVADOR

HONDURAS NICARAGUA COSTA RICA

TRINIDAD AND TOBAGO

PANAMA

GUYANA

COLOMBIA

SURINAME

VENEZUELA

OCEAN Galapagos Islands (Ecuador)

ATLANTIC

Puerto Rico (USA)

JAMAICA

SAMOA

SIERRA LEONE

LIBERIA

BURKINA FASO

COTE D’IVOIRE

EQUA GUINEA

W S

ATLANTIC

BRAZIL

PERU

Cook Islands (NZ)

SENEGAL THE GAMBIA GUINEA-BISSAU GUINEA

FRENCH GUIANA

ECUADOR

Marquesas Islands (Fr.) French Polynesia

Society Islands (Fr.)

MALI CAPE VERDE

OCEAN

KIRIBATI

American Samoa (USA)

MAURITANIA

BENIN TOGO GHANA

PACIFIC

WESTERN SAHARA

DOMINICAN REPUBLIC

HAITI

Hawaiian Islands (USA)

EQUATOR

ALGERIA

THE BAHAMAS

TROPIC OF CANCER

Tuamoto Islands

OCEAN

BOLIVIA

Tahiti

PA R

TONGA CHILE

Pitcairn Island (UK)

AG UA Y

Easter Island (Chile) URUGUAY ARGENTINA

800

1600

2400

8200

4000 km

ANTARCTIC CIRCLE

Falkland Islands (UK)

South Georgia & South Sandwich Islands (UK)

SOUTHERN

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UNITED KINGDOM

1 2 GERMANY 3 4 7

FRANCE 11 26

FINLAND

RUSSIA

20 21 23 22 BELARUS POLAND UKRAINE

8 10

KAZAKHSTAN

19 ROMANIA 12 13 14 24 15 16 BULGARIA 25 18 ITALY 17 9

GREECE

MONGOLIA GEORGIA ARMENIA

SYRIA CYPRUS LEBANON

ISRAEL JORDAN

TUR

KIS

LIBYA

NORTH KOREA SOUTH KOREA

AFGHANISTAN IRAQ

EGYPT

IRAN PAKISTAN

NEPAL

OCEAN

BANGLADESH INDIA

MYANMAR

TAIWAN LAOS

THAILAND

MEN

M TNA

BURKINA FASO

PACIFIC

BHUTAN

AN OM ERITREA

JAPAN

CHINA

BAHRAIN QATAR UNITED ARAB SAUDI EMIRATES ARABIA

SUDAN

CHAD

TAN

KYRGYZSTAN TAJIKISTAN

Northern Mariana Islands (USA)

VIE

NIGER

TA N

ENIS

KUWAIT

ALGERIA

PHILIPPINES

MARSHALL ISLANDS

CAMBODIA

DJIBOUTI

BENIN TOGO GHANA

NIGERIA SOUTH SUDAN

CENTRAL AFRICAN REPUBLIC

M AL

MALDIVES

UGANDA

RWANDA BURUNDI

FED. STATES OF MICRONESIA

SINGAPORE

EQUATOR

MALAWI

INDIAN OCEAN

COMOROS

NAMIBIA

AM BI OZ

ZIMBABWE BOTSWANA

DENMARK NETHERLANDS BELGIUM LUXEMBOURG SWITZERLAND AUSTRIA CZECHIA SLOVAKIA SLOVENIA HUNGARY MONACO CROATIA BOSNIA & HERZEGOVINA

SOLOMON ISLANDS

EAST TIMOR (Timor-Leste)

VANUATU

KIRIBATI TUVALU

FIJI

New Caledonia (Fr.)

MAURITIUS

TROPIC OF CAPRICORN

ESWATINI (SWAZILAND) SOUTH AFRICA

PAPUA NEW GUINEA

ZAMBIA

NAURU

INDONESIA

SEYCHELLES

TANZANIA

ANGOLA

1 2 3 4 5 6 7 8 9 10 11 12 13

BRUNEI

KENYA DEMOCRATIC REPUBLIC OF THE CONGO

TIC

MALAYSIA

CAMEROON EQUATORIAL GUINEA CONGO GABON

PALAU

SRI LANKA

ETHIOPIA

OTE OIRE

AZERBAIJAN

TURKEY

TUNISIA

MALI

MAD AGA SCA R

SPAIN

ARCTIC CIRCLE

EN SW ED

NO R

WA Y

TIC OCEAN

AUSTRALIA

LESOTHO

14 15 16 17 18 19 20 21 22 23 24 25 26

SERBIA MONTENEGRO KOSOVO ALBANIA MACEDONIA (FYROM) MOLDOVA ESTONIA LATVIA LITHUANIA RUSSIA SAN MARINO VATICAN CITY ANDORRA

NEW ZEALAND

Border Disputed border

Iles Kerguelen (Fr)

Coastline

SOUTHERN OCEAN ANTARCTICA

ANTARCTICA

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Theme: New Zealand, Past andPresent Poster

HI STORY

45 TheMaori the origins of the Maori people and how their early society worked about traditional Maori food and cooking techniques about the beliefs of the Maori people. ancestor, culture, demigod, haka, heritage, indigenous, intricate, Maori, poi, Polynesia, status, tattoo, tribe Many New Zealanders today are descendants of European settlers, but the Maori people were the country’s first inhabitants. It is important to learn about the history and culture of indigenous peoples around the world so that we can understand how other societies work.

Origins of the Maori

The Maori arrived on the islands of New Zealand around AD 1250–1300. They sailed there from the islands of Eastern Polynesia in the Pacific Ocean in large canoes. Before the first European settlers arrived in AD 1642, they were New Zealand’s only inhabitants. They named New Zealand Aotearoa, meaning ‘Land of the Long White Cloud’.

Maori phrases

Kia ora (kee-oh-ruh) = hello E noho ra (eh noh hon rah) = goodbye Haere mai (hi reh my) = welcome

Settlements

A traditional long canoe (waka)

A pa was a Maori village built on raised ground for defence. It was reinforced with deep trenches and wooden fences. Settlements were built close to a forest, the sea or a river for access to food and water. Over 5,000 settlements have been discovered, mainly on the North Island. The Maori lived in large tribes. Each tribe (iwi) was led by a chief (ariki).

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A traditional long canoe (waka)

SESE-3-4503

Strand: Early peoples and ancient societies Strand unit: The Maori Key skills: Time and chronology, using evidence, synthesis and communication, empathy, change and continuity

05/02/2021 15:10

TheMaori

A wharenui was a community meeting house for holding ceremonies and entertainment. The building was decorated with intricate carvings representing the community’s ancestors. A wooden mask was placed as a decoration above the entrance to the wharenui. These masks were often carved with widened eyes and a tongue sticking out to mimic the expression made by a warrior during a war dance. They were also covered in intricate line carvings to resemble facial tattoos.

Food

The Maori people were hunter-gatherers. They hunted a large flightless bird (similar to an ostrich) called a moa until it became extinct. They were skilled fishermen and built strong boats, so seafood was a big part of their diet. The land was covered in forests that provided them with a source of berries, fruit, seeds and mushrooms. The Maori also grew some plants such as yams, which they had brought from their homeland. Animals such as the Polynesian rat and Polynesian dog, which they introduced to New Zealand, were killed for their meat.

The art of tattooing

Moa

Ta– moko is the traditional Maori art of tattooing. They covered their faces in tattoos to make them look fierce and scare their enemies. Each tattoo was unique and showed an individual’s heritage and status within the tribe. Nowadays, some Maori still get facial tattoos to honour their ancestors.

The art of dance

Maori women learned to perform a dance known as poi, using graceful wrist movements to swing small, light balls suspended on strings. Traditionally, the haka dance was performed only by men. Warriors performed it at the start of a battle to give them courage and strength and frighten their opponents.

Greenstone was considered to be precious by the Maori. They used it in making weapons, tools, ornaments and jewellery.

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TheMaori

Powerpoint

Beliefs

The Maori believed that there were two gods. These gods had existed since the beginning of time, after emerging from a gap in the darkness. They were Rangi (Father Sky) and Papa (Mother Earth). Together, they created all things in the universe. They had over 70 children, who became the gods of the Maori. All were gods of nature, such as Ta–whirima–tea, god of wind and storms, whose children were the gods of rain, hail and clouds. Before the arrival of European settlers, the Maori had no written language. Their myths and legends were kept alive as stories told by the elders, and depicted in wood carvings. A demigod (the child of a god and a human being) named Maui appears in many of the legends and uses his magical powers to trick the other gods. Traditionally, Maori people greet one another by touching foreheads and noses, closing their eyes and breathing deeply. This greeting is called a hongi and represents the sharing of the ‘breath of life’ when two souls meet.

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Where did the Maori come from? How did they get to New Zealand? Describe a pa. What did the Maori eat? Why did they create intricate wooden carvings? Describe the poi dance. Do you think that you would find Maori warriors scary? Why? Can you make any links between the Maori gods and the gods of another ancient society?

1 Design a mask to be displayed at the wharenui with intricate tattoos and a scary facial expression. Use the template provided. 2 Pair work: Research Maori culture in New Zealand today. What aspects of the culture are still the same? How do the Maori honour their ancestors? Is the Maori language still spoken? 3 Group work: Do a project on early Maori people, either digitally or as a large poster. Include details about their origins, food and cooking, housing and beliefs.

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PCM 7

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Theme: New Zealand, Past andPresent

46 Maori Myths andLegends HI STORY

how Maori myths and legends are linked to nature and natural events the story of a Maori myth about the kiwi bird.

legend, myth The Maori people used myths and legends to explain how the Earth began, why natural events occured and why dangers such as storms and volcanoes existed. They also used them to remember their ancestors. The stories were spoken and shared from one generation to the next. They were not written down.

How the kiwi lost its wings – a Maori myth How can I help you, my children?

Long ago, the kiwi had beautiful, colourful wings and lived high in the treetops, enjoying the sunlight.

I will ask one of the birds to live on the forest floor and protect the trees by eating the insects.

One day, Ta-ne Mahuta, god of the forest, noticed that the bark on his trees was being eaten by insects. The trees were suffering. They will have to give up ever seeing sunlight. That will be a big sacrifice.

His brother Tanehokahoka said that if the trees became too damaged, the birds would no longer have a home.

Strand: Story Strand unit: Myths and legends Key skills: Time and chronology, cause and effect, using evidence, synthesis and communication, empathy

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Maori Myths andLegends I’m sorry. It’s too dark down there and I’m afraid of the dark.

I need for one of you to go down and live on the forest floor so that the trees, your homes, may be saved.

Tanehokahoka called a meeting with all of the birds.

The birds remained silent. Tanehokahoka asked the tui to volunteer. The tui looked up at the sky and then down the forest floor.

It’s too damp down there. I don’t want to get my feet wet.

Sorry, I’m too busy building a nest for my family.

Tanehokahoka was sad. He turned to the pukeko, but the pukeko refused.

He put the question to the pipiwharauroa, who quickly shook her head.

You will never again see the treetops and will lose your colourful feathers. I will do it. I’m ready.

Finally, to the Finally, he turnedhetoturned the kiwi. his relief, To his relief, thekiwi. kiwiToagreed thehesitation. kiwi agreed immediately. without

and Tanehokahoka Ta-ne Mahuta Tanemahuta and Tanehokahoka werewere overjoyed. overjoyed. The kiwi took one last look the The kiwi took one last look at the sunlightatand said a silent goodbye. said sunlight a silent and goodbye.

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Interactive activity

Audio story

Maori Myths andLegends

You, kiwi, because of your bravery and great sacrifice, will become the most beloved bird of all.

Tanehokahoka turned his attention to the other birds. He told the tui that because he was scared, from now on he would wear two white feathers at his throat as a mark of cowardice. The pukeko, who did not want to get his feet wet, would live in a swamp. Lastly, the pipiwharauroa, who was too busy building her nest, would never again build a nest, but would lay her eggs in the nests of other birds.

The kiwi is the national bird of New Zealand. It has tiny wings and cannot fly. The Maori considered it to be special and believed that it -ne Mahuta’s favourite bird. was Ta

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What did the Maori use myths and legends for? How were these stories passed on through generations? Why did Tanehokahoka want a bird to come down to the forest floor? What punishments did Tanehokahoka give to each of the birds that refused to come down to the forest floor? 5 What is the national bird of New Zealand? 6 What do you think was so brave about the kiwi’s sacrifice? 7 What lesson, do you think, is the myth of the kiwi meant to teach?

1 Can you name any Irish myths and legends? 2 Think, pair, share: Think about some fairy tales that you know. Identify the difference between myths/legends and fairy tales. 3 Group work: Invent a myth or legend to explain a natural phenomenon such as a hurricane, thunder and lightning or a volcanic eruption. Include a lesson in the story and some supernatural elements. Write the story first and then design a comic strip. PCM 8

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Theme: New Zealand, Past andPresent Artwork Video

GEOGRAPHY

47 Living inNew Zealand where New Zealand is, and some important facts about the country what customs and foods are popular how Maori culture is linked to everyday life. colony, colonist, Commonwealth, constellation, dollar, hangi, hemisphere, independent, kapa haka, Union Jack New Zealand is a country in the southern hemisphere. It was a British colony until 1947, when it became independent. Hi! My name is Rebecca. I live in Auckland, which has around 1.6 million residents, making it the largest city in New Zealand. Let me tell you all about my country!

SOUTH PACIFIC OCEAN Auckland

TASMAN SEA

NORTH ISLAND

Wellington

New Zealand has a population SOUTH SOUTH PACIFIC of just under 5 million. The ISLAND OCEAN country is made up of the North Island, the South Island and around 600 smaller islands. Wellington is the capital city and has a population of about 0.5 million. The head of state is Elizabeth II, Queen of the UK and the Commonwealth. Our drivers drive on the left-hand side of the road, just like they do in the UK and Ireland! Our currency is the New Zealand dollar (NZ$), and NZ$1 is worth about €0.60. Most people here speak English. The other two official languages are Maori and New Zealand Sign Language. People call New Zealanders ‘Kiwis’ after the kiwi bird, our national bird. Our flag has a royal blue background with the stars of the Southern Cross constellation. You can see this constellation in the sky above the southern hemisphere. The Union Jack represents our historical links to Britain.

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Interactive activity

Living inNew Zealand

Customs

The Maori people were the first inhabitants of New The national Maori flag was officially Zealand. Waitangi Day on 6th February is a national recognised holiday to celebrate the signing of the Treaty of Waitangi alongside the New (New Zealand’s founding document) in 1840 by over 500 Zealand flag on Waitangi Day, 2010. Maori chiefs and the British colonists. It is celebrated with live music, traditional Maori food, kite-flying and picnics. The Auckland Harbour Bridge is lit up by a light show made up of 90,000 lights. Maori groups perform kapa haka, a traditional performance with singing, chanting and war dances.

Food

Hangi is a traditional Maori method of cooking that is still used on special occasions. It Kapa haka is similar to the Irish fulacht fiadh. A pit is dug in the ground and filled with hot stones. Trays of meat and vegetables are placed on top of the hot stones. The trays are covered over with leaves, sacking or cloths and buried under a mound of soil. We call sweets ‘lollies’ and lolly cake is our most popular dessert. It is made with condensed milk and sweets such as gummy bears. 1 2 3 4 5 6 7

What is the capital of New Zealand? What is the currency of New Zealand? What are the three official languages of New Zealand? Describe the New Zealand flag. Describe hangi. Why is kapa haka important to the Maori, do you think? Why, do you think, is Waitangi Day a national holiday?

Lolly cake

1 List three similarities and three differences between New Zealand and Ireland in terms of their customs and food. 2 Pair work: Using a map of New Zealand, find the names of as many cities as you can and record which island they are on. Can you find out an interesting fact about each one of these cities? 3 Group work: Do a project about Australia, either digitally or on paper. Be sure to include the capital city, currency, official languages, peoples, history, landmarks and important individuals.

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Theme: New Zealand, Past andPresent Slideshow video

GEOGRAPHY

48 Visiting New Zealand how the climate and the seasons in New Zealand differ to those in Ireland which sports are popular in New Zealand about some of New Zealand’s important visitor attractions. Celsius, emblem, fjord, landmark, parliament, picturesque New Zealand has a beautiful landscape and many popular landmarks, both natural and man-made. These draw millions of tourists every year. There are no direct flights from Ireland to New Zealand, so it takes over a day to travel there.

Climate

New Zealand’s seasons happen at opposite times of the year to Ireland’s. This is because New Zealand is in the southern hemisphere and Ireland is in the northern hemisphere. When it is winter in Ireland, it is summer in New Zealand, with temperatures of up to 25 degrees Celsius (25°C). As in Ireland, it rains all year round, making the land rich for farming.

Seasons

Spring

September to November 16 to 19°C

Summer

December to February 20 to 25°C

Autumn

March to May 17 to 21°C

Winter

June to August 12 to 16°C

Sport

Soccer, cricket and netball are popular in New Zealand, but it is best known for rugby. It won the Rugby World Cup in 1987, 2011 and 2015. The national rugby team are known as the All Blacks. Their emblem is a silver fern. Before a match, the team performs the haka, a traditional Maori dance. In Hawke’s Bay, there is a hill named Taumata whakatangi hangakoauau o tamatea turi pukakapiki maunga horo nuku pokai whenua kitanatahu. With 85 characters, this landmark has the longest place name in the world! Locals just call it Taumata Hill.

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Strand: Human environments Strand unit: People and other lands Key skills: Sense of space, sense of place, questioning, observing, using pictures, maps and globes, predicting, analysing

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Visiting New Zealand

Man-made landmarks

The Sky Tower Built in 1997, this Auckland landmark is 328 m tall. Visitors come here to enjoy views of the city for 80 km in each direction. They can also do activities such as a ‘sky walk’ at 192 m high or a ‘sky jump’ from 192 m high. Both are done wearing a harness for safety! The Beehive Completed in 1981, the Beehive is a parliament building in Wellington that houses the offices of the prime minister and other government officials. Its unique design attracts many visitors.

Natural landmarks

Tongariro Alpine Crossing This is one of New Zealand’s oldest national parks. Its hot springs, water-filled craters and lava flows make it look other-worldly. It was used as the setting for Mordor in The Lords of the Rings film trilogy. Marlborough Sounds Here you will find a picturesque stretch of almost 150 km of coastline, where many people go canoeing, swimming and hiking. The landscape is a network of sea-flooded valleys and mountain ranges that form fjords.

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How are the seasons in New Zealand different to those in Ireland? How many times has New Zealand won the Rugby World Cup? What is the emblem of the All Blacks? How tall is the Sky Tower? Name one of New Zealand’s oldest national parks. Why, do you think, did the Beehive get its name? Which landmark do you think is visited most often? Why?

1 List four sports that are popular in Ireland and four sports that are popular in New Zealand. Why might they differ? 2 Think, pair, share: Rank the landmarks in the chapter from 1–5 according to where you would most (1) and least (5) like to visit. Explain your choices. 3 Group work: Investigate one natural and one man-made landmark in New Zealand. Create a slideshow or poster with information about each landmark. Present your work to the class. Revision quiz

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Theme: Powering Our Lives Animation

Poster

SC I E N C E

49 Static Electricity about static electricity and what causes it to investigate the effects of static electricity how static electricity is found in everyday environments. charge, droplet, electron, electric shock, particles, static electricity Have you ever rubbed a balloon against your hair to make your hair stand up straight? This happens because of static electricity. Static electricity is a build-up of electrical charge. It is what causes lightning.

Atoms

nucleus

In order to understand how static electricity is created, we have to first learn more about atoms. Atoms are the building blocks of everything in the universe. They are tiny, but are made up of even tinier particles, one of which is called an electron.

proton

neutron An atom

electron

Electrons

Electrons have a negative charge. When materials are rubbed against each other, electrons can jump from one atom to another. When atoms lose electrons, they become positively charged. When atoms gain electrons, they become negatively charged. When you rub a balloon against your hair, electrons jump from your hair to the balloon. Your hair becomes positively charged and the balloon becomes negatively charged. The balloon and your hair have opposite charges, so they are attracted to each other. However, the strands of hair are all positively charged, so they repel each other, causing them to spread out.

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Static Electricity

We are going to investigate the effects of static electricity. Equipment: two balloons, woollen jumper, torn-up pieces of paper, comb, pencil, wooden ruler, metal spoon, plastic spoon, glass, plastic ruler

Investigation 1 ● ● ● ●

Blow up one balloon. Rub the blown-up balloon against your hair for ten seconds. Hold the balloon over your hair and observe what happens. Did your hair stand up? Fill in the investigation template.

Investigation 2 ● ● ● ●

Hold the balloon against a wall and gently let it go. What happens? Rub the balloon against the woollen jumper. Hold the balloon against the wall again and observe what happens. What might be happening to the atoms in the wall and the balloon? Fill in the investigation template.

Investigation 3 ● ●

●

Rub the balloon against your hair for ten seconds. Hold the balloon over the torn-up pieces of paper and observe what happens. Fill in the investigation template. Repeat the test using a comb, pencil, wooden ruler, metal spoon, plastic spoon, glass and plastic ruler instead of the balloon. Do you get the same result? You can rub these items against the woollen jumper instead of your hair, if you like.

Investigation 4 ● ● ● ● ●

Blow up the second balloon. Tie a piece of string to each balloon. Rub each balloon against the woollen jumper. Hold each balloon by its string and observe what happens when you try to bring them together. What do you think happened to the atoms in each of the balloons? Fill in the investigation template. PCM 9

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Static Electricity

Static electricity in the environment

Did you know that static electricity can cause you to get a small electric shock from a door handle? If you walk across a rug and then touch a door handle, a spark may jump from your hand to the door handle. While walking across the rug, electrons move from the rug to your body. The spark is caused by a sudden rush of electrons jumping from your hand to the door handle. In a similar way, lightning creates huge sparks during a thunderstorm. Water droplets in the clouds move around, causing electrons to jump from one cloud to another. The clouds end up with a mainly positive or mainly negative charge. If pressure builds up, lightning jumps from cloud to cloud or travels to the ground. Tall buildings have a lightning rod at the top, to prevent damage from lightning strikes. The rod is connected to a material that conducts lightning safely into the ground. This prevents damage to the plumbing or electrical systems in the building.

Electrical energy

There are two types of electrical energy: potential energy and kinetic energy. Potential energy is stored energy. Energy is stored when electrons transfer from one object to another and a charge builds up. Kinetic energy is the energy an object contains due to movement. If an object is at rest, it does not have kinetic energy. When an object is moving, it has kinetic energy. With static electricity, when the charge is building up it has potential energy. When the charge is released, for example as lightning or a spark, it changes to kinetic energy. Potential energy

Kinetic energy

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Theme: Powering Our Lives

50 Current Electricity SC I E N C E

what current electricity is and the part it plays in our everyday lives to experiment with circuits and switches which materials are conductors and which are insulators. amperes, circuit, conductor, current electricity, electrocuted, insulators, pylon, simple circuit, voltage, volt Current electricity is electrical energy that flows from one place to another. We use it in our everyday lives. To control current electricity, we use circuits and switches.

Circuits

A torch contains a battery and a set of wires that act as conductors for electrons to flow to a light bulb. This is called a simple circuit.

A torch uses a simple circuit.

A simple circuit includes a power source (battery), wires and a device (light bulb).

In pairs, let’s investigate how a torch works by making a simple circuit. Equipment: battery, torch light bulb, two pieces of wire ● Can you predict how you can get the light bulb to light up? ● The wire must go from the battery to the light bulb and back to the battery because the electrons need a path to and from the battery. ● Did the light bulb light up? Fill in the investigation template. Strand: Energy and forces Strand unit: Magnetism and electricity Key skills: Questioning, observing, predicting, investigating and experimenting, estimating and measuring, analysing, recording and communicating, exploring, planning, making, evaluating

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PCM 9

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Current Electricity

Experiment video

Interactive activity

Switches

Most circuits contain a switch – just like the on/off switch in a torch. The switch in a torch turns off the power by breaking the circuit. This means that the electrons cannot flow. In pairs, we are going to investigate how a simple switch works. Equipment: set of crocodile leads, screw-in light bulb, light bulb holder, AA battery and holder with leads, sheet of paper, two paper clips Action: Using the equipment, can you make a simple switch? What do you predict will happen? Fill in the investigation template.

Conductors and insulators

Insulated electrical wire

Some materials are better conductors of electricity than others. All metals can conduct electricity, but copper is used inside electrical wire because it is an especially good conductor. Materials that electrons cannot flow through are called insulators. They do not conduct electricity, so the flow of electrons stops and the circuit is broken. Plastic is a good insulator.

In pairs, we are going to investigate if materials are conductors or insulators. Equipment: battery, screw-in light bulb, light bulb holder, three pieces of insulated wire (two with 3 cm stripped at each end), materials for testing (for example, pencil, paper, plastic pen, nail, metal spoon, styrofoam cup) Action: Can you predict which materials will be conductors or insulators? ● Use the piece of unstripped wire to connect the light bulb in the holder to the battery. ● Connect a wire with a stripped end to the other side of the battery, leaving the stripped end loose. ● Connect the third wire to the other side of the light bulb holder, leaving the stripped end loose. ● Touch the loose ends of both wires to each material. If the light bulb lights up, the material is a conductor; if it does not, it is an insulator. ● Record your results in the table on your worksheet.

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PCM 9

PCM 10

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Current Electricity

Mains electricity

The electric current that reaches your home is also known as mains electricity. It is measured in amperes, which is a measure of the number of electrons passing by a set point per second. It is generated at a power station and flows through large electrical cables called power lines. Pylons are large metal structures that are used to carry the power lines high above the ground. Mains electricity runs from the power station to your home and back again in a very large circuit!

Power station

Dangers of electricity outdoors

Mains electricity is very dangerous. It is very powerful because the voltage is high. Voltage is a measure of electric force measured in volts. It is very important not to go near electricity pylons, because they are not insulated. It is possible to get electrocuted if you ignore the following safety advice: ●

Do not fish, climb trees or fly a kite near power lines.

●

Do not climb an electricity pylon.

●

Do not touch a fallen power line.

●

Read the danger signs and stay away.

Pylon

Dangers of electricity indoors

The electric wires in appliances are covered in insulating plastic, making them safe to use. However, because metals conduct electricity, it is dangerous to touch the metal pins on plugs or stick a knife into the toaster. Water also conducts electricity, so it is important not to have sockets near water sources. Let’s makeanddo

In groups, design and make a simple lighthouse, using your knowledge of circuits and switches to help you. Draw a diagram to show how your circuit will work. Write down the materials you will need. After you have brainstormed ideas, draw a plan of your design. Then get busy making it!

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Theme: Powering Our Lives Slideshow video

HI STORY

51 Electricity inOur Homes about early discoveries with electricity how electricity was brought to Ireland to examine pictures of artefacts and compare them to modern appliances. hydroelectric, install, theory Can you imagine your home without electric lights, a television or a kettle? But it was not that long ago that many homes in Ireland did not have electricity. How did we go from having no electricity to using it every day?

Discovering and using electricity

In 1752, American inventor Benjamin Franklin proved his theory that lightning was electrical. During a thunderstorm, he flew a kite with a metal key attached to the string. The kite picked up the electrical charge from the storm, and electricity travelled along the wet string to the key. Franklin got an electric shock when he touched the key. It was a dangerous experiment, but he proved his theory. In 1879, another American inventor called Thomas Edison invented the first long-lasting light bulb. The first electric street light in Ireland was installed on Prince’s Street in Dublin in 1880. It was powered by a small coal-fired power station.

Electricity in Ireland

Electricity was introduced into Irish homes with the opening of the Ardnacrusha hydroelectric power station on the river Shannon in 1929. To start, only urban areas had electricity. Most rural areas began to receive electricity after 1946. e in Co. Wexford. Hi, my name is Michael and I liv 1950, when I was aged Electricity came to our house in letely. Over time, we nine. It changed our lives comp pliances such as an saved up and bought electric ap was the best thing! iron and a large radio. The radio d the world. We could hear news from aroun

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Strand: Local studies Strand unit: Homes Key skills: Time and chronology, change and continuity, cause and effect, using evidence, synthesis and communication, empathy

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Interactive activity

Electricity inOur Homes

Appliances in the past

Radio Before mains electricity, small battery-operated radios were used. With the introduction of electricity, large radios known as consoles arrived. Families gathered around the radio the way we gather around the television today! Carpet sweeper Before the invention of the vacuum cleaner, a carpet sweeper was used to pick up dirt and dust from carpeted floors. As it was rolled along the floor, a rotating brush swept up the dirt and dust. Lights When electricity first arrived in Ireland, each home only had one light bulb per room. After a few years, lamps became widely available. Heating In Ireland in the 1940s, every room in a home (including bedrooms) had an open fireplace, and fires were lit daily for heat. Central heating became common in the 1950s and 1960s for those who could afford it. Most homes in Ireland had central heating by the 1980s. Central heating is run mostly on electricity, gas or oil.

1 2 3 4 5 6

What theory did inventor Benjamin Franklin prove in 1752? Who invented the first long-lasting light bulb? What was the advantage of a large console radio for families? How did a carpet sweeper work? How were homes heated before the introduction of central heating? Why, do you think, did it take so long to get electricity to all parts of Ireland? 7 Do you think the introduction of electricity had a major impact on free time in the home? Why or why not?

1 List the items you use in a day that require electricity to work. This can be items at home or in school. 2 Think, pair, share: List the ways life changed for Irish people with the introduction of electricity. What appliances can you think of that would have made life easier for everyone? 3 Group work: Create a timeline of important events mentioned in the text. You can do this in your copybook or make a large, illustrated timeline for display in the classroom.

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Theme: Powering Our Lives Powerpoint

GEOGRAPHY

52 How Do WeMakeElectricity? how electricity is made the difference between renewable and non-renewable energy how energy sources affect the environment. biomass, crude oil, extract, geothermal, generator, hydroelectricity, nuclear energy, odour, radioactive waste, renewable, uranium, wind turbine A century ago, not many cars or appliances required electricity. Today there are few machines that do not require electricity to work. Electricity is generated using natural resources, which can be renewable or non-renewable.

Renewable resources

Renewable energy is generated using resources that can be used over and over again. They will not run out and they cause little or no pollution. Wind A wind turbine has large blades that spin when the wind blows. They turn a shaft inside the wind turbine. This provides power to a machine called a generator, which produces electricity.

Ardnacrusha hydroelectric power station

Water Hydroelectricity is produced using the movement of water. A hydroelectric power station is on a fast-flowing river, where the water flows through large turbines. As the turbines spin, electricity is produced by a generator. Hydroelectric power stations cause little pollution, but can damage plant and animal habitats.

Sun Solar energy is the light and heat given off by the sun. It can be collected by solar panels and used to heat buildings and produce electricity. Many houses in Ireland have solar panels installed on the roof. Even on cloudy days, they absorb sunlight and convert it to electricity. Solar panels can be expensive to install, but are good value for money in the long run.

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Strand: Environmental awareness and care Strand unit: Environmental awareness Key skills: Questioning, observing, analysing, predicting, estimating and measuring

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How Do WeMakeElectricity?

The Ancient Romans used geothermal energy from hot springs to heat their floors and public baths!

Earth’s heat Geothermal energy is heat that comes from deep inside the Earth. The inner layers of the Earth are extremely hot. Water below the ground boils and turns into steam. To use this heat energy, holes are drilled deep down into the Earth. The steam is piped from below the ground to turbines in a power station above the ground. As the turbines spin, electricity is produced by a generator. The USA is the largest producer of geothermal electricity in the world. Biomass Biomass is organic material that is used as fuel. Biomass energy comes from burning plant or animal materials (for example, manure) to produce steam, which is used to generate electricity. The biggest source of biomass energy is wood. Other forms of biomass include farm waste such as manure and the parts of crops that cannot be eaten.

Non-renewable resources

Non-renewable energy is generated using resources that will eventually run out. These are known as fossil fuels. Fossil fuels must be burned to release energy. This releases chemicals into the air and damages the environment. Currently fossil fuels are our main source of energy. Many countries are trying to increase the use of renewable resources instead. Fossil fuels formed in the Earth 300–360 million years ago from the remains of plants and animals that sank into mud and rock. Over time, many layers of rock built up. The heat of the Earth and the pressure from the weight of the rock turned the remains into a fossil fuel such as oil, natural gas or coal. Coolkeeragh gas-fired power station, Derry

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How Do WeMakeElectricity?

Oil This is the most common fossil fuel burned for energy. It is a liquid. Crude oil is used to make fuel for cars, aeroplanes and central heating systems. Sometimes oil is found under the seabed, where it is difficult to extract. An offshore drilling rig is used to drill a well deep below the seabed. The oil is piped out of the ground and into storage tanks.

Offshore drilling rig

Natural gas This is burned at some power stations to power turbines to generate electricity. It is also used as fuel for cookers and central heating systems in many homes. Natural gas is colourless and has no odour. An odour is added before it is piped into homes to ensure that people would be able to smell a gas leak. Coal Coal has been mined and burned as fuel for hundreds of years. It was the most popular heating fuel until the 1960s, but caused terrible air pollution. Around 66% of the coal that is burned today is used in power stations to generate electricity. Burning coal causes 40% of all carbon emissions from fossil fuels in the world. Nuclear energy Nuclear energy is created using a substance called uranium. The atoms in uranium release energy during a nuclear reaction. The heat that is produced runs machines that generate electricity. Unlike coal-burning power stations, nuclear power stations do not produce carbon emissions. However, they do produce dangerous radioactive waste, which must be carefully disposed of. There are no nuclear power stations in Ireland, but there are 15 in the UK. Sellafield nuclear site, England

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Interactive activity

How Do WeMakeElectricity?

Norway

C A SE S T U DY

In the 1960s, oil was discovered off the coast of Norway. This country has a very long coastline and many offshore drilling rigs. It has made a lot of money selling oil around the world. However, the Norwegians know that the oil will run out eventually, so they have invested a lot of money in hydroelectricity. At the moment, 95% of Norway’s power comes from hydroelectricity. Norway’s snowy coast

1 What are renewable resources? 2 Why are renewable resources a better option for generating electricity than non-renewable resources? 3 Describe geothermal energy. 4 What are fossil fuels? 5 Name two negatives of using fossil fuels. 6 What is dangerous about nuclear energy? 7 Norway is a large oil producer. Why is this country using hydroelectricity more than oil?

1 List all the renewable and non-renewable sources of energy that use turbines to generate electricity. 2 Pair work: Create a campaign to highlight the need to use renewable resources for energy in Ireland. Your campaign could include a poster, a speech delivered to other classes, a project done on paper and/or a PowerPoint presentation. 3 Group work: Research fuel consumption in Ireland. What is the number one fuel used here? What renewable resources are helping to reduce the use of fossil fuels?

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Theme: Powering Our Lives Video

GEOGRAPHY

53 Peat how peat is formed what peat is used for about the environmental impact of using peat for energy. acidic, blanket bog, briquettes, conserve, decayed, initiative, peatlands, raised bog, solid fuel, turf Ireland has a large number of bogs or peatlands. Because of this, we have a history of using peat as a form of fuel to heat homes instead of wood or coal. More recently, peat has also been used to generate electricity.

What is peat?

Peat is a dark brown, spongy material that forms in a bog from the remains of dead plants that have not fully decayed. This happens because the ground is so waterlogged that there is not enough oxygen to help organic matter decay. Layers of this material build up over time to form peat, which can be up to 3 m deep.

Types of bog

Ireland’s bogs

Bogs are wetlands that form in places with a mild, wet climate. There are two main types of bog: raised bog and blanket bog. Together, these cover approximately 1.2 million hectares of land in Ireland.

Raised bogs These are a natural feature of the Irish landscape. They are much smaller than blanket bogs and form in lowland areas. Almost all raised bogs in Ireland are found in the midlands. Raised bog, Clara, Co. Offaly

Blanket bog, Connemara, Co. Galway

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Blanket bogs These are spread over a vast area and are found in lowland areas in the West of Ireland and upland areas, where there is heavy rainfall. Blanket bogs are described as ‘man-made’, because they have been affected by human beings clearing land for farming over thousands of years.

Strand: Natural environments Strand unit: Rocks and soil Key skills: Sense of space, sense of place, questioning, observing, using pictures, maps and globes, predicting, analysing

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Peat

Formation of a blanket bog soil rock

c.4000 BC: The land is covered in birch and pine forest. c.3000 BC: Neolithic farmers arrive and start to clear trees. Without trees, the soil becomes more and more acidic as the rain washes nutrients away. Peat builds up. c.500 BC: Trees cannot grow in the acidic soil, but heathers and moss grow. Peat keeps building up. c.AD 1000: The blanket bog is well established, with layers of peat about 3 m deep. c.AD 1600: Human beings begin to cut peat for fuel.

Biodiversity

Peatlands provide a habitat for birds such as the curlew, the harrier hen and the merlin. Many plants are unique to bogs, because they prefer the acidic environment there. These include bell heather, sphagnum moss and bog cotton. Peat is often added to soil by gardeners for growing plants that prefer acidic soil.

Curlew

Bell heather

Peatlands and the environment

Peatlands are extremely important to the environment, because they absorb and store twice as much carbon as all of the world’s forests combined. Since the 1970s, large quantities of peat have been burned, releasing carbon dioxide into the atmosphere. Many countries are putting initiatives in place to conserve peatlands and limit the amount of peat being cut and burned.

Using peat for energy

A very small amount of the world’s energy is produced using peat, but peat is still mainly used as a solid fuel. Burning it releases some of the same harmful emissions as burning fossil fuels. However, peat is considered to be a ‘slowlyrenewable’ resource, because it is able to regrow, but takes thousands of years to do so. Only about 1 mm of peat is formed per year.

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Peat

Interactive activity

Peat is harvested from the surface of a bog. Sometimes it is milled and then sent to a factory, where it gets dried and pressed to make briquettes. Turf is peat that has been cut in blocks from the bog by hand or using machinery. The blocks are left to dry for months and shrink in size as they dry out.

Bord na Móna

Cutting turf

Bord na Móna is partly owned by the Irish government. It was set up in 1946 with the aim of using Ireland’s peatlands to produce energy. In recent years, Bord na Móna has moved to renewable forms of energy such as biomass. In 2015, the company announced that the use of peat in power stations would end by 2030. Several peat-burning power stations have been shut down.

A bog train in Co. Offaly taking peat to a power station

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What is peat? Name two uses of peat. What two types of bog are found in Ireland? Describe how a blanket bog is formed. Why have several peat-burning power stations been shut in Ireland? Why, do you think, is Bord na Móna trying to find alternatives to using peat as fuel? 7 What alternative forms of energy could be used to generate electricity in Ireland? Do you know of any already in existence?

1 Peatlands are often described as a ‘carbon sink’. Why is this description used, do you think? 2 Think, pair, share: Discuss whether or not peat should be used as fuel in Ireland. Give three reasons for and three reasons against. 3 Group work: Do research online to find out more about bog habitats and the plants and animals that live there. Present your findings to the class in the form of a poster, booklet or PowerPoint presentation.

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Theme: Powering Our Lives Slideshow video

54 PoullaCour HI STORY

about the life and works of Poul la Cour about his contribution to wind energy. aerodynamics, meteorologist, meteorology, physicist, regulator, telegraphy, windmill Wind turbines, Copenhagen, Denmark

Denmark is a flat country, which makes it good for wind power. It has a long history of using windmills. Today, wind power produces almost half of the electricity in Denmark. Danish inventor Poul la Cour was very important in the development of windmills, which eventually led to the invention of the modern wind turbine. Poul la Cour (1846–1908) was a meteorologist, an inventor, a teacher, a physicist and a writer. He is known around the world today for his work on wind power and aerodynamics. He was nicknamed the ‘Danish Edison’ for his inventions, comparing him to Thomas Edison, whose inventions included the light bulb.

Early life

Poul la Cour was born in Aarhus in the east of Denmark and grew up on a farm with his older brother, Jorgen. His mother was always interested in mathematics and his father was a very modern farmer, using new farming technology in his work. La Cour learned all about farming, but mathematics and science were his passion. Strand: Story Strand unit: Stories from the lives of people in the past Key skills: Time and chronology, cause and effect, using evidence, synthesis and communication, empathy

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Poul la Cour

The Poul la Cour Prize, set up in 1993, is an award that recognises people who have made a unique contribution to wind power in Europe.

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PoullaCour

Meteorologist

While la Cour was still in school, his brother drew his interest to the new area of meteorology. The study of the weather fascinated la Cour. In 1869, he completed his study of meteorology at university. He travelled around Europe, studying and practising meteorology. He returned to Denmark and helped to set up the Danish Meteorological Institute in 1872. He became the deputy director and set up weather stations around Denmark to track weather conditions.

Inventor

A weather station in Denmark today

At the same time that he was working as a meteorologist, la Cour also worked on inventions in his spare time. He was especially interested in windmills and telegraphy. Telegraphy was a system for transmitting messages over long distances with the use of a wire. Meteorologists depend on being able to quickly send and receive weather information in their work. La Cour found a way for several meteorologists to transmit messages on a single wire at the same time, which was hugely helpful. Telegraph machine

Teacher

When la Cour got married, he moved to his wife’s home town of Askov. In 1878, he took a teaching job at Askov Folk High School. There he taught biology and gymnastics. He continued to work on his inventions in his spare time, and these were always aimed at helping the rural community. He gave many of his inventions away for free, in the hope of improving life for his fellow Danes. La Cour later went on to train electricians to work in wind power at the high school. Denmark was starting to introduce electricity at this time. La Cour’s aim was for rural areas to have access to windpowered electricity. The first class of ‘rural electricians’ with la Cour, 1904

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PoullaCour

Windmill at Askov

In 1891, la Cour built his first test windmill on the grounds of the high school. It generated enough electricity to supply all of the lamps in the school. One big challenge was to supply electricity on days when there was no wind to drive the generator. La Cour solved this problem with his invention of the Kratostate, a regulator that resulted in a steady flow of electricity from the windmill. He experimented with other ways to improve the test windmill with the use of aerodynamics and wind tunnels.

La Cour’s later test windmill, 1897

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With la Cour’s help, La Cour’s first test windmill, 1891 by 1895, the entire town of Askov was supplied with electricity generated from wind power. La Cour wrote a book on his findings, titled The Test Turbine (Forsøgsmøllen in Danish). This book was the authority on windmills and wind turbines for many years and modern wind turbines are similar in style to those described in the book.

When was Poul la Cour born? What type of energy did he investigate? What subject did he study at university? What subjects did he teach at first in Askov Folk High School? What challenge did he face with his first windmill in 1891? Why, do you think, did he want to use wind energy for electricity? How did he help people in rural Denmark, do you think?

1 Describe how la Cour’s family influenced the course of his life. 2 Pair work: Create a role play between la Cour and the principal of the Askov Folk High School. La Cour must explain why he wants to build a test windmill on the school grounds. La Cour needs to convince the principal that his plans will benefit the town! 3 Group work: Do research online to find out about a winner of the Poul la Cour Prize. What was this person’s unique contribution to wind power in Europe? Share your findings with the class. Revision quiz

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Theme: 18th-Century Ireland Poster

Animation

HI STORY

55 Irelandinthe18thCentury how life, homes, farming, culture and sport in 18th-century Ireland compares to today what school was like for children in the 18th century.

absentee landlord, Catholic, charter schools, hedge school, hoe, labourer, lease, Penal Laws, Protestant, tenant farmer The 18th century covers the period of 100 years from AD 1700 to 1799. During that time, Ireland was under the control of Britain.

Religion

Did you know that the word ‘century’ comes from the French word ‘cent’, meaning ‘hundred’?

The main church in Ireland in the 18th century was the Protestant Church of Ireland, but most of the Irish were Catholics. The British wanted all of the Irish to become Protestants, so they designed a strict set of rules against Catholics, called the Penal Laws. Catholics were not allowed to own land, vote, or hold a job in government. If a Catholic priest was caught teaching Catholicism or holding Mass, he was arrested.

People

There was a huge increase in the population of Ireland during the 18th century; it doubled in size from 2 million to 4 million. This created extra demand for food around the country. As a result of the Penal Laws, most Irish people were very poor. Most of them made a living by farming. They were not allowed to own land, so they had to work in exchange for the use of land or else rent land. A small number of wealthy families lived a completely different life to the poor. Many were the landowners from whom the poor farmers rented land. Whereas most of the poor wore simple clothing, the wealthy could afford to buy clothing made of silk and other rich fabrics imported from abroad.

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Strand: Life, society, work and culture in the past Strand unit: Life in the 18th century Key skills: Time and chronology, cause and effect, using evidence, synthesis and communication, empathy

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Irelandinthe18thCentury

Homes

Poor farmers lived in small cottages or huts made of mud or stone. Inside a typical home there were one or two rooms. At night, the family all slept in the same room. They often slept on the floor. Animals were sometimes brought indoors at night to provide extra warmth. There were usually no windows in the home, so there was little fresh air and light, and hygiene was poor as a result. Many poor people got sick from infections and other illnesses. Landowners owned large houses and estates in Dublin or in the countryside. Their houses had many rooms and were decorated with art and furniture. They usually had servants to help them run the household and estate.

Farming

Potatoes were the main crop grown by Irish farmers. These were popular due to being high in energy. Poor people learned that eating potatoes made them feel full for longer. Barley and oats were also grown, but these crops were mostly sold. Farmers also kept pigs, which could live off scraps of food. There were no fridges back then, but meat such as pork was salted so that it would not go off for months. Irish farmers used basic tools such as hoes and shovels and worked very long hours. Some of them were tenant farmers, who rented land from Protestant landowners. The land was planted so often that the soil eventually became low in nutrients, resulting in poor crops. Sometimes farmers had to use all of the money made from selling their crops just to pay the rent.

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Others worked as labourers. They could not afford to rent land but worked for the landlords. They were given a small plot of land to use instead of wages. They used the land to grow food for their family rather than crops to sell. Often, they could not grow enough to feed a family, and so they regularly went hungry. The winter of 1740-1741 was severe in Ireland. It was so cold that potatoes froze in the ground and could not be eaten. As a result, more than 300,000 people died of hunger.

By the end of the 18th century, most of the farmland in Ireland was owned by Protestant landowners. Many of them lived in Britain, where they avoided seeing the terrible poverty that their tenants were living in. They were known as absentee landlords.

Schools

In 1733, charter schools were introduced in Ireland. These were Protestant schools, where subjects were taught through English. The majority of Irish people were Catholics and spoke only Irish. They did not want to send their children to the charter schools. However, sometimes they did, because the charter schools provided pupils with food and clothing. At the same time, hedge schools were set up. These were illegal Catholic schools. They were held in secret in barns or homes, or even outdoors. This was how they got the name ‘hedge schools’. The pupils were taught reading, writing and arithmetic through Irish. Local Catholic priests often insisted that they were taught Catholicism too. Parents paid a small fee to the teachers. The teachers had to move around a lot to avoid getting caught. However, teachers were greatly respected by the community, because they were knowledgeable and could read and write well. Poor farmers often asked them to help with measuring land or reading a land lease.

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Language and culture

During the 18th century, there were two different cultures in Ireland: one was Catholic and spoke Irish; the other was Protestant and spoke English. Jonathan Swift was a Protestant priest born in Dublin. He studied at Trinity College, Dublin and became dean of St Patrick’s Cathedral. He wrote many books, including the famous Gulliver’s Travels, which was published in 1726.

Sport

Jonathan Swift

Wrestling, hunting and horse racing were popular sports, enjoyed by both the rich and the poor. The GAA, soccer and rugby were not introduced until the 19th century. Before then, early versions of ball games were popular. Matches were often played between neighbouring villages. The winning team was the one that managed to keep hold of the ball long enough to bring it across the village boundary line. There were no real rules, and wrestling and pushing were a normal part of the game. 1 2 3 4 5 6

When did the 18th century take place? How did most poor people in Ireland make a living during the 18th century? Describe the home of a poor Irish family. What was the main crop grown by Irish farmers? What were charter schools? Why did the Irish set up hedge schools even though they had charter schools? 7 Why, do you think, did the charter schools teach through English when most people in Ireland spoke only Irish?

1 List as many differences as you can between schools in 18th-century Ireland and schools in Ireland now. 2 Think, pair, share: List the differences between life in 18th-century Ireland and life in Ireland now under the following headings: people, clothing, food, farming, homes and sport. 3 Group work: Do a project about life in 18th-century Ireland. It should feature information about Catholics, Protestants, the Penal Laws, food, farming, schools, homes and clothing, and the differences between the rich and the poor. Present your project to the class.

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Theme: 18th-Century Ireland Artwork Video

HI STORY

56 Lifeinthe18thCentury what daily life was like in the 18th century to compare a day in the life of two children from different backgrounds what people ate in the 18th century. boxty, colcannon, governess, scullery Can you imagine what it was like to live in Ireland in the 18th century? There was no electricity, meaning no television or home appliances! Life was completely different depending on whether you were born into a rich family or a poor family. Let’s go back in time to a day in 1796 and meet two children from different backgrounds! Hi, my name is Margaret and I live in Dublin City. My family are Protestants. I’m nine years old and I have one sister and two brothers. We share a bedroom on the top floor of our house. We have a governess named Miss Brien to teach us. She sleeps in the bedroom next to ours and we spend most of our time with her.

study drawing room dining room parlour kitchen scullery

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Strand: Life, society, work and culture in the past Strand unit: Life in the 18th century Key skills: Time and chronology, cause and effect, using evidence, synthesis and communication, empathy

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Lifeinthe18thCentury

In the morning, Miss Brien helps us to get dressed. Then we eat our breakfast together and begin our studies. We practise reading, writing and arithmetic. My sister and I also practise lacework. Sometimes Miss Brien brings us out for a walk to get some exercise.

We have a cook to prepare our meals and three servants to do the housework. They all share a bedroom off the kitchen in the basement. There’s also a scullery there, where the servants wash the dishes and do the laundry. If I need something, I pull a cord to ring the bell in the kitchen, and one of the servants will come upstairs to me.

Father goes to work each day and Mother runs the household. Sometimes her friends sit with her in the drawing room, reading aloud or playing cards. When Father comes home in the evening, we dress for dinner and go down to the dining room. We must always be very well behaved at the table. After dinner, Father sometimes reads to us beside the fire, but if he has guests, we have to go back upstairs. Last week was very exciting, because Mother’s new dress finally arrived. It’s made of beautiful satin and lace and she’ll wear it to a party that she and Father are hosting next week. I can’t wait until I’m older and can buy a dress like Mother’s and go to a party and dance.

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Artwork Video

Lifeinthe18thCentury

Hi, my name is Molly. I’m from a Catholic family. I’m nine years old and I live in a cottage in Co. Kildare with my mam, dad, granny, five sisters and three brothers. There are two rooms in our cottage: one where we eat our meals and sleep, and another where Mam stores the food and hangs the pot for cooking. We all sleep on a big mat on the floor. The mat doesn’t cover the entire floor, so we have to squash together to avoid the damp clay. My baby sisters sleep in between Mam and Dad. Whenever I have to sleep at the edge of the mat, my sister Mary always pushes me onto the floor. On cold nights, it is really hard to sleep. Last night I was right next to Mam and got to share the woollen blanket. When it gets really cold, we bring our three pigs indoors to help keep us warm, but sometimes they make so much noise! I missed school today, because I had to help Mam and Dad to pick the potatoes. My hands are raw from digging, but finally we have more potatoes to eat! Mam promised us a big dinner later. I haven’t eaten anything since my porridge this morning and I’m starving now. Mam will light the fire to boil the potatoes, so the cottage will get a bit warmer.

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Tomorrow, I’ll go back to the hedge school. We study Irish, reading, writing and arithmetic behind the old barn. Most of the other children stayed home today to dig potatoes too. Our teacher, Master Collins, is very strict. If we’re late, he gets really cross. Sometimes on cold days, he lets us have class in his cottage. I’m lucky that my parents can afford to pay him, so my brother Tommy and I get to go to school most of the time. I’m trying to teach my sister Peggy to read. She has to stay home and help look after the younger children.

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Lifeinthe18thCentury

Food

The poor in Ireland at this time lived on a diet of mainly potatoes. A man typically ate around 2 kg of potatoes with skimmed or sour milk each day. Poor people also ate berries, nuts, mushrooms and whatever else they could find in the wild. The rich, on the other hand, had a very different diet. They regularly ate vegetables and meat such as mutton or pork. Their meals often included potatoes, but these were not their main food. They enjoyed everyday dishes such as colcannon (kale and onion mixed into mashed potato), boxty (potato pancakes) and Irish stew (meat, vegetables and potatoes in gravy). When they had parties, their food was even more fancy. They would have roast meats, pies, fish, dishes with imported ingredients and desserts. Black pudding became popular in the 18th century. It was made from ox blood and oatmeal and was a great source of protein.

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What work did a governess do? What is the drawing room in Margaret’s house used for? Describe Molly’s school. What was the main food that poor people ate? Describe colcannon. Do you think Molly’s and Margaret’s days were very different? Why or why not? 7 Which house would you rather visit? Why? 1 List the things that Margaret and Molly each did during a typical day, under the headings ‘Margaret’s day’ and ‘Molly’s day’. Can you find anything that is the same? Can you find anything that is different? 2 Think, pair, share: List five differences between your day yesterday and the day described by Molly and Margaret. 3 Group work: Do a project on food in the 18th century in Ireland. It can be done as a poster, a PowerPoint presentation or a report. It should include the types of foods that were eaten for breakfast, lunch and dinner, and the differences between what the rich and the poor ate. Assign roles within your group and present your findings to the class. Revision quiz

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Theme: Heating Up Poster

Powerpoint

GEOGRAPHY

57 Weather Observations how air temperature, wind direction and clouds help us to predict the weather to identify different types of cloud.

data, forecast, mercury, meteorologist, satellite image, thermometer Knowing what kind of weather to expect is important for many reasons. It helps us to decide what clothing to wear and activities to plan. Farmers, builders and others who work outdoors rely on the weather forecast to plan their work.

Weather forecasts

Meteorologists measure rainfall, air temperature and wind direction. They use satellite images to observe cloud patterns around the world. The data they collect help them to produce weather forecasts.

Air temperature

Temperature is the measure of how hot or cold something is. Air temperature is measured using a thermometer. A glass thermometer has a tube with a tiny bulb filled with alcohol (dyed red) or mercury. These both expand (get bigger) when the temperature rises, and contract (get smaller) when the temperature drops. High temperatures bring warm weather, low temperatures bring cold weather. Digital thermometers are also available. Northerly winds

Westerly winds

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Mercury thermometer

Digital thermometer

Wind direction

Easterly winds

Southerly winds

Alcohol thermometer

Wind is moving air. Winds are named after the direction from which they come. Westerly winds bring cool, wet weather from the Atlantic Ocean. Northerly winds bring cold weather from the Arctic. Southerly winds bring warm weather from the equator. Easterly winds bring cold, snowy weather from Russia.

Strand: Natural environments Strand unit: Weather, climate and atmosphere Key skills: Questioning, observing, analysing, predicting, estimating and measuring, recording and communicating, a sense of place, using pictures, maps and globes

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Weather Observations

Clouds

Clouds are made up of billions of water droplets or ice crystals. Let’s look at a few types of cloud and the weather they bring.

Cirrus clouds High clouds, mostly Stratus clouds Low-level clouds that made of ice crystals. They stretch look like a grey blanket. They usually across the sky and are thin and whispy. bring light rain or drizzle. They bring fair to good weather.

Cumulus clouds Low-level clouds that are big, white and fluffy, and often seen on sunny days. They bring fair weather. 1 2 3 4 5 6 7

Cumulonimbus clouds Low-level clouds that tower high up into the sky. They often bring a thunderstorm.

What professions might need to know the weather forecast? What liquid is found inside a thermometer? What is wind? What are clouds made up of? Describe cirrus clouds. Can you think of a reason why Ireland gets a lot of rainfall? Why do northerly winds bring cold air, do you think?

1 List three things that we measure or observe to predict the weather. 2 Think, pair, share: Explain how the weather affects the following people: farmer, pilot, bus driver, tour guide, runner. 3 Group work: Do a project on how we predict the weather. It can be done as a poster, a PowerPoint presentation or a slide show. Include information about clouds, temperature and wind direction.

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Theme: Heating Up Powerpoint

SC I E N C E

58 Heat what heat is why the sun’s heat is very important to us to investigate temperature variations at different locations. hypothermia, molecule, variations We often say that the weather is ‘freezing’ or ‘roasting’. We use heat words to describe certain colours, such as ‘warm red’ or ‘cold blue’. We say that a person is ‘cold’ if they are unfriendly. We refer to heat all the time, but what is heat?

Heat energy

To understand heat, we need to understand a little bit about energy. Energy is the movement of molecules. When something is cold, the molecules move slowly because they have less energy. When something is hot, the molecules move quickly because they have more energy. When a pot of water is boiling on the cooker, it bubbles because the molecules in the water are moving fast.

room temperature water heated water

chilled water

molecules

Direction of heat flow

Heat is a form of energy that always transfers from something with a higher temperature to something with a lower temperature. This is known as the direction of heat flow. When you fill a mug with hot chocolate, the mug gradually gets warmer as the hot chocolate transfers its heat to the cooler mug. If we go outdoors in cold weather without wearing warm enough clothing, we quickly cool down. Our body heat transfers to the colder air around us. Have you ever held ice cubes in your hand? Your hand quickly feels frozen! This is because the heat energy in your hand flows into the cooler object, the ice.

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Strand: Energy and forces Strand unit: Heat Key skills: Questioning, observing, predicting, investigating and experimenting. estimating and measuring, analysing, recording and communicating

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Interactive activity

Heat

Hypothermia is the condition of having a dangerously low body temperature. It often affects mountain climbers and people rescued from the sea. It happens because the body cannot replace the heat lost to cold air or water. This can cause a loss of consciousness. One of the ways that people living in the Arctic stay warm and prevent hypothermia is by eating about twice as many calories as people living in warmer climates do. This provides enough fuel for the body to replace lost body heat.

Warning signs of hypothermia

Confusion

Shivering

Difficulty speaking

Drowsiness

Stiff muscles

Temperature

Temperature measures the amount of heat energy in an object or substance. When an object or substance is heated, the temperature rises. When it is cooled, the temperature drops. The human body’s normal temperature is 37°C (98.6°F). We measure temperature using a thermometer.

The sun

The sun is the main source of heat for our planet. It is very, very far away from Earth, so only a small amount of heat energy reaches us. However, this is one of the things that make it possible for life to exist. Plants require warmth to grow. People, animals, birds and insects survive by eating plants. (Plants also require sunlight to make their own food, but light is a different form of energy to heat.) You can feel the effects of heat when you go outdoors on a sunny day. In shaded areas, the temperature is cooler. At night-time, the temperature drops because the hemisphere we live in is not facing the sun.

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Heat

We are going to use a thermometer to investigate temperature variations at three indoor and three outdoor locations in your school. We will find out which are the warmest and coolest locations by measuring the temperature each day for a week and recording the results. Do you think it is important to measure the temperature at the same time each day? Why or why not?

Investigation 1 Choose three locations in the classroom or the school building where the temperature might vary. Which three locations will you choose? Why? Record the results below or in your copy. Location 1 Location 2 Location 3 Time Temperature Time Temperature Time Temperature

Day Monday Tuesday Wednesday Thursday Friday Which location was the warmest? Why do you think that was? Which location was the coolest? Why do you think that was?

Investigation 2 Choose three outdoor locations where the temperature might vary. Which three locations will you choose? Why? Record the results below or in your copy. Location 1 Location 2 Location 3 Time Temperature Time Temperature Time Temperature

Day Monday Tuesday Wednesday Thursday Friday Which location was the warmest? Why do you think that was? Which location was the coolest? Why do you think that was?

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Theme: Heating Up

how meteorologists predict the weather how to record weather conditions to predict weather conditions using observations. infrared, precipitation

GEOGRAPHY

59 Recording theWeather

We know that meteorologists observe and measure weather conditions to predict the weather. What technology and instruments do they use?

Satellite images

Meteorologists use satellite images to predict the weather by observing the movement of clouds. Some satellite images include infrared technology that shows the temperature of clouds. The colder a cloud is, the more likely it is to produce rain. Can you see the differences between a satellite image and a weather map?

Weather stations

Weather station near Limerick

There are more than 20 weather stations around Ireland, at locations that include Athenry, Co. Galway, the Phoenix Park, Dublin and Valentia Island, Co. Kerry. A weather station is an observation post, where data are collected. The stations use equipment to measure and record precipitation, and wind direction and speed. Meteorologists use this data to produce weather forecasts.

The highest temperature ever recorded in Ireland was 33.3°C on 26 June 1881 at the Kilkenny Castle weather station. The lowest temperature ever recorded in Ireland was -19.1°C on 16 January 1887 at the Markree Weather Station. Strand: Natural environments Strand unit: Weather, climate and atmosphere Key skills: Questioning, observing, analysing, predicting, estimating and measuring, recording and communicating, a sense of place, using pictures, maps and globes

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Video

Recording theWeather

Experiment video

Rain gauge An instrument used to measure precipitation. When precipitation falls, it fills the rain gauge. A meteorologist can measure the amount that has fallen using the scale on the side. Rainfall is usually measured in centimetres (cm) and millimetres (mm). Wind vane An instrument used to find out the direction of the wind. The direction from which the wind is blowing has a strong influence on the weather. Anemometer An instrument used to measure the speed of the wind. Aerovane An instrument used by meteorologists to measure both wind direction and speed.

We are going to set up a weather station at school. At the end of the week, we will make posters displaying the data collected.

Temperature station Place a thermometer in a spot in the school grounds that gets sunlight. Record the temperature at the same time every day for one week.

Rain gauge

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Make a rain gauge and measure the rainfall at your school over the course of a week. Record the rainfall measurement at the same time every day. Equipment: plastic 2-litre bottle, scissors, sticky tape, marker, ruler, small stones, water Action: 1 Ask an adult to cut the top (roughly one-third) off the bottle. 2 Place the stones into the bottom of the bottle. Why do you think we add stones? 3 Pour in enough water to just cover the stones. 4 Turn the top part of the bottle upside down, place it into the bottom part and secure it with sticky tape. This acts as a funnel for the rainwater. 5 Use the ruler and marker to mark a scale on the bottle, starting at the water line over the stones.

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Recording theWeather

Wind vane Make a wind vane and record the wind direction each morning. Equipment: paper plate, pencil with a rubber on top, pushpin, marker, straw, scissors, card Action: 1 Mark the centre point of the paper plate. 2 Think of the plate as a clock face. Write ‘N’ for ‘north’ at the 12 o’clock position, ‘S’ for ‘south’ at 6 o’clock, ‘E’ for ‘east’ at 3 o’clock, and ‘W’ for ‘west’ at 9 o’clock. 3 Make a pointer for an arrow by cutting out a triangle shape from the card. 4 Mark the centre point of the straw. 5 Ask an adult to cut a slit in the top of the straw for the pointer to slip in. The straw is now the arrow for the wind vane. 6 Push the pushpin through the centre point of the straw, then press it into the rubber on the pencil. Do not push it in too tightly; it needs to have enough room to spin. 7 Push the pencil through the centre point of the paper plate. 8 Secure the wind vane in the ground and check if the wind direction matches the weather forecast for the day. 9 Be sure to remove your wind vane once you have recorded the direction, because it would not survive harsh weather conditions.

Cloud observatory Observe the clouds in the morning. Record what type of cloud you see in your worksheet. Is the weather consistent with this type of cloud? PCM 11

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PCM 12

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Theme: Heating Up Animation

SC I E N C E

60 Heating Our Homes how homes are heated to analyse why some materials are insulators and some are conductors of heat energy about some ways we can keep heat in our homes. boiler, cavity, circulate, fibreglass, heat pump, radiator What can you do to warm up if you feel cold at home? You could jump up and down, sit in a hot bath, get into bed or wear more clothes. Luckily, there are other ways to heat our homes and keep us warm.

How our homes are heated

Modern homes have central heating systems. These can include metal radiators, which are heated by hot water that circulates in pipes. The water is usually heated in a boiler, which is fuelled by oil, natural gas, or sometimes an open fire or a stove. Radiators warm the air around them. This heat energy gradually transfers to the whole room. Hot water can also come from a heat pump, which uses heat from the air or ground outside. Some homes have underfloor heating. This uses electricity or mains water hot water to heat the floor. This heat then transfers to the rest of the room.

radiator

pipes boiler

underfloor heating

Cooking is also a source of heat energy in our homes. Some cookers are powered by electricity and others burn natural gas. Regardless of the source, the transfer of heat energy is the same. When a cake is put in the oven, heat transfers from the oven to the cake tin, and then to the cake batter.

Conductors

Radiator

Materials that allow heat energy to easily pass through them are said to be good conductors. Metal is a good conductor of heat energy. This is why radiators are made from metal.

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Strand: Energy and forces Strand unit: Heat Key skills: Questioning, predicting, analysing, recording and communicating

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Heating Our Homes

Insulators

Certain materials are good insulators, meaning that they are good at keeping heat in. Winter jumpers and thermal clothing are made from materials that are good insulators, such as wool. In order to insulate our bodies and reduce the amount of heat energy that we lose, we can also wear layers of clothing to trap air. Birds know all about this! They plump up their feathers to trap air and insulate their bodies.

Keeping heat in a house

If a building is properly insulated, it requires less energy to heat it. Houses are insulated in several ways. Insulation foam or fibreglass is inserted into the cavities of external walls. This traps air and slows the transfer of heat energy so that the building retains heat for longer. Double- or triple-glazed In the past, the Inuits in windows and glass doors are the Arctic lived in a type installed. These are made of of house called an igloo. It was built using blocks of two or three panes of glass. compacted snow, which Air trapped between the panes provided good insulation. reduces the amount of heat energy that is lost. Because heat naturally rises, the attic floor is insulated with layers of fibreglass to prevent heat from escaping through the roof. 1 2 3 4 5

What can you do to warm up if you feel cold at home? Give four examples of items that use heat energy in a home. Explain how a modern central heating system works. What is the difference between a conductor and an insulator? List three ways in which insulation is used to prevent heat energy escaping from a house. 6 Why, do you think, do we not insulate radiators? 7 Explain how a tea cosy or a duvet works as an insulator.

1 How is your home heated? Do you know what type of fuel is used? 2 Think, pair, share: Choose one form of house insulation and explain to your partner how it helps to keep a house warm. 3 Group work: Do research to find out how animals living in the Arctic and Antarctic stay warm. Display your findings on a poster and present this to the class. Revision quiz

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A B C D E F G H I J K L M N O P Q R S

Glossary

A absentee landlord: a Protestant landowner who owned a large area of farmland in Ireland, but lived in Britain absorb: to take in or soak up absorbent: capable of absorbing liquid acidic: having the properties of an acid (a substance with a pH of below 7). Acidic foods, such as lemons, taste sour. adapt: to become used to or to adjust aerodynamics: the science of how air (a gas) flows around a moving solid object acid rain: polluted rain that harms living things aid: help or assistance given to someone in need

algae: a group of simple plants. They are usually found in water, and include seaweeds

align: to place or arrange things in a straight line

W X Y

alloy: when two or more types of metal are mixed to make a new type of metal

altitude: the height of an object or point above ground or sea level amperes: a measure of the number of electrons passing by a set point per second

archaeologist: a person who digs up and studies historical objects such as pottery and tools, and buildings for a living

amphibian: an animal that can live both in water and on land Archaeologist at work

A frog is an amphibian

ancestor: a person from whom one is descended and who lived several generations ago antibodies: substances produced in the blood to destroy germs such as bacteria and viruses

artefact: an object made by people, which is usually of historical interest ascend: to move up to a higher position atmosphere: the air that surrounds the Earth atom: the building blocks of everything in the universe

apartment: a onestorey home inside a large building called an apartment block appliance: a machine used for a particular purpose in the home, e.g. a cooker, refrigerator, toaster, vacuum cleaner or dishwasher apprentice: a person who is learning a skill or trade from a skilled employer aquatic: describes a plant or an animal living in or near water

Atom

atrium: a large, open space in the centre of a building attract: to cause something to come to a place or an object aviator: an aircraft pilot

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Glossary

B balanced diet: a combination of the correct types and amounts of food

A balanced diet includes protein, vegetables and carbohydrates

ball-and-socket joint: where the rounded end of one bone fits into the hollow end of another bone. This type of joint is found at the shoulder and the hip, allowing the arm or the leg to move forwards and backwards.

blanket bog: a bog spread over a vast area that has been affected by people clearing land for farming over thousands of years boiler: a machine fuelled by oil, natural gas or sometimes an open fire or a stove, which heats up water bonsai tree: a miniature, but otherwise realisticlooking tree, grown in a container by using special techniques to limit its growth. Bonsai trees are traditionally associated with Japan, but the techniques originated in China.

bicarbonate of soda: a white powder used to make baked goods rise biodiversity: describes the variety of life on Earth biomass: organic material that is used as fuel

bronchitis: an illness that affects the bronchi and causes a cough Bronze Age: a period of history from around 2500 BC to 1200 BC, which followed the Stone Age and was characterised by the use of bronze tools and weapons bungalow: a one-storey home (without stairs)

B C D E F G H I J K L M N O

battlements: in tower houses, a wall with squared openings that allowed soldiers to lean out and shoot their crossbows bawn: a defensive wall surrounding an Irish tower house

bronchi: two tubes branching off from the trachea, through which air passes in and out of the lungs

P Bungalow

Bonsai tree

border: edge or boundary borehole: a deep, narrow hole made in the ground in order to locate water or oil

Q R

C calcium: a mineral used by the body to strengthen the bones and teeth

S T U V

boxty: potato pancakes

bran: the hard outer casing of a grain

briquettes: blocks of dried, compressed peat used as fuel

Y Foods that are sources of calcium

Z 205

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A B C D E F G

Glossary

camouflage: the natural colouring of an animal that helps it to blend in with its surroundings campaign: a series of planned actions carried out to achieve a goal canal: a man-made waterway

L M N O P Q R S T U V W X Y Z

charity: giving help or money to those in need Cargo being transported on a ship

cavity: a hollow space or hole

J Boat on a canal

canines: the pointy teeth beside the incisors, used for ripping and tearing food caravan: a home with wheels that can be towed by a car or van from one place to another carbohydrates: substances, or nutrients, found in foods such as bread, potatoes and pasta carbon dioxide: a gas that is released into the air when we breathe out, or exhale, and also when we burn fossil fuels. Trees and other plants absorb carbon dioxide from the air and release oxygen into the air. cardinal directions: the four main directions – north, south, east and west

characteristics: the typical or special qualities of a person, group, action or thing charge: the amount of electricity in an object

Catholic: having to do with the Roman Catholic Church

cargo: goods carried by a ship, an aeroplane or other vehicle

cellulose: the main element of plant cells, used to make materials such as paper and fabrics Celsius: a unit used to measure temperature

charter schools: Protestant schools where subjects were taught through English in Ireland during the 18th century Christianity: a religion based on the teachings of Jesus Christ churn: a container in which cream or milk is beaten or shaken to form butter

cement: a material made from sand and gravel, used to glue blocks together in construction central heating: a system that heats the rooms in a building ceremony: an act carried out to honour a special occasion certified: officially recognised chaff: the outer layer removed from grain before the grain is used as food chandler: a person who makes candles for a living, using beeswax or the fat of cattle or sheep

Old butter churn

clans: families or groups of people with a common ancestor circuit: the path followed by an electric current circulate: to move or flow along a closed path or system, such as pipes climate: the weather conditions in a place over a long period of time

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Glossary

climate change: a change in the Earth’s climate patterns attributed to increased levels of carbon dioxide in the atmosphere, caused by the burning of fossil fuels coastline: the land along the coast cobbled: paved with small, rounded stones

commercial: having to do with trade or business Commonwealth: a political association of 54 countries that all belonged to the British Empire at one time community: 1. a group of people who live close together or have shared interests; 2. a particular area and its inhabitants commute: to travel to work

Cobbled stone road

coils: a length of material such as a wire, which has been wound into a series of rings

compass rose: a circle showing the cardinal directions printed on a map North

East

West

South Compass rose

colcannon: a dish made of kale and onion mixed into mashed potato

concrete: a hard, strong building material made by mixing sand, gravel, cement and water

colonist: a member of a group that has set up a colony

conditions: states of being or the way things are

colony: 1. a country or an area under the control of another country, where settlers from that other country (colonists) have come to live; 2. a community of plants or animals of one species living close together

conductor: a material that allows heat energy to easily pass through it

Copper coil

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conserve: to keep safe from loss, waste or destruction

constellation: a group of stars seen in the sky at night

A B C D E F G

‘Big dipper’ constellation

contaminated: polluted, dangerous or poisonous to the environment, people, plants and/or animals contract: when a muscle contracts, it tightens and gets shorter. When it relaxes, it lengthens out again. convert: change from one form or state to another cooper: a person who makes barrels for a living. Barrels are used to contain and transport goods. cooperative: an enterprise or organisation owned by and operated for the benefit of those using its services county: a geographical area with a boundary within a country courtyard: an area that is enclosed by walls, but does not have a roof, and is often part of a large house or a castle

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A B C D E F G H I J K

Glossary

crude oil: a natural substance used to make fuel for cars, aeroplanes and central-heating systems craftsmanship: skill in making things, especially by hand crop rotation: in farming, when crops are changed from year to year, so that the soil does not lose its nutrients crustacean: an animal with a hard shell that lives in fresh or salt water

R S T U V W X

Dairy products

data: facts, figures or other pieces of information that can be used to learn about a topic or subject

defence: something that protects or guards

dairy: a building in which milk is stored and butter and cheese are made

decayed: rotten or decomposed (broken down)

A crab is a crustacean

culture: the language, customs, ideas and art of a particular group of people currency: the money used in a country current: the flow of electricity through a wire or another conductor current electricity: electrical energy that flows from one place to another

Y Z

demigod: the child of a god and a human being

diaphragm: a large, dome-shaped muscle that helps the lungs to draw air in and push it back out digestion: the process of breaking down food in the stomach and intestines so that the body can use it as energy disease: an illness or a sickness affecting a person, an animal or a plant disinfection: the process of treating with chemicals to kill germs diverse: showing a lot of variety dollar: the currency in the USA, Canada, New Zealand and other countries

deplete: to reduce descend: to move down or to a lower position detached house: a house that is not attached to another house deter: to discourage someone from doing something by creating doubt or fear diameter: a straight line from one side of a circle or sphere to the other, which passes through the centre

New Zealand ten dollar note

dolmen: a Stone Age tomb, built using three large, flat stones

Kilclooney dolmen, Co. Donegal

domesticated: an animal tamed and kept as a pet or on a farm

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Glossary

dominate: to be the most important or the most common person, thing or species drawing room: a formal reception room or parlour dredging: clearing solid matter from the bed of a river or other body of water droplet: tiny drop of liquid

E ecosystem: a community of living things together with their environment

embryo: the part of a seed that will develop into a plant emigrate: to leave a country or region in order to live in another emissions: toxic substances released into the air by the exhaust of a car or other vehicle employment: having a job (paid work) enamel: a hard white substance that covers the surface of teeth

environment: the surroundings in which people, plants and animals live. In the natural world, the environment includes the air, water and soil.

emblem: a symbol that represents a county, country, family or organisation

I K L

estuary: where a river meets the sea’s tides

engineer: a person who designs or builds engines, machines, buildings or bridges for a living. An engineer is a designer, mathematician and scientist all in one.

H J

electrocuted: to be seriously injured or killed by touching an electrical current

electron: one of the particles that make up an atom

E G

estate: an area or amount of land or property

energy efficient: using relatively little energy to provide the power a machine needs to operate

erosion: the wearing down of the landscape by natural processes involving wind or water

electric shock: a sharp pain caused by touching an electrical current

electromagnet: a magnet made of a coil of copper wire wrapped around a magnetic metal such as iron. It can be switched on and off.

Coastal erosion

endosperm: the part of a seed that acts as a food store for the developing plant embryo

equality: the fact of being equal

endangered: threatened with extinction

The giant panda is an endangered species

M N

evidence: something that gives proof or a reason to believe excavated: dug out excavation: the process of digging out exhale: to breathe out

O P Q R S T U V W X Y

Exhaling

Z 209

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A B

Glossary

extract: to remove or take out by using force

C D E F G H I J K L M N O P Q R S T U V W X Y

F factor: something that influences or causes an end result

filtration: a process in which insoluble solids are separated from water

forage: to search for food or supplies

fjord: a long, narrow inlet of the sea between high cliffs or steep slopes

fairs: gatherings at which farm animals and farm produce are shown and sold Fairtrade: an organisation that helps farmers and producers in developing countries to get a fair price for their goods fauna: the animal life in an ecosystem or environment

Foraging for mushrooms

force: power, energy or physical strength forecast: a prediction or an estimation Fjord in Norway

flexible: can be bent without breaking flint: a type of stone used to make tools and weapons, and start fires in the Stone Age

femur: the thigh bone. It is the longest and strongest bone in the body.

Blacksmith’s forge

ferromagnetic: having magnetic properties fertiliser: a natural or chemical substance added to the soil to make it better for growing plants or crops fibreglass: fine threads of glass made into a material used for insulation figure: an object shaped like the human body

forge: a blacksmith’s workshop, where objects made of iron are produced

Flint

floodplain: an area of low, flat land near a river that can flood during heavy rainfall flora: the plant life in an ecosystem or environment food chain: a series of living things, in which each depends on the next one for a source of food. A food chain always starts with a plant and ends with an animal.

fortified: protected from attacks due to its design fossil fuels: nonrenewable sources of energy, including oil, natural gas, coal and peat

Coal is a fossil fuel

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Glossary

fragile: can break easily fragment: a broken-off or incomplete part freshwater: describes a species that lives in a body of fresh water (a river, lake or canal)

glacier: a large, slowlymoving mass or river of ice, formed by compacted snow and found in a cold region

grain: the small hard seeds of cereal crops. Grain is used for food and often ground into flour.

generator: a machine that produces energy Georgian: relating to the era during which Kings George I, II, III and IV reigned in Great Britain (c.1714–1830) geothermal: heat that comes from deep inside the Earth germination: the process in which a seed begins to grow and breaks through its outer casing

C D F G

Glacier in New Zealand

garderobe: a toilet in a medieval building

fundraise: to raise money for a cause or charity

Global South: includes Central America, South America, Mexico, Africa and a number of Asian countries global warming: the heating up of the Earth’s atmosphere

Wheat grain

Great Famine: a period in Irish history between 1845 to 1849, when there was an extreme shortage of food. This was caused by a potato disease called ‘blight’.

governess: a woman hired to care for and teach children in their home

J K L M O P

Potatoes damaged by blight

greenhouse effect: the phenomenon of gases producing an invisible layer that traps heat from the sun, causing the Earth’s atmosphere to heat up

groundwater: water held underground in the soil and between buried rocks Seed germination

gods: beings that are worshipped and believed to have special powers over nature or life goods: merchandise or possessions

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A B C D E F G

Glossary

H habitat: the natural environment of an animal or a plant haka: traditional Maori dance. When performed in groups, known as kapa haka

K L

O P Q R S T U V W X Y Z

hoe: a garden tool with a thin, flat blade at the end of a long handle. It is used for breaking up the soil and removing weeds. hedge school: an illegal school for Catholic children that was secretly held in a barn, house or field in Ireland during the 18th century

hinge joint: a joint that allows movement in one direction only. This type of joint is found in the knee, the elbow, the fingers and the toes.

Hedgerow

hedgerow: a row of bushes or shrubs that forms a hedge or boundary

New Zealand rugby team performing the haka

hangi: a traditional Maori method of cooking that is used on special occasions. It involves a pit filled with hot stones. Trays of food are placed on top of the pit.

hemisphere: one of two halves of the Earth, above or below the equator herbicide: a chemical substance used to kill weeds herbivore: an animal that only feeds on plants

hard drive: the part of a computer in which information is stored

homeless: describes a person who doesn’t have a home and typically lives on the streets horticulturist: a scientist whose speciality is to grow vegetables, flowers and fruits hub: a central location around which activity happens hull: the body or frame of a ship, most of which is under the water

hatchery: a building in which hens’ eggs are hatched heat pump: a device used in a home heating system that absorbs heat energy from the outside air and uses it to heat water, radiators or underfloor heating inside the home

Hoe

A cow is a herbivore

heritage: cultural traditions or items of historic importance that are passed down through generations in a society

hunter-gatherer: a nomadic person who lives chiefly by hunting, fishing and collecting wild food hydroelectric: powered by hydroelectricity

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Glossary

hydroelectricity: electricity produced using flowing water to drive a turbine

income: money that an individual or a business receives in exchange for providing goods or services independent: not ruled by another, but ruling oneself

Hydroelectic power station

hygiene: the practice of keeping clean to stay healthy and prevent disease hypothermia: the condition of having an abnormally low body temperature

I immune system: the cells, organs and tissues that fight off the germs that cause illness immunity: the way the immune system remembers how to fight off a specific germ after the body has recovered from an illness caused by that germ

indigenous: originating in or native to a particular place infection: an illness caused by germs infectious: describes a disease that can be passed on, or spread, to others

initiative: the first or leading action in a process

ingot: a lump of metal that has been cast into a shape, usually rectangular inhale: to breathe in

insecticide: a poison used to kill insects

insoluble: does not dissolve in liquid install: to place or fix equipment in position for use insulation: materials used to keep heat in

Inhaling

E G H I J K L M N

Laying insulation in a home

insulator: a material that is good at keeping heat in, such as wool integrated: incorporated into, or having become part of, a larger unit interests: hobbies or pastimes

invasive (species): species that ‘invade’ the environment and spread very quickly, causing harm to the native ecosystem

incisors: the teeth at the front of the mouth used for biting and cutting food

C D

intricate: very complicated or detailed

import: to bring in from another country

inland: describes an area in a country, which is not situated on the coast

infrared: light waves that we cannot see, but which we sense as heat information technology: the study or use of systems (such as computers) for storing, finding and sending information

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A B C D E F G

Glossary

jaw: each of the upper and lower bones in the skull, which contain the teeth jetliner: a commercial aeroplane used for carrying passengers or cargo

I J L M N O P

kapa haka: a traditional Maori group performance with singing, chanting and war dances

kinetic energy: the energy of movement

Jetliner

joints point in the body where two bones are connected journalist: a person who writes for newspapers or prepares news to be broadcast on the radio, television or internet for a living

labourer: a person who does unskilled physical work for a living, especially outdoors landmark: a feature in the landscape or a town that is easily seen and recognised from a distance landscape: the physical features of an area of land launch: to send into the air with great force

legend: a story that has been handed down from through generations, which many people know, but they cannot prove it to be true or untrue local authority: the group of people that governs and makes decisions for an area lock: a device with gates in a canal, which can be opened or closed to change the water level in order to raise or lower boats

Canal lock

lodestone: a naturally magnetic rock that attracts metal with magnetic properties

logo: a symbol that represents a company

longhouse: a Viking house

T U V W

longphort: a Viking settlement

Journalist

Jul: Christmas in Danish Julemanden: Santa Claus in Danish

X Y

Space Shuttle Discovery launches in 1991

lease: an agreement for living in or using another person’s property in exchange for money or something else of value

longship: a boat on which Vikings from Norway sailed to Ireland

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Longship

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Glossary

loop windows: narrow windows in tower houses through which soldiers could shoot arrows at attackers. They were narrow enough to prevent attackers from climbing inside with the use of ladders. lumber: timber sawn into planks for use in building

magnetic field: an invisible field around a magnet

medical: having to do with the study or practice of medicine

magnetise: to give magnetic properties

medieval: related to the Middle Ages, the period in European history from about AD 600 to AD 1500

mammal: a warmblooded animal with fur or hair on its skin and a skeleton inside its body. Female mammals produce milk to feed their young. Most mammals have four legs or two arms and two legs. Maori: a member of a Polynesian tribe that is native to New Zealand

Lumber

lungs: organs in the chest that are used for breathing

M machicolation: an opening beneath jutting-out battlements, allowing soldiers to pour hot oil or water, or throw rocks down on attackers at the front door magnet: an object with an invisible field that attracts metals with magnetic properties

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B C D E F G H I J K

Mercury is used in thermometers

marina: a harbour that has docks, services and supplies for small boats

meteorologist: a scientist who studies the weather

maritime: living or located in or near the sea

meteorology: study of the weather that allows for weather forecasting

minerals: solid, natural substances that the body needs for good health

marsh: a type of wetland (waterlogged land) that is flooded in wet seasons or at high tide

Coastal marsh, Co. Mayo

marshy: resembling a marsh meander: a bend in the middle section of a river

Horseshoe magnet

mercury: a chemical element used in a thermometer and a barometer

N P

migrant: a person who travels from one place to another in order to find work or better living conditions

millennium: 1,000 years

mischievous: describes a person who likes to cause trouble in a playful way

mnemonic: a system used to remember something mode: a way of

S T

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A B C D E F G H I

Glossary

molars: the largest teeth in the mouth, which grind and break down food before swallowing molecule: a group of atoms bonded together, making up the smallest unit of any substance monarchy: a nation ruled by a king or queen monument: a building or statue built in memory of a special person or event

J K

N O O’Connell Monument, Dublin

moor: to park a boat

mould: a fungus that grows on the surface of plant or animal material

T U V W X Y Z

national: relating to a particular nation native: an animal or a plant that naturally occurs in a certain place

non-profit organisation: a business whose main goal is not to make money, but to help with a social cause non-renewable: describes a natural resource that cannot be replaced once it has run out

navigator: a person who charts, sets and steers the course of a ship or an aeroplane

non-native species: a species of plant, animal, fungus or bacteria that is not native to an area and can cause harm if introduced

natural: produced by nature (not man-made)

myth: a story that is part of the traditional knowledge of a society. Myths often explain how the world began and why nature and people behave the way they do.

murder hole: a hole in the ceiling of the entrance hall in a tower house. It was used during the Middle Ages to throw hot liquid or rocks at attackers. muscle: strong, elastic tissue that allows body parts to move by contracting and relaxing

network: a system of roads or lines connected to each other like a net nocturnal: describes an animal that is active mostly at night

Natural gas is a non-renewable energy source

nourishment: the food that is needed for growth and good health nuclear energy: energy created by splitting or by fusing the atoms of a substance called uranium nutrients: substances in food that help people, animals and plants to live and grow

An owl is a nocturnal animal

nomad: a person who has no fixed home and moves from place to place

nutrition: the process of eating and using the nutrients in food to live and grow

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Glossary

O odour: a smell or scent official: approved by the government or by someone in authority opaque: not see-through organic material: relating to living matter, for example, plant or animal material

oxygen: an invisible gas inhaled by the lungs, which is carried around the body in the blood. Oxygen allows the body to function correctly and get energy from food. ozone layer: a layer of gas that sits above the atmosphere and protects the Earth from the sun’s harmful rays

Fallen leaves and twigs are organic material

papillae: tiny bumps covering the surface of the tongue, which contain taste buds that allow us to taste flavours

originate: where something begins

pathogen: any organism that causes disease, such as a bacterium or virus peatlands: land consisting mostly of peat or peat bogs Penal Laws: a strict set of rules enforced by the British against Catholics in Ireland during the 18th century

C D E F G H I

permanent: something that lasts for a very long time or forever

pest: a destructive insect or animal that attacks crops, food or livestock

J L N O P

papillae

parliament: a building that houses the offices of government officials particles: tiny pieces of matter particulates: substances made up of tiny, separate particles, such as those in smoke

Oxbow lake

peninsula: a piece of land surrounded by water on three sides

ornamental: for decorative purposes oxbow lake: a curved lake formed from a bend in a river, which got cut off from the river when the river took a new, straighter course

pasteurised: heated in order to kill germs

Q R Caterpillars that eat cabbages are thought of as pests

pesticide: a chemical substance used to kill insects that harm plants or crops pharmaceuticals: the industry of making and selling medicinal drugs phototropism: the way in which a plant grows towards sunlight

S T U V W X Y Z 217

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Glossary

physicist: a scientist who works in physics

picturesque: something that is pleasing or interesting to look at

D E F G

pier: a long, flat structure built from the land out over the water, and used as a landing platform for boats

H J K M N O P Q R S T U V W X Y Z

poi: a dance performed by maori women, which involves the use of graceful wrist movements to swing small, light balls suspended on strings polar: having to do with the North Pole or the South Pole of the Earth

plasterwork: construction or ornamentation using plaster

Pier

pillory: a wooden frame with holes for securing a person’s head and wrists, which was used as a form of punishment during the Middle Ages pivot joint: a joint that allows a rotating or twisting movement. This type of joint is found in the neck, the wrist and the ankle. plague: a disease spread by the fleas on rats, which killed millions of people during the Middle Ages plantain: a fruit similar to a banana, but larger, firmer and less sweet plaque: a build-up on the teeth, caused by food and drinks

port: a harbour in a town or city, where ships load and unload passengers or cargo

Dublin port

portable: can easily be moved from one place to another

pole: one of the two ends of a magnet, where the magnetic field is strongest

potential energy: stored energy that has not yet been used

pollination: the transfer of pollen from one flower to another

poverty: the condition of being poor (lacking money) precipitation: rain, snow, sleet or hailstones predator: an animal that hunts other animals for food

A bee pollinating a flower

pollution: the introduction of harmful materials into the environment Polynesia: a region of the Pacific Ocean, made up of three groups of islands population: the people living in a country, city or other area

A wolf is a natural predator

prefabricated: constructed at a factory for rapid on-site assembly premium: an extra sum of money

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Glossary

premolars: back teeth that are a bit smaller than molars. They hold and crush food when you chew.

pylon: large metal structure that is used to carry power lines high above the ground

preserve: to prevent food from going off

Electricity pylons

Q Food can be stored in tin cans to preserve it

preserved: maintained in or close to its original state

quarry: an area where rock is excavated

profession: a job or career properties: the qualities or characteristics that something is known for

Limestone quarry

protein: a nutrient that keeps muscles strong Protestant: a Christian who belongs to a church other than the Catholic Church prove: to make bread dough rise in baking province: a division of a country, perhaps with its own local government

raised bog: a natural feature of the Irish landscape. It is much smaller than a blanket bog and forms in lowland areas.

R radiator: a device that heats a room by warming the air above and around it. It is connected to pipes through which hot water flows.

Radiator

B C D E F G

recreation: an activity that is relaxing or fun

refugee: a person who flees their home country to escape danger

regulator: a device used to control the speed or rate at which a machine works

relevant: 1. connected with what is happening or being discussed; 2. correct or suitable for a particular purpose remedy: a solution or cure

provincial: of or having to do with a province public sector: services run by the government, such as schools and hospitals

radioactive waste: dangerous waste material produced by nuclear power stations

renewable: describes a natural resource that will not run out repel: to drive or force something back or away reservoir: a natural or man-made lake where water is collected and stored resource (natural): materials that exist in nature and can be used by people. Examples include water, coal and wood.

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Glossary

respiratory: having to do with breathing

retail: having to do with the selling of goods to customers

D E F

retrieve: to get something back from somewhere

ribcage: 12 pairs of ribs that protect the lungs and the heart

rigid: does not change shape of bend easily

J K L M

robotic: robot-like and mechanical rodent: a small mammal with long front teeth used for gnawing

N O P Q R S T

A mouse is a rodent

roof gardens: gardens installed on the roof of buildings to help insect and plant life to thrive

S sacrifice: to give up as an offering saltwater habitat: an ocean or a sea

scullery: a small room at the back of a large house, where servants washed dishes and laundry in the past semi-detached: a house that is attached to another house on one side

A coral reef is a saltwater habitat

satellite images: images of the Earth collected by satellites in outer space Scandinavian: from a region of Northern Europe made up of Norway, Sweden, Denmark and Finland scarecrow: a humanlooking figure often placed in a field to scare birds and small animals away from crops

simple circuit: a circuit in which the electric current passes through a complete loop, usually including a power source (battery), wire and a device (light bulb)

Simple circuit

sewage: waste matter shallow: not deep shelter: a place or structure that gives protection against the weather or danger

root: the part of a plant that usually grows underground

shoot: a growing bud on a plant

V W Scarecrow

X Y Z

scientific method: a process with precise steps, used to test a hypothesis

Roots growing in the soil

scenery: the way the land looks in a particular place

skeleton: a framework of bones that supports the body skull: a framework of bones that protects the brain. It is part of the skeleton.

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Glossary

slurry: a watery mixture of insoluble matter smog: a mixture of fog and smoke that is a sign of air pollution over large cities

spine: a series of 33 small bones in the back that allows the body to twist and bend, and holds the body upright spinning: the process of making textile fibres, such as wool or cotton fibres, into yarn spokes: the rods that go from the centre of a wheel to its edge

City covered in smog

socialise: to mix with other people social welfare: a system of financial support for those who either cannot work or cannot find a job solar panels: long sheets of dark glass that can be fitted on a roof to absorb energy from the sun and convert it into electricity

Spokes on a bicycle wheel

standards: a set of guidelines for measuring the quality of something static electricity: a buildup of electrical charge. This is what causes lightning. status: a person’s position or rank compared to that of others

Solar panels on a roof

solid fuel: solid material, such as wood, peat or coal, which is burned to produce heat solo: carried out by one person alone source: a point of origin

steel: a hard, strong metal alloy made of iron and another metal

stocks: a wooden frame with holes for securing a person’s wrists and ankles, which was used as a form of punishment during the Middle Ages storey: one level of a building structure: a building or other object built from several parts support: to hold up

A B C D E F G H I

surface area: the area that the surface of a 3D shape or an object takes up

surface water: lakes, streams and rivers

sustainable: able to be maintained over time

symptom: a sign of illness in the body

N O P

tailor: a person who makes clothing for a living, using fabric such as wool or linen cloth. A tailor can also alter a person’s clothing to fit them better.

R S T U V

stem: the part of a plant that grows up from the ground and supports the branches, leaves or flowers

W X Tailor at work

Y Z 221

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A B C D E F G H I J

Glossary

tanner: a person who makes leather for a living, using the skin of animals tattoo: a picture, pattern or other marking made on the skin using a needle to insert colours into the skin telegraph: a system that used electricty to send coded messages through a wire. Dots, dashes and spaces were used to stand in for letters and numbers.

K M O P Q R S T U V W X Y Z

transparent: see-through

theory: an explanation for why something happens

tribe: a group of people, families or villages that share the same language, social customs and ancestors.

thermometer: an instrument used to measure temperature

tributary: a stream or river flowing into a larger river or lake

tillage farming: the growing of cereal crops

turf: peat used for fuel. It is cut in blocks from the bog by hand or using machinery.

tomb: a structure for burying the dead tourist: a person who is travelling for pleasure town crier: a person who announced town events or news during the Middle Ages

L N

terraced house: a house in a row of three or more attached houses

Telegraph machine

telegraphy: a system for transmitting messages over long distances with the use of a wire temporary magnets: magnets made by stroking a metal object against a magnet or by passing electricity through the coils of an electromagnet tenant farmer: an Irish farmer who rented land from a Protestant landowner during the 18th century in Ireland tendon: strong tissue connecting muscle to bone

trachea: the windpipe, which connects the nose and mouth to the lungs

trachea

Turf cut from a peat bog

U underworld: an imaginary world of the dead in many myths and legends Union Jack: the flag of the UK

trade: 1. the act of exchanging or buying and selling goods; 2. a job that involves a particular skill traditional: relating to the customs or ways of doing things that have been passed down through generations

upper class: the most powerful or richest group of people in a society uranium: a substance used to produce nuclear energy utilities: services to buildings such as the supply of water, gas and electricity

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Glossary

vibration: quickly moving back and forth

V vaccination: when a person is given a vaccine vaccine: a weak sample of a disease, given to a person in order to protect them against that disease

Victorian: refers to the period of Queen Victoria’s reign in Great Britain, from 1837 until 1901 vitamins: natural substances that the body needs for good health voltage: a measure of electric force

Getting a vaccination

variations: changes or differences vaulted: describes an arch made of stone, brick or concrete in the ceiling of a building

volt: the unit in which voltage is measured and recorded

weaver: a person who produces fabric for a living weaving: the production of fabric from yarn or thread, using a machine called a loom

B C D E F G H I J K L

ward: a large room in a hospital with beds for patients

vegetation: the plants growing in a particular place

Weaving on a loom

weir: a low dam built across a river to raise the water level or alter the flow of water

vertebrae: the small bones that make up the spine and protect the spinal cord viaduct: a long bridgelike structure with arches, that carries a road or railway across a valley

wattle and daub: an ancient method of building weatherproof walls. Vertical wooden rods (wattles) were woven with horizontal twigs and branches, and then coated (daubed) with clay or mud.

Hospital ward

waterproof: resists absorbing liquid

wheat germ: the central part of a grain of wheat, sometimes added to food (especially bread) because it contains substances that are good for one’s health wholegrain: grain from which the bran, or husk, and germ have not been removed, and which therefore contains more fibre and nutrients

Viaduct

O P Q R S T U V W X Y Z 223

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A B C D E

Glossary

windmill: a building with sails, or vanes, that turn in the wind, producing power to grind grain into flour or pump water from a river

wringer: a simple machine with two rollers, between which wet laundry was rolled in order to squeeze out water

F G H I J K L

Old wringer Old Dutch windmill

wind turbine: a machine with large vanes that turn in the wind, generating electricity

M N

X X-ray: a special photograph that allows a doctor or nurse to see the bones inside the body

O P Q R S T U V W X Y

Wind turbine

workhouse: places where very poor people went to live if they had no other choice. Workhouses were part of a system of aid for the poor during the 19th century, but the conditions inside them were very bad.

X-ray

Y yeast: a tiny, singlecelled fungus used in baking to make bread dough prove, or rise

worship: love and devotion shown to a being or an object considered sacred

Yeast is used to make bread

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