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A c ti vity Book
Contents Chapter Chapter number
Strand: Strand Unit
Page
September: Living in My Local Area 1
Our Natural Environment
Natural environments: The local natural environment
4
2
What’s in Our Green Spaces?
Living things: Plants and animals
6
3
Homes in the Past
Local studies: Homes
8
4
Homes Today
Human environments: People living and working in the local area; People living and working in a contrasting part of Ireland
9
5
Materials in My Home
Materials: Properties and characteristics of materials
11
6
Tower Houses in My Area
Local studies: Buildings, sites or ruins in my locality
13
My Learning Log
15
October: Exploring Food 7
The Stone Age
Early peoples and ancient societies: Stone Age peoples
16
8
How Seeds Feed Us
Living things: Plant and animal life
18
9
Who Makes Our Bread?
Human environments: People living and working in my local area; People living and working in a contrasting part of Ireland
20
10
Scarecrows Throughout the Ages
Continuity and change over time: Food and farming
22
11
Nutrition and Energy
Living things: Human life
23
12
Fairtrade Cocoa
Human environments: People and other lands
25
My Learning Log
27
November: The Importance of Water 13
Rivers
Natural environments: The local natural environment; Land, rivers and seas of my county
28
14
River Wildlife
Living things: Plant and animal life
30
15
The Vikings
Early peoples and ancient societies: The Vikings
32
16
Norse Gods
Story: Myths and legends
34
17
Valuing Water in Our Environment Environmental awareness and care: Environmental awareness
36
18
Water Pollution
38
My Learning Log
EWM3 Activity Book (Units 1&2).indd 1
Environmental awareness and care: Environmental awareness
39
10/02/2021 11:33
Chapter Chapter number
Strand: Strand Unit
Page
December A: Denmark 19
Denmark
Human environments: People and other lands
40
20
The Christmas Holidays in Denmark Human environments: People and other lands
41
December B: Keeping Well 21
Breathing
Living things: Human life
42
22
Our Teeth
Living things: Human life
44
23
Vaccines
Continuity and change over time: Caring for the sick
45
24
Florence Nightingale
Story: Stories from the lives of people in the past
47
My Learning Log
49
January: Exploring Urban Living 25
Viking Towns
Early peoples and ancient societies: The Vikings
50
26
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
52
27
Cardinal Directions
Natural environments: The local natural environment
54
28
Air Pollution
Environmental awareness and care: Environmental awareness; Caring for the environment; Science in the environment
56
29
Sustainability in Urban Areas
Materials: Properties and characteristics of materials; Environmental awareness; Science and the environment
58
30
Life in Medieval Irish Towns
Life, society, work and culture in the past: Life in medieval towns and countryside in Ireland and Europe
59
My Learning Log
62
February: Understanding Movement 31
How My Body Moves
Living things: Human life
63
32
Our Changing Communities
Human environments: People living and working in my local area; People living and working in a contrasting part of Ireland
64
33
Transport
Human environments: People living and working in my local area; People living and working in a contrasting part of Ireland
66
34
Up, Up and Away!
Continuity and change over time: Transport
68
35
Isambard Kingdom Brunel
Story: Stories from the lives of people in the past
70
36
Bicycles
Environmental awareness and care: Science and the environment
72
My Learning Log
EWM3 Activity Book (Units 1&2).indd 2
74
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Chapter Chapter number
Strand: Strand Unit
Page
March: Change in My Locality 37
My County
Human environments: County, regional and national centres
75
38
Appreciating My Locality
Environmental awareness and care: Environmental awareness
78
39
Protecting Natural Habitats
Environmental awareness and care: Caring for the environment
81
40
Non-native Species
Living things: Plant and animal life
83
41
Local Studies
Local studies: Buildings, sites or ruins in my locality
85
42
Workhouses
Local studies: My locality through the ages
87
My Learning Log
90
April A: Magnetism 43
Magnetism
Energy and forces: Magnetism and electricity
91
44
Magnets, Magnets, Everywhere!
Energy and forces: Magnetism and electricity
93
April B: New Zealand, Past and Present 45
The Maori
Early peoples and ancient societies: The Maori
96
46
Maori Myths and Legends
Story: Myths and legends
98
47
Living in New Zealand
Human environments: People and other lands
100
48
Visiting New Zealand
Human environments: People and other lands
102
My Learning Log
104
May: Powering Our Lives 49
Static Electricity
Energy and forces: Magnetism and electricity
105
50
Current Electricity
Energy and forces: Magnetism and electricity
106
51
Electricity in Our Homes
Local studies: Homes
107
52
How Do We Make Electricity?
Environmental awareness and care: Environmental awareness
109
53
Peat
Natural environments: Rocks and soil
111
54
Poul la Cour
Story: Stories from the lives of people in the past
113
My Learning Log
115
June A: 18th-Century Ireland 55
Ireland in the 18th Century
Life, society, work and culture in the past: Life in the 18th century
116
56
Life in the 18th Century
Life, society, work and culture in the past: Life in the 18th century
118
June B: Heating Up 57
Weather Observations
Natural environments: Weather, climate and atmosphere
120
58
Heat
Energy and forces: Heat
122
59
Recording the Weather
Natural environments: Weather, climate and atmosphere
124
60
Heating Our Homes
Energy and forces: Heat
126
My Learning Log
EWM3 Activity Book (Units 1&2).indd 3
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Theme: Living inMy LocalArea
1 Our NaturalEnvironment GEOGRAPHY
A Match the word with its definition. There is one odd one out! Find it and write the definition at the bottom. All plant life in a certain area, growing in its natural environment
Bay
The animals of a particular environment
Beach
Bog
A large moving body of fresh water that flows in a channel from high ground down to the sea, a lake, or another river
Flora
A raised area of land less than 600 metres high; not as high and steep as a mountain.
Fauna
An area of land between hills or mountains, which forms a V-shape or a U-shape A large landform with steep sides that measures more than 600 metres high
Headland
Low-lying land that is usually flat
Hill
Lowland
An area of sand or pebbles, usually by the sea
Mountain
An area of the sea where the surrounding land curves inwards A narrow piece of land that juts out from a coastline into the sea
River
4
SKILLS
Valley
EWM3 Activity Book (Units 1&2).indd 4
A Vocabulary development; A sense of place and space
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Our NaturalEnvironment
1
B Match the flora and fauna with their correct environment.
C Imagine the future.
SKILLS
In the box below, draw what you think the Cliffs of Moher will look like in another 320 million years. How much erosion will have taken place? Will there be more sea stacks? Will there be more caves? Will the flora and fauna still be the same? Will tourists still visit?
EWM3 Activity Book (Units 1&2).indd 5
B A sense of place and space; Analysing C Predicting
5
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Theme: Living inMy LocalArea
2 What’s inOur GreenSpaces? A Draw pictures of the plants and minibeasts that you found on SC I E N C E
your nature trail. Name them in the spaces below.
_____________ _____________ _____________ _____________
_____________ _____________ _____________ _____________ 1
B [ Crossword puzzle Across 2 A delicate flower with white petals and a yellow centre 3 A minibeast that leaves a trail 4 An unwelcome visitor 5 Plural of woodlouse 6 7 6 Has clusters of dark purple or black fruit
2 3 4
5
6
SKILLS
Down 1 Moves around underground, breaking up the soil 3 This minibeast carries its home on its back. 7 Can be red in colour with black spots
EWM3 Activity Book (Units 1&2).indd 6
A Observing; Recording and communicating B Vocabulary development
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2
What’s inOur GreenSpaces?
C Identify the minibeasts and plants in these pictures using this key. Is it a plant? No
Yes
Does it have wings?
Does it have a flower? Yes
No
Yes
No
Is its flower yellow?
Does it grow on tree trunks?
Are the wings brightly coloured?
Does it have ten or more legs?
Yes
No
Yes
No
Yes
No
Yes
No
Dandelion
Thistle
Ivy
Fern
Butterfly
Moth
Centipede
Spider
_____________ _____________ _____________ _____________
SKILLS
_____________ _____________ _____________ _____________
EWM3 Activity Book (Units 1&2).indd 7
C Analysing
7
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Theme: Living inMy LocalArea
HI STORY
3 Homes inthePast
A Write down five differences between the old and new kitchens. Look at the appliances and the layout of the kichens. 1
_____________________________________________________
2
_____________________________________________________
3
_____________________________________________________
4
_____________________________________________________
5
_____________________________________________________
B Present an artefact. Draw one of the old appliances mentioned in the lesson. Describe how it works. Compare it to the modern version.
_______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________ _______________________________
8
SKILLS
_______________________________
EWM3 Activity Book (Units 1&2).indd 8
A Change and continuity B Using evidence
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Theme: Living inMy LocalArea
4 Homes Today GEOGRAPHY
A Match the type of home to its picture and its definition. Terraced
One-storey home
Detached
A home with wheels that can be towed by a van or a car
Caravan
A house attached to another house on one side
Semi-detached
Many one-storey homes in a block
Bungalow
Three or more houses joined together
Apartment
A home pre-built in a factory
Mobile home
Not attached to another house
B Draw a picture of your home. Write a description next to the picture.
SKILLS
What type of home is it? How many rooms does it have? Who lives in your home?
EWM3 Activity Book (Units 1&2).indd 9
A Observing B Using pictures, maps and globes
9
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4
Homes Today
C Write a letter. Homelessness is a problem in Ireland. It is important that the government does everything it can to help homeless people. Everyone has a right to a home. Write a letter to the Taoiseach, the leader of our government. Ask for help for the homeless, especially children living with their families in emergency accommodation. Explain how hard it is for the people who have to live on the streets or in emergency accommodation. Encourage the government to provide more funding for the charities that help those who are homeless, more jobs, and more homes for those in need.
Dear Taoiseach,
___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________
10
SKILLS
___________________________________________
EWM3 Activity Book (Units 1&2).indd 10
C Analysing; Recording and communicating
10/02/2021 11:34
Theme: Living inMy LocalArea
5 Materials inMy Home SC I E N C E
A Write the definition of each property. When a material is..., it... Absorbent Waterproof Hard Soft Strong Fragile Flexible Stiff Transparent Opaque
B Think, pair, share 1 Identify five household items that have one or more of these properties and tick the boxes.
SKILLS
Material Household it is made Flexibility item from
EWM3 Activity Book (Units 1&2).indd 11
Rigidity
A Vocabulary development B Analysing; Recording and communicating
Hardness Softness
Strength
11
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5
Materials inMy Home
2 Fill in the table below, then discuss your answers with your partner. Do any of these need to be both flexible and hard?
Household item
Material/s
Why it needs to be flexible
Why is it made from this material?
Material/s
Why it needs to be hard
Why is it made from this material?
Bath plug
Tin foil Wrapping paper Towel
Garden hose
Household item Bathroom tap
Kitchen table
Knife
Rubbish bin
12
SKILLS
Bicycle tyre
EWM3 Activity Book (Units 1&2).indd 12
B Analysing; Recording and communicating
10/02/2021 11:34
Theme: Living inMy LocalArea
6 Tower Houses inMy Area armour
animals
attack
features
Ireland
machicolation
square
stone
upper
vaulted
Windows
weapons
HI STORY
A Fill in the blanks.
The Normans came to ___________ in 1169. They were able to defeat the Irish High Kings because they wore ______________ and used better
_______________. The tower houses that they built were made of _______, were _________ -shaped and four to five storeys high. The tower houses had many _________ that were good for defence. __________ were kept narrow to prevent any attackers using ladders from gaining entry. Above the front door was an opening called a _________________, which jutted out of the castles battlements and allowed the castle owner to ____________ enemies with rocks and hot liquid. Often
___________ slept on the ground floor. On the ______
floors, the landowners ate, drank and slept. There was usually a great hall with a high _________ceiling and a fireplace in the middle.
B Look at these pictures. Can you identify the features of a tower house correctly? Use the illustration in the Textbook to help you. 1
2
3
SKILLS
__________________ __________________ __________________
EWM3 Activity Book (Units 1&2).indd 13
A Synthesis and communication B Using evidence
13
10/02/2021 11:34
6
Tower Houses inMy Area
4
5
6
__________________ __________________ __________________ C Imagine you are the son or daughter or a Norman landowner. Write a diary entry describing a typical day in your life. You could write about what you did in the tower house all day. For example, you could include what you ate, the servants and other people in the tower house you met, how you kept warm, or if your tower house was attacked.
_________________________________________________ Dear Diary, _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
14
SKILLS
_________________________________________________
EWM3 Activity Book (Units 1&2).indd 14
C Empathy; Synthesis and communication
10/02/2021 11:34
Theme: Living inMy LocalArea
My Learning Log Throughout this unit I really liked learning about:
Five things I learned:
Two things I found interesting/surprising:
A skill I worked on during this unit:
My favourite activity was:
A question I still have:
15
EWM3 Activity Book (Units 1&2).indd 15
10/02/2021 11:34
Theme: Exploring Food
7 TheStoneAge HI STORY
A Fill in the blanks. east
passage
stone
fish
first
fires
flint
nuts
water
nomads
hunter-gatherers
The Stone Age people were the _________ settlers in Ireland. They arrived and settled on the _____ coast of Ireland. They were _________, which means that they travelled around Ireland and never settled in one place for long. They set up camps close to ______, which they needed for cooking and drinking. They were ________________. They hunted for animals and _____ and gathered berries and _____. The Stone Age people used tools and weapons made from a stone called _______. When hit against an object, this stone created sparks to start _______. The Stone Age people had great respect for their dead. They built places such as Newgrange, Co. Meath to bury them. Newgrange is a
___________ tomb. They built dolmens as monuments to the dead. The word ‘dolmen’ means ______ table. B Design a tool for a Stone Age person.
16
SKILLS
Think about the materials that Stone Age people had, such as animal skin and bones, wood and flint. Label the materials in your design.
EWM3 Activity Book (Units 1&2).indd 16
A Synthesis and communication B Synthesis and communication
10/02/2021 11:34
TheStoneAge
7
C Imagine you are a hunter-gatherer or a farmer in the Stone Age.
SKILLS
Draw some cave images that show a typical day in your life. You could use your drawings to show what you wear every day and what you eat. You could draw your tools and weapons, and show how you use them to get and cook your food.
EWM3 Activity Book (Units 1&2).indd 17
C Empathy
17
10/02/2021 11:34
Theme: Exploring Food
8 How Seeds FeedUs SC I E N C E
Germination experiment
Seeds need water, soil and warmth to germinate. In groups, we are going to design an experiment to find out how seed germination might be affected if one of these elements is changed. Each group will grow two sets of seeds, each under different conditions. It is important for an experiment to be a fair test. To carry out a fair test, make sure that you change only one element (called a variable) at a time, while keeping the other variables the same. For example, if you are going to investigate how water affects germination, make sure the soil conditions and temperature remain the same.
Equipment: seeds (for example, wheat), two ziplock sandwich bags, water, two paper towels, two sticky labels, marker, ruler, jug, clothes peg or sticky tape, stapler and staples (your teacher will do this part for you) Actions bag 1: 1 Label the bag with the group name and date. 2 Fold the paper towel and place it inside the bag so it lays flat. The paper towel will be the ‘soil’. 3 Use the ruler to measure 10 cm from the top of the bag. Ask the teacher to put a row of staples from one edge to the other (stapling through the plastic and the paper towel inside). This creates a holding area for the seeds to rest in. The gaps between the staples should be small enough to stop the seeds from falling through. 4 Pour enough water into the bag so that it soaks through the paper towel. Pour about 2 cm more of water into the end of the bag so that it can continue to soak up as needed. 5 Place the seeds into the bag, just above the line of staples. 6 Close the bag and hang it on a line in the classroom.
18
SKILLS
Actions bag 2: ● The actions are the same as for bag 1, except that you are testing either water, soil or warmth as a variable. ● It should take between six and eight days for your seeds to germinate. Every second day, you should look for changes in the seeds and record what you see in both bags. At the end of the observation period, each group should present their findings to the class.
EWM3 Activity Book (Units 1&2).indd 18
A Questioning; Investigating and experimenting B Predicting
10/02/2021 11:34
8
How Seeds FeedUs
A In your group, discuss which variable (water, soil or warmth) you are going to test.
Record your plan here. Variable to be investigated:
____________________________________
Variables to stay the same in bags 1 and 2:
_________________________
How will you change your chosen variable in bag 2?
________________________________________________________ ________________________________________________________ B Predict the results. Before you start the experiment, write a prediction of what you think will happen and why. Bag 1:
___________________________________________________
Bag 2:
___________________________________________________
Why?
___________________________________________________
C Carry out your experiment and record your findings. Day 2:
___________________________________________________
Day 4:
___________________________________________________
Day 6:
___________________________________________________
Day 8:
___________________________________________________
What happened? Why?
________________________________________________________
SKILLS
________________________________________________________
EWM3 Activity Book (Units 1&2).indd 19
C Observing; Recording and communicating
19
10/02/2021 11:34
Theme: Exploring Food
GEOGRAPHY
9 Who Makes Our Bread? A Who makes our bread? Draw a simple picture in each box, showing the journey from seed to bread. Explain, using short phrases, what happens at each stage (farm, mill, bakery). 1
2
3
_________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ _________________ B Match each type of bread with its description. Bread comes in many shapes and sizes. Use your personal knowledge to match each bread with its description. Barmbrack
White/brown, used for sandwiches and toast
Rolls
Flat, hollow bread that can be split open to hold a filling
Batch
Round/loaf-shaped, white or brown, made using bicarbonate of soda
Soda bread
Various shapes and sizes, can be white or brown, long or short
Pitta
Sweet bread with raisins and sultanas Baked in a batch, not individually
20
SKILLS
Sliced, wrapped
EWM3 Activity Book (Units 1&2).indd 20
A Analysing B Vocabulary development
10/02/2021 11:34
Who Makes Our Bread?
9
C Think, pair, share These breads are all popular in Ireland, but they originated in other countries.
Bagel, Eastern Europe
Bagel, Brioche, Eastern France Europe
Baguette, France
Ciabatta, Italy
Chapati, India
Bagel, Focaccia, EasternItaly Europe
Naan, India
Tortilla, Mexico
1 Locate each of the countries/regions above on a map or Google Maps. 2 Which of these breads have you eaten?
______________________________________________________ 3 What do you think is the main difference between a small bakery (with a baker’s shop attached) and a large bakery?
______________________________________________________ ______________________________________________________ 4 The photograph shows an old flour mill in Dublin Docklands. Locate Dublin Docklands on a map. Why might this have been a good location for a flour mill in Ireland?
_______________________________________ _______________________________________ _______________________________________
SKILLS
_______________________________________
EWM3 Activity Book (Units 1&2).indd 21
C Using pictures, maps and globes
21
10/02/2021 11:35
Scarecrows Throughout 10 theAges
Theme: Exploring Food
HI STORY
A Draw a picture of each of these scarecrows.
Live scarer in the UK
German witch scarecrow
Modern robotic scarecrow
B Spot the differences. Can you spot seven differences between the two pictures? Circle them.
C Number these facts in chronological order (1 = oldest, 5 = most recent). Scarecrow character seen in The Wizard of Oz film in 1939 Scarecrows used to protect wheat crops in Ancient Egypt in 3000 BC The first Durrow Scarecrow Festival held in 2011 Wooden scarecrow that looked like Priapus used in Ancient Greece, around 2500 BC
22
SKILLS
Live scarers used in the UK, around the year AD 1300
EWM3 Activity Book (Units 1&2).indd 22
A Synthesis and communication
C Time and chronology
B Using evidence
10/02/2021 11:35
Theme: Exploring Food
11 NutritionandEnerg We are going to represent how sugar and carbohydrates are absorbed in the body.
Equipment: two glasses/clear cups, maple syrup, red food colouring, sugar, flour, tablespoon
flour
SC I E N C E
Sugar rush experiment
sugar
Actions: 1 Pour two tablespoons of maple syrup into each glass. 2 Add two drops of red food colouring to each glass and mix. This makes the syrup represent blood. 3 Add one tablespoon of sugar to one glass and one tablespoon of flour to the other. 4 Watch what happens!
A Predict the results. Before you start the experiment, predict what will happen in each glass when you add sugar or flour.
________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ B Record your findings. ________________________________________________________ ________________________________________________________ ________________________________________________________
SKILLS
________________________________________________________
EWM3 Activity Book (Units 1&2).indd 23
A Predicting B Observing; Investigating and experimenting; Recording and communicating
23
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11
NutritionandEnergy
C Match the word or phrase with its description. Calcium
Bread, potatoes, pasta, rice
Vitamins and minerals
Little bumps on the tongue containing the taste buds
Carbohydrates
Mineral found in milk that is good for bones and teeth
Protein
Fish, chicken, red meat, etc.
Papillae
These are necessary for growth and good health
D Balanced diet plate Match these types of food to the balanced diet plate. Be careful: Not all of them belong in a balanced diet! Apple
Salmon
Beans
Milk
Broccoli
Sweets
Sausages
Rice
Chocolate
Fuit and vegetables
Carbohydrates
Cake Protein
SKILLS
EWM3 Activity Book (Units 1&2).indd 24
Dairy products
Oil and spreads
Carrots Butter
Crisps Yoghurt
Steak
24
Pasta
Porridge
Mince
Sweetcorn
Egg Tuna Trifle
C Vocabulary development D Analysing; Recording and communicating
10/02/2021 11:35
Theme: Exploring Food
A True or false? Write ✔ or 6. 1 Fairtrade Ireland was set up in 1992. 2 Fairtrade always gives farmers a fair price for their crops. 3 Ghana is in West Africa.
GEOGRAPHY
12 FairtradeCocoa
4 Cocoa beans are roasted, crushed and ground to make cocoa pods. 5 Fairtrade Ireland is not a member of Fairtrade International.
B Match the picture with its description. Cocoa beans are scraped out from inside the pods.
Cocoa beans are roasted and ground into cocoa solids and cocoa butter.
Cocoa butter is mixed with milk and sugar to make chocolate.
Cocoa beans are shipped to factories across the world.
SKILLS
Cocoa trees produce cocoa pods.
EWM3 Activity Book (Units 1&2).indd 25
A Analysing B Using pictures, maps and globes
25
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12
FairtradeCocoa
Cocoa trees need hot weather to grow and that’s why they are found in countries near the equator. The equator is a line (imaginary) around the Earth, where the sun shines almost directly overhead every day. The line directly north of the equator is known as the Tropic of Cancer and the line directly south of the equator is known as the Tropic of Capricorn.
C Fill in the blanks. Use your atlas to help you. North America
South America
Middle East
Ireland
Europe
Australia
Equator
Africa
Tropic of Capricorn
Tropic of Cancer
SKILLS
26
Asia
EWM3 Activity Book (Units 1&2).indd 26
C Using pictures, maps and globes
10/02/2021 11:35
Theme: Exploring Food
My Learning Log Throughout this unit I really liked learning about:
Five things I learned:
Two things I found interesting/surprising:
A skill I worked on during this unit:
My favourite activity was:
A question I still have:
27
EWM3 Activity Book (Units 1&2).indd 27
10/02/2021 11:35
Theme: TheImportanceof Water
GEOGRAPHY
13 Rivers A Label the features of the river.
B Match the word with its definition. Estuary
Clearing solid matter from the bed of a river
Erosion
A device used to change the water level in a canal
Floodplain Source
A low dam built across a river to raise the water level or alter the flow of water
Dredging
Land in the lower section of river, which can become flooded during heavy rainfall
Lock
When a fast-flowing river wears away the riverbank, widening the river or changing its direction
Weir
Where a river begins
SKILLS
28
Where a river gets wider as it reaches sea
EWM3 Activity Book (Units 3&4).indd 28
A Using pictures, maps and globes; A sense of place and space B Vocabulary development
10/02/2021 11:36
Rivers
13
C Think, pair, share Use your atlas or go online at www.osi.ie to do some research like a geographer! 1 Write a list of the tallest mountains and longest rivers in Ireland.
Tallest mountains: __________________________________________
_______________________________________________________ Longest rivers: ____________________________________________
_______________________________________________________ 2 Locate all of the canals in Ireland. What are their names? Which ones connect to the River Shannon?
Names: _________________________________________________
_______________________________________________________ Connect to the Shannon: _____________________________________
_______________________________________________________ 3 Check to see if it would be possible to travel from coast to coast in Ireland via our waterways (canals and rivers). What routes could you take?
_______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ 4 Locate the largest river near your local area. What is its name? Trace it back to its source. Where does it begin?
Name: __________________________________________________
SKILLS
Source: _________________________________________________
EWM3 Activity Book (Units 3&4).indd 29
C Using pictures, maps and globes
29
10/02/2021 11:36
Theme: TheImportanceof Water
14 River Wildlife SC I E N C E
A Find the words in the word search puzzle. K
M
H
A
B
I
T
A
T
F
otter
dipper
R
I
A
K
Z
E
Y
O
O
R
frog
willow
T
F
N
M
Y
J
R
T
W
E
kingfisher
trout
Q
R
V
G
M
Q
D
T
I
S
salmon
habitat
J
O
O
E
F
A
L
E
L
H
mammal
freshwater
G
G
E
U
Y
I
L
R
L
W
U
X
J
H
T
V
S
T
O
A
S
A
L
M
O
N
F
H
W
T
C
N
D
I
P
P
E
R
E
E
Z
Q
Z
D
I
Y
J
U
Z
R
B Habitat investigation
30
SKILLS
Examine the river habitat picture. Count the animals shown in the table and draw tally marks for them. Using the information in your textbook, find sources of food for the animals in the habitat picture.
EWM3 Activity Book (Units 3&4).indd 30
A Vocabulary development B Recording and communicating
10/02/2021 11:36
River Wildlife
Otter
Irish dipper
Big fish
Little fish
14
Kingfisher
How many? What can they eat?
C Create a food chain. Draw and label a food chain that ends with an otter.
____________
____________ ____________
SKILLS
____________
EWM3 Activity Book (Units 3&4).indd 31
____________
C Observing; Recording and communicating
31
10/02/2021 11:36
Theme: TheImportanceof Water
15 TheVikings HI STORY
A Viking longship Use the clues below to help you label the parts of the Viking longship.
Sail
A large woollen sheet used to catch the wind and move the longship
Mast
A tall post used to carry the sail
Rudder
A long wooden blade used to steer the longship
Hull
The main body of the longship
Oar-port An opening in the hull used to support an oar during rowing Bow
The front part of the hull
B Fill in the blanks. shipbuilders
turn around
Denmark
60
Scandinavia
rivers
longships
Norway
beach
The Vikings came from _____________ and ____________. Another name for these countries is ________________. The Vikings were great
________________. Their ships were light and waterproof and could easily be sailed onto a __________ or up _________. These ships were called _____________. They were very easy to _______ _________, so they were good for making a quick getaway after a raid. A longship was capable of holding
32
SKILLS
_________ sailors.
EWM3 Activity Book (Units 3&4).indd 32
A Using evidence; Vocabulary development B Synthesis and communication
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TheVikings
15
C Viking artefacts 1 What artefacts do you think are shown in the photograph?
__________________________ 2 What do you think they are made of?
__________________________ D Choose a diary entry to write. 1 Imagine that you are the son or daughter of a Viking. Write a diary entry in which you talk about how you feel after you arrive in Ireland for the first time. 2 Imagine that you are a native Irish child and the Vikings have come to your area. Write what you think about the Vikings when you first see them.
Dear Diary, _________________________________________________
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
SKILLS
_________________________________________________
EWM3 Activity Book (Units 3&4).indd 33
C Using evidence D Empathy
33
10/02/2021 11:36
Theme: TheImportanceof Water
16 NorseGods HI STORY
A Multiple choice Finish each of these statements about the Norse gods by ticking the correct ending. 1 Thor was the god of A love.
4 Thor was recorded as having A long, dark black hair.
B thunder.
B bright blonde hair.
C
C
nature.
2 In Norse mythology, Ymir was A the first being.
red hair and a red beard.
5 Loki was known for being A kind and generous.
B Odin’s brother.
B a powerful warrior.
C
C
the king of Asgard.
3 Odin’s wife was named A Frigg.
cunning and mischievous.
6 Odin wore a patch over his eye because A he was born with only one eye.
B Freya.
B he sacrificed his eye for knowledge.
C
C
Julia.
he lost his eye in battle.
B Fill in the table. Use the words below to label the pictures. Name a god with whom each picture is closely associated. (The same name can appear more than once.) Mjollnir
What is it?
Huginn and Muninn Midgard Serpent
Gungnir
Sleipnir
Gungnir
34
SKILLS
Which god?
EWM3 Activity Book (Units 3&4).indd 34
A Vocabulary development B Using evidence
10/02/2021 11:36
NorseGods
16
Asgard, the home of the Norse gods, was said to contain several different realms. Each god had their own palace and it was designed to their liking. Asgard was connected to Earth through a rainbow, which the gods used as a bridge.
C Your vision of Asgard Draw a picture of Asgard, showing your vision of how the wonderful home of the gods might have looked.
SKILLS
Asgard
EWM3 Activity Book (Units 3&4).indd 35
C Synthesis and communication
35
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Theme: TheImportanceof Water
A Design a poster.
36
There are many fun activities that take place in water. Draw a water safety poster to remind others to stay safe in the water while they are having fun.
SKILLS
GEOGRAPHY
17 Valuing Water inOur Environment
EWM3 Activity Book (Units 3&4).indd 36
A Recording and communicating
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Valuing Water inOur Environment
17
B Match the word or phrase with its description. St Stephen’s Green
A small village located on Lough Derg
Quarry lake
Fast-flowing water gushing over a cliff
Dromineer
A lake that forms from rainwater in a quarry
Surfing
Waterfall
Canal
A man-made waterway
A popular park in Dublin city centre
A popular water sport on the west coast
C List ways in which we can protect water in the environment.
1 Do not litter at water attractions.
_________________________________________________ 2 _________________________________________________ 3 _________________________________________________ 4 _________________________________________________
SKILLS
5 _________________________________________________
EWM3 Activity Book (Units 3&4).indd 37
B Vocabulary development C Analysing
37
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Theme: TheImportanceof Water
18 Water Pollution SC I E N C E
A Understanding water pollution and contamination Write ‘should ✓’ or ‘shouldn’t ✗’ to complete each sentence. We __________________ put our litter in the bin.
1
We __________________ drink water from a river.
2
We __________________ throw litter in a river.
3
We __________________ pour oil down the sink.
4
We __________________ throw food waste into rivers and lakes.
5
We __________________ plant more trees.
6
We __________________ flush toilet paper down the toilet.
7
We __________________ flush baby wipes down the toilet.
8
We __________________ keep our rivers and lakes clean.
9
B What a mess! Picture 1 shows a scene of severe water pollution. In the space provided, draw a scene that is the opposite of picture 1. It should show good use of water and protection of the environment. 1
C Write five ways in which we can prevent water pollution. ______________________________________________________
2
______________________________________________________
3
______________________________________________________
4
______________________________________________________
5
______________________________________________________ SKILLS
38
1
EWM3 Activity Book (Units 3&4).indd 38
A Analysing
C Analysing; Recording and communicating
B Analysing
10/02/2021 11:36
Theme: TheImportanceof Water
My Learning Log Throughout this unit I really liked learning about:
Five things I learned:
Two things I found interesting/surprising:
A skill I worked on during this unit:
My favourite activity was:
A question I still have:
39
EWM3 Activity Book (Units 3&4).indd 39
10/02/2021 11:36
Theme: Denmark
GEOGRAPHY
19 Denmark A Fill in the blanks. Fill in the missing information about Denmark and the Republic of Ireland. Denmark
Population: Official language(s):
Republic of Ireland
4.8 million Danish
Monarchy?
Yes, Queen Margrethe II
Landlocked?
No, it is surrounded by water on three sides and borders Germany.
No, Ireland is an island surrounded by water.
Currency: Member of the EU?
Yes
Linked to Vikings?
Yes
Famous people:
40
SKILLS
Capital city:
EWM3 Activity Book (Units 3&4).indd 40
A A sense of place and space
10/02/2021 11:36
Theme: Denmark
TheChristmas Holidays 20 inDenmark
GEOGRAPHY
A Questions about Christmas in Denmark. Imagine you had the chance to talk to Lotte. Write five questions you would ask her about Christmas in Denmark. 1
____________________________________________________
2
_____________________________________________________
3
_____________________________________________________
4
_____________________________________________________
5
_____________________________________________________
B True or false? Write ✔ or 6. The word ‘Jul’ means ‘Christmas’ in Danish.
2
Danish children get presents from Julemanden.
3
Julemanden delivers presents on New Year’s Eve.
4
Danish people put bottles of milk outside houses on New Year’s Eve.
5
The Queen of Denmark makes a speech on New Year’s Eve.
6
The Danes stand around the Christmas tree singing carols on Christmas Eve.
7
Julemanden has a sleigh and reindeer.
8
The Danes have a tradition of jumping off a chair ‘into’ the New Year.
9
The Danes have a special rice pudding dessert called ris à l’amande.
10
The Danes eat fish and chips for Christmas dinner on Christmas Eve.
SKILLS
1
EWM3 Activity Book (Units 3&4).indd 41
A Recording and communicating B Analysing
41
10/02/2021 11:36
Theme: Keeping Well
21 Breathing SC I E N C E
A Forms of exercise Draw three forms of exercise that make you breathe faster and help to keep your lungs healthy (for example, cycling).
B Label the diagram. Trachea
Right lung
Ribcage
Left lung
Bronchi
42
SKILLS
Diaphragm
EWM3 Activity Book (Units 3&4).indd 42
A Analysing; Recording and communicating B Analysing; Recording and communicating
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Breathing
21
C Design a poster warning people of the dangers of air pollution.
SKILLS
Your poster should educate people about the damage that air pollution can cause and show what they can do to reduce or prevent air pollution.
EWM3 Activity Book (Units 3&4).indd 43
C Recording and communicating
43
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Theme: Keeping Well
22 Our Teeth SC I E N C E
A Healthy foods vs unhealthy foods Draw the correct foods into the mouths below. Healthy foods for the body and teeth
Unhealthy foods for the body and teeth
B Fill in the missing information in this fact file about teeth. Type of teeth
Biting and cutting
4
Ripping and tearing
8
Molars
8
EWM3 Activity Book (Units 3&4).indd 44
Function
8
Premolars
SKILLS
44
Number
A Analysing B Recording and communicating
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Theme: Keeping Well
23 Vaccines Smallpox
immune
antibodies
cowpox
infectious
Vaccines
HI STORY
A Fill in the blanks. theory
Vaccination helps people to fight off ____________ diseases. It encourages the immune system to make an army of ____________ to protect against the disease. __________ work by preventing a person from catching an infectious disease. They cannot work if the person is already sick with that disease. If you come into contact with a disease and your body fights it off, you are then said to be __________ to that disease. Dr Edward Jenner developed a theory that he could protect people from smallpox by creating a vaccine using __________. He tested his idea by giving the vaccine to some volunteers. When they did not get infected with smallpox, he knew that his ________ was right. He was the first person to follow scientific procedures while carrying out testing. __________ is the only disease that has been completely wiped out in the world to date.
SKILLS
Smallpox virus
EWM3 Activity Book (Units 3&4).indd 45
A Synthesis and communication
45
10/02/2021 11:36
23
Vaccines
B Match the word with its definition. When a disease can be spread from person to person
Vaccine Immunity
Microorganisms that cause disease in the body
Cowpox
Fighter cells that the immune system produces to fight a disease
Infectious
When an individual builds up enough antibodies to a disease to fight it off
Pathogens
A disease that milkmaids used to get from cows
Antibodies
A small amount of a pathogen, given to get the immune system to fight it off
C Imagine you are the son or daughter of Dr Edward Jenner. Write a diary entry explaining your dad’s job and how his work will help people.
______________________________ Dear Diary, ______________________________ ______________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
46
SKILLS
_________________________________________________
EWM3 Activity Book (Units 3&4).indd 46
B Vocabulary development C Empathy
10/02/2021 11:36
Theme: Keeping Well
24 FlorenceNightingale A Complete the timeline for Florence Nightingale’s life. 1820
1854
HI STORY
Write the appropriate information for each year. 1860
Florence Nightingale is born.
1820
1821
1840
1860
1851
1880
1859
1900
1920
1910
The Nightingale School of Nursing opens. Florence’s family moves from Italy to Britain. Florence dies. Florence goes to Crimea. Florence publishes Notes on Nursing. Florence Nightingale is born.
SKILLS
Florence goes to Germany to train as a nurse.
EWM3 Activity Book (Units 3&4).indd 47
A Time and chronology
47
10/02/2021 11:36
24
FlorenceNightingale
B Compare and contrast a Victorian hospital and a modern-day hospital. Look at the photographs. Write five differences that you notice between the two hospitals. 1
2
________________________________________________________
2
________________________________________________________
3
________________________________________________________
4
________________________________________________________
5
________________________________________________________ SKILLS
48
1
EWM3 Activity Book (Units 3&4).indd 48
B Using evidence; Change and continuity
10/02/2021 11:36
Themes: Denmark; Keeping Well
My Learning Log Throughout this unit I really liked learning about:
Five things I learned:
Two things I found interesting/surprising:
A skill I worked on during this unit:
My favourite activity was:
A question I still have:
49
EWM3 Activity Book (Units 3&4).indd 49
10/02/2021 11:36
Theme: Exploring UrbanLiving
25 Viking Towns HI STORY
A Complete the timeline. Write the appropriate information for each year. You will need to look back to Chapter 15 to find some of the information. 795
750
851
800
850
840
917
900
1014
950
914
1000
1050
920
Vikings begin building base camps called longphorts. Vikings are defeated at the Battle of Clontarf. Vikings recapture Waterford. Limerick and Wexford are set up. Vikings start raids on Ireland. Vikings recapture Dublin.
50
SKILLS
Vikings leave Ireland to concentrate on England.
EWM3 Activity Book (Units 5&6).indd 50
A Time and chronology
10/02/2021 11:38
Viking Towns
25
B Imagine that you are a Viking boy or girl living in a new Viking town in Ireland. Write a letter to your best friend’s parents in Denmark to persuade them to move over to Ireland and live in your new town. Describe the features of your town. Explain what makes it a good place to live.
_________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
SKILLS
_________________________________________________
EWM3 Activity Book (Units 5&6).indd 51
B Synthesis and communication; Empathy
51
10/02/2021 11:38
Theme: Exploring UrbanLiving
GEOGRAPHY
26 Newry: A City Across theBorder A Compare and contrast Newry with your own locality. Newry
My locality
Town, city, suburb, village or countryside? Where is it located? (Inland or on the coast? Between which counties?) Population: Natural features:
Transport links (railway, road, airport, seaport):
Buildings of interest:
52
SKILLS
Recreational activities available:
EWM3 Activity Book (Units 5&6).indd 52
A A sense of place and space
10/02/2021 11:38
Newry: A City Across theBorder
26
B A visitor from Newry
SKILLS
Imagine that a boy or girl from Newry is coming to your school to spend a day with you. Your job is to show them the best things about your locality. Draw a map of your school and local area. Mark the places you like to visit, where you could also bring your new friend.
EWM3 Activity Book (Units 5&6).indd 53
B Using pictures, maps and globes; A sense of space and place; Recording and communicating
53
10/02/2021 11:38
Theme: Exploring UrbanLiving
GEOGRAPHY
27 CardinalDirections
North North-west
A Examine the map of Oak Park. Use the cardinal directions (N, E, S and W) and intermediate directions (NE, SE, SW and NW) to complete the sentences below.
North-east
East
West South-west
South-east
South N
Oak Park
NW
NE
W
E SW
SE S
Woods
Gate 1
Gate 2
2 3 4 5 6 7 8 9 10
54
The basketball court is __________________ of the playground. The pond is __________________ of the picnic area.
The astro-turf pitch is __________________ of the basketball court.
The playground is __________________ of the picnic area. The woods are __________________ of the playground. Gate 2 is on the __________________ side of Oak Park.
The basketball court is __________________ of the picnic area.
Gate 1 is on the __________________ side of Oak Park.
The woods are __________________ of gate 1.
The basketball court is __________________ of the astro-turf pitch. SKILLS
1
EWM3 Activity Book (Units 5&6).indd 54
A Using pictures, maps and globes
10/02/2021 11:38
CardinalDirections
27
B Follow the directions and complete the map. N NW
NE
W
E SW
SE S
1 Draw a circle around the compass rose in the north-east corner of the map. 2 Draw a housing estate north of the roundabout. 3 Draw a hospital north-east of the roundabout. 4 Draw a school south-east of the hospital 5 Draw a playground south-west of the hospital. 6 Draw a row of shops in the south-west corner of the map. 7 Draw a post office south of the playground.
SKILLS
8 Draw an office block west of the post office.
EWM3 Activity Book (Units 5&6).indd 55
B Using pictures, maps and globes
55
10/02/2021 11:38
Theme: Exploring UrbanLiving
28 Air Pollution SC I E N C E
A List the effects of air pollution under each of the headings below. Effects on human beings
Effects on the environment
B Match the broken statements to make definitions. Water pollution happens
Air pollution happens
when pollutants in the atmosphere fall as polluted rain that is harmful to plants and animals.
Noise pollution happens
when dangerous particulates and gases are released into the air from a volcanic eruption or the burning of fossil fuels.
Land pollution happens
when an environment is affected by loud noise, sometimes causing animals to leave their homes.
Acid rain happens
when pollutants in water, such as chemicals or slurry, make it unclean and unsafe for use.
SKILLS
56
when litter and waste are left in parks, in the countryside, on roads and on beaches.
EWM3 Activity Book (Units 5&6).indd 56
A Analysing B Recording and communicating
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Air Pollution
28
C Identify causes of air pollution. Put a ✔ or an 8 beside each of the pictures below.
SKILLS
Cause of air pollution?
EWM3 Activity Book (Units 5&6).indd 57
C Analysing
57
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Theme: Exploring UrbanLiving
29 Sustainability inUrbanAreas SC I E N C E
A Can you name three materials used in each of these buildings?
Convention Centre, Dublin
Sydney Opera House
CN Tower, Toronto
__________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ __________________ B Researching bridges Use the internet to help you find information about these three famous bridges.
London Bridge
Carrick-a-Rede Rope Bridge
Golden Gate Bridge
What country is it in? What materials were used to build it? Why were these materials chosen? Which design do you think makes the strongest bridge and why?
________________________________________________________ ________________________________________________________
58
SKILLS
________________________________________________________
EWM3 Activity Book (Units 5&6).indd 58
A Observing B Investigating and experimenting; Predicting
10/02/2021 11:38
Theme: Exploring UrbanLiving
30 LifeinMedievalIrishTowns 1 Cooper: _____________________________________
HI STORY
A Describe each medieval trade.
___________________________________________ 2 Weaver: _____________________________________
___________________________________________ 3 Chandler: ____________________________________
___________________________________________ 4 Tanner: _____________________________________
___________________________________________ 5 Tailor: ______________________________________
___________________________________________
SKILLS
During the Middle Ages, many families had a unique crest designed to represent them. It contained symbols such as a tree to represent a farming background, a helmet for bravery or a lion showing strength. Crests were painted on shields and hung in homes.
EWM3 Activity Book (Units 5&6).indd 59
A Vocabulary development
59
10/02/2021 11:38
30
LifeinMedievalIrishTowns
B Family crest Design your own crest with symbols of things that are important to you. There are six sections for displaying things that represent you. Use your favourite colours when completing your crest. You can write your surname in the scroll at the bottom.
60
SKILLS
1 A hobby 2 Favourite book 3 Favourite place
EWM3 Activity Book (Units 5&6).indd 60
4 Someone special 5 Favourite subject 6 Goals for the future
B Synthesis and communication
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LifeinMedievalIrishTowns
30
C Fill in the blanks. smell
Death
cloth
Wexford
Normans
close
sewage
space
weavers
Fire
plague
Middle
evidence
barrels
rubbish
Chandlers
beeswax
Medieval times is also known as the _________ Ages. After the _________ arrived in Ireland, more people began living in towns. There was not a lot of
SKILLS
_______ available inside walled towns, so houses were built very ______ together. ______ was a constant worry for the people of the towns. There was no _________ system and __________ was just thrown in the streets. As a result, there was always a bad ______ in the towns. There were many trades in medieval towns. Coopers made _________ using local wood. Tailors used the ________ produced by _________ to make fine clothing for the people of the town. ___________ made candles, which provided light. The candles were made using __________ or the fat of animals. In 1347, a deadly _________ came to Europe. It was known as the Black _________. There is still ____________ of medieval times in many towns throughout Ireland, including in __________.
EWM3 Activity Book (Units 5&6).indd 61
C Synthesis and communication
61
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Theme: Exploring UrbanLiving
My Learning Log Throughout this unit I really liked learning about:
Five things I learned:
Two things I found interesting/surprising:
A skill I worked on during this unit:
My favourite activity was:
A question I still have:
62
EWM3 Activity Book (Units 5&6).indd 62
10/02/2021 11:38
Theme: Understanding Movement
31 How My Body Moves SC I E N C E
A Can you identify each bone highlighted in the X-ray images?
B Which bone am I? Name the bone that matches the description. 1 I am one of the bones that protect the lungs.
_______________________
2 I am the smallest bone in the body. ______________________________ 3 I am the longest bone in the body.
______________________________
4 I protect the brain. _________________________________________
C Move your muscles! Draw three activities you enjoy doing that your muscles allow you to do, for example, kicking a ball.
SKILLS
1
EWM3 Activity Book (Units 5&6).indd 63
2
A Observing; Recording and communicating B Vocabulary development
3
C Analysing
63
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Theme: Understanding Movement
A Tidy Towns
64
Design a poster inviting people to volunteer with the Tidy Towns committee in your area. If your area doesn’t have a Tidy Towns committee, your poster can invite people to come together and clean up the area.
SKILLS
GEOGRAPHY
32 Our Changing Communities
EWM3 Activity Book (Units 5&6).indd 64
A Recording and communicating
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Our Changing Communities
32
B My local area A facility is a place or feature that has a purpose for the community, for example, a sports ground, shops, a playground, a community hall or a recycling centre. Choose a facility in your local area and answer the questions below. Facility The facility I have chosen is:
1 Where is this facility located?
2 Draw or describe what the facility looks like.
SKILLS
3 What can you do at this facility?
EWM3 Activity Book (Units 5&6).indd 65
B Observing; Investigating and experimenting; Recording and communicating
65
10/02/2021 11:38
Theme: Understanding Movement
GEOGRAPHY
33 Transport A My travel choices Write about how you usually travel to each of the locations below. Do you take a bus, train or tram? Do you get a lift in a car or van? Or do you walk or ride a bicycle or scooter? 1 School
______________________________________________________ 2 A friend’s house in my local area
______________________________________________________ 3 The nearest big shopping centre
______________________________________________________ 4 A stadium in Dublin to watch a match
______________________________________________________ B Taking the bus: Use the timetable to answer the questions. Galway
Bus station
05:20 06:30 07:30 08:30 09:30 10:30 11:30 12:30 13:30 14:30 15:30 16:30 17:30 18:30 20:00 21:30
Galway
GMIT
05:26 06:36 07:36 08:36 09:36 10:36 11:36 12:36 13:36 14:36 15:36 16:36 17:36 18:36 20:06 21:36
Craughwell
Church
Loughrea
Main Street
05:59 07:10 08:09 09:09 10:10 11:09 12:09 13:10 14:09 15:09 16:10 17:09 18:09 19:10 20:39 22:09
Aughrim
Petrol station
06:18 07:28 08:28 09:28 10:28 11:28 12:28 13:28 14:28 15:28 16:28 17:28 18:28 19:28 20:58 22:28
Ballinasloe
Hospital
06:23 07:33 08:33 09:33 10:33 11:33 12:33 13:33 14:33 15:33 16:33 17:33 18:33 19:33 21:03 22:33
Ballinasloe
Dunlo Street
06:25 07:35 08:35 09:35 10:35 11:35 12:38 13:35 14:38 15:38 16:35 17:38 18:38 19:35 21:08 22:38
Athlone
Bus station
07:00 08:10 09:10 10:10 11:10 12:10 13:10 14:10 15:10 16:10 17:10 18:10 19:10 20:10 21:40 23:10
Athlone
Athlone IT
07:05 08:15 09:15 10:15 11:15 12:15 13:15 14:15 15:15 16:15 17:15 18:15 19:15 20:15 21:45
Moate
Main Street
---
08:30
---
---
11:30
---
---
14:30
---
---
17:30
---
---
20:30
---
---
Kilbeggan
The Square
---
08:45
---
---
11:45
---
---
14:45
---
---
17:45
---
---
20:45
---
---
Kinnegad
Main Street
---
09:05
---
---
12:05
---
---
15:05
---
---
18:05
---
---
21:05
---
---
Enfield
Main Street
---
09:20
---
---
12:20
---
---
15:20
---
---
18:20
---
---
21:20
---
---
Maynooth
67A bus stop
---
09:35
---
---
12:35
---
---
15:35
---
---
18:35
---
---
21:35
---
---
Dublin
Heuston Station
08:25 10:00 10:35 11:35 13:00 13:35 14:35 16:00 16:35 17:35 19:00 19:35 20:35 22:00 23:05 00:30
Dublin
Customs House
08:35 10:10 10:45 11:45 13:10 13:45 14:45 16:10 16:45 17:45 19:10 19:45 20:45 22:10 23:15 00:40
66
SKILLS
Dublin Airport Zone 11
EWM3 Activity Book (Units 5&6).indd 66
---
06.56
---
---
09:56
---
---
12:56
---
---
15:56
---
---
18:56
---
---
---
08:55 10:30 11:05 12:05 13:30 14:05 15:05 16:30 17:05 18:05 19:30 20:05 21:05 22:30 23:35 01:00
A Questioning; Recording and communicating
10/02/2021 11:39
Transport
33
1 The first bus leaves Galway at 05:20. At what time does it arrive at Heuston Station, Dublin?
______________________________________________________ 2 How many stops does the 05:20 bus from Galway make before it arrives at Heuston Station, Dublin?
______________________________________________________ 3 Do the 06:30 and 07:30 buses from Galway make the same number of stops? Why, do you think, might this be? Compare the length of each journey.
______________________________________________________ ______________________________________________________ 4 Your friend lives in Craughwell. Will he be able to travel to Dublin with you on the 13:30 bus from Galway?
______________________________________________________ 5 If someone living in Moate needs to be at Dublin Airport by 17:00, what is the latest time they should catch the bus?
______________________________________________________ 6 There is a bus departing from Athlone bus station every 60 minutes throughout the day. True or false?
______________________________________________________ 7 If you live in Maynooth, what is the latest time that you can take this bus to Dublin Airport?
SKILLS
______________________________________________________
EWM3 Activity Book (Units 5&6).indd 67
B Analysing
67
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Theme: Understanding Movement
34 Up, Up andAway! HI STORY
A Timeline What came first? Number these flying machines 1 to 5 (1 = the earliest, 5 = the most recent).
First commercial electric aeroplane takes flight
Boeing 747
The Wright Flyer
First hot air balloon
First glider
In 1899, Wilbur Wright wrote to the Smithsonian Institution in the USA, asking for all the information they had on previous attempts at flight. He described himself as ‘an enthusiast’.
B Imagine you are Wilbur Wright. ● ●
68
Complete the letter on the next page to the Smithsonian Institution. Include some information about yourself and your brother Orville. Explain why you are interested in this area and describe your work. Ask the museum for books and research papers on previous flying machines. SKILLS
●
EWM3 Activity Book (Units 5&6).indd 68
A Time and chronology; Using evidence B Synthesis and communication
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Up, Up andAway!
34
Wright Cycle Company 1127 West Third Street, Dayton, Ohio
To
Smithsonian Institution Washington DC 30 May 1899
____________________________
______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ Yours truly,
Wilbur Wright
C Compare and contrast the Wright Flyer and a Boeing 747. List three similarities and three differences between the two aeroplanes.
1
_________________________
Differences 1
_________________________
2
_________________________
2
_________________________
3
_________________________
3
_________________________
SKILLS
Similarities
EWM3 Activity Book (Units 5&6).indd 69
C Using evidence; Change and continuity
69
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Theme: Understanding Movement
35 IsambardKingdomBrunel A Complete the timeline for Isambard Kingdom Brunel. HI STORY
Write the appropriate information for each year. 1806
1800
1828
1810
1820
1822
1838
1830
1855
1840
1833
1850
1859
1860
1843
He designs the SS Great Britain. He almost drowns in the Thames Tunnel. He designs the Renkioi Hospital. He becomes chief engineer for the Great Western Railway. Isambard Kingdom Brunel is born in Portsmouth. He dies aged 53. He starts work as an apprentice engineer.
70
SKILLS
SS Great Western sets a record sailing to New York.
EWM3 Activity Book (Units 5&6).indd 70
A Time and chronology
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IsambardKingdomBrunel
35
B Match the picture with its description. Clifton Suspension Bridge
SS Great Eastern
Box Tunnel
Renkioi Hospital
Wharncliffe Viaduct
C Diary entry Imagine you are about to move to New York to live. You will be travelling on the SS Great Western with your family. Write a diary entry in which you talk about what you are looking forward to and what you will take with you.
_________________________________________________ Dear Diary, _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
SKILLS
_________________________________________________
EWM3 Activity Book (Units 5&6).indd 71
B Using evidence C Empathy; Synthesis and communication
71
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Theme: Understanding Movement
36 Bicycles SC I E N C E
A Label the parts of the bicycle. Saddle
Brake lever
Handlebars
Spokes
Frame
Pedal
Chain
Gears
Tyre
Brakes
B Balance experiment Have you ever wondered why your bicycle does not fall over when you are cycling? This is all to do with balance. When you are riding your bicycle, you are constantly moving from side to side to stay balanced, keeping your weight firmly on top of the two wheels.
72
SKILLS
Do you think you can balance other items in the same way? Investigate to see which of these items you can balance on your hand when they are standing upright.
EWM3 Activity Book (Units 5&6).indd 72
A Recording and communicating
10/02/2021 11:39
Bicycles
Item
Prediction:
Result:
Will it balance?
Did it balance?
Why do you think you got this result?
36
If it did not balance, what would you change to make it balance?
Pencil
Pen
Ruler
Pencil case
School book
Paintbrush
SKILLS
Crayon
EWM3 Activity Book (Units 5&6).indd 73
B Questioning; Predicting; Investigating and experimenting
73
10/02/2021 11:39
Theme: Understanding Movement
My Learning Log Throughout this unit I really liked learning about:
Five things I learned:
Two things I found interesting/surprising:
A skill I worked on during this unit:
My favourite activity was:
A question I still have:
74
EWM3 Activity Book (Units 5&6).indd 74
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Theme: ChangeinMy Locality
37 My County GEOGRAPHY
A Use the maps to find the answers.
LAOIS Castlecorner Ballyragget
CARLOW
Urlingford Freshford
KILKENNY
Gowran
COUNTY KILKENNY Callan
Kells
Thomastown Inistioge
TIPPERARY
Ballyhale
Mullinavat Piltown
WATERFORD
WEXFORD
1 Which counties border Co. Kilkenny?
______________________________________________________ 2 Name three towns in Co. Kilkenny.
______________________________________________________ 3 Which province is Co. Kilkenny in?
______________________________________________________ 4 Which province does Co. Kilkenny share a border with?
______________________________________________________ SKILLS
5 Which county is closer to Kilkenny, Co. Dublin or Co. Mayo?
EWM3 Activity Book (Units 7&8).indd 75
A Using pictures, maps and globes
_____________ 75
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37
My County
B Create a county fact file. Research your own county or choose another county to research. Province:
Bordering counties:
Coastal or inland county? Car registration letters:
Rivers:
Mountains:
Lakes:
GAA county colours:
Famous people:
Sports:
Transport:
Places of interest:
SKILLS
76
Name:
EWM3 Activity Book (Units 7&8).indd 76
County town:
B Recording and communicating
10/02/2021 11:42
My County
37
C Sort the counties into the correct provinces. Dublin
Galway
Cork
Armagh
Tipperary
Kerry
Leitrim
Tyrone
Roscommon
Meath
Waterford
Clare
Kildare
Derry
Longford
Donegal
Sligo
Kilkenny
Antrim
Wexford
Carlow
Cavan
Wicklow
Offaly
Limerick
Louth
Westmeath
Fermanagh
Down
Laois
Mayo
Monaghan
SKILLS
Connacht
EWM3 Activity Book (Units 7&8).indd 77
Leinster
C A sense of place
Munster
Ulster
77
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Theme: ChangeinMy Locality
38 Appreciating My Locality SC I E N C E
A Go and explore a local natural environment and a built environment. Visit a park or green area and a housing estate near your school and record what you see in the grids below. Alternatively, you can use Google Earth to explore. Park Materials:
Plants:
Animals:
What features can you see?
Draw something that you see.
SKILLS
78
Colours:
EWM3 Activity Book (Units 7&8).indd 78
A Observing; Recording and communicating
10/02/2021 11:42
Appreciating My Locality
38
Housing estate Materials:
Plants:
Animals:
What features can you see?
Draw something that you see.
SKILLS
Colours:
EWM3 Activity Book (Units 7&8).indd 79
A Observing; Recording and communicating
79
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38
Appreciating My Locality
B Man-made feature or natural feature? Answer either ‘man-made’ or ‘natural’ for each feature shown below. Then, draw a suitable feature in each of the last two boxes. 1
2
___________________________ ___________________________ 3
4
___________________________ ___________________________ 5
6
___________________________ ___________________________ 7
8
80
SKILLS
Man-made
EWM3 Activity Book (Units 7&8).indd 80
Natural
B Analysing; Recording and communicating
10/02/2021 11:42
Theme: ChangeinMy Locality
39 Protecting NaturalHabitats GEOGRAPHY
A Design a poster. Think about how you could encourage your community to protect a habitat in your local area. Now design a poster with this information for the community. What information do you want the community to know? What colours will grab their attention? Do you have a slogan to highlight the issue?
SKILLS
Suggestion: Why not redraw your poster on an A4 or A3 sheet of paper and hang it on the notice board of a community centre, sports centre or shop?
EWM3 Activity Book (Units 7&8).indd 81
A Recording and communicating
81
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39
Protecting NaturalHabitats
B Habitats Name this habitat.
1
_______________________________ Is there a habitat like this in your local area?
_______________________________
Name an animal you might find in this habitat.
_______________________________ Name a plant you might find this habitat.
_______________________________ Name this habitat.
2
_______________________________ Is there a habitat like this in your local area?
_______________________________
Name an animal you might find in this habitat.
_______________________________ Name a plant you might find this habitat.
_______________________________ Name this habitat.
3
_______________________________ Is there a habitat like this in your local area?
_______________________________
Name an animal you might find in this habitat.
_______________________________ Name a plant you might find this habitat.
_______________________________ Name this habitat.
4
_______________________________ Is there a habitat like this in your local area?
_______________________________
Name an animal you might find in this habitat.
_______________________________ Name a plant you might find this habitat.
82
SKILLS
_______________________________
EWM3 Activity Book (Units 7&8).indd 82
B Questioning; Observing; A sense of place; Analysing
10/02/2021 11:42
Theme: ChangeinMy Locality
40 Non-nativeSpecies 1 Bacteria is considered to be a non-native species. 2 Japanese knotweed was first planted in the south of Ireland.
SC I E N C E
A True or false? Write ✔ or 6.
3 Human activities can be responsible for the spread of non-native species. 4 Water primrose reduces oxygen levels in water. 5 Coypus can live in or out of water. 6 Asian hornets work with other pollinators to pollinate an area. 7 Crayfish plague can wipe out crayfish populations from river systems. 8 Japanese knotweed cannot regrow once cut.
B Match each non-native species with a fact. Grey squirrel
A disease caused by a water mould
Asian hornet
Its fur slightly changes colour in summer
Crayfish plague
Can destroy a beehive in hours
Japanese knotweed
Destroys the nests of aquatic birds
Coypu
SKILLS
Water primrose
EWM3 Activity Book (Units 7&8).indd 83
A Analysing B Vocabulary development
Distinctive yellow flowers Roots can damage roads and buildings
83
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40
Non-nativeSpecies
C Invent your own invasive species. Using details from the chapter in your Textbook as inspiration (or just your own imagination), design a new invasive species. Draw and explain your invasive species, using the prompts below to help you.
Where is your invader from? How did it get here? What does it look like? What habitat(s) does it like to invade? How does it take over an area?
84
SKILLS
What can be done to stop it from spreading?
EWM3 Activity Book (Units 7&8).indd 84
C Recording and communicating; Predicting
10/02/2021 11:42
Theme: ChangeinMy Locality
41 LocalStudies HI STORY
A Georgian artefacts The photograph below shows some of the specially designed dinner service that Lady Betty Cobbe (wife of Thomas Cobbe) bought for Newbridge House. Looking at the dinner service, find as many clues as you can about its original owner. Choose some of the prompts below to help you. What do you think it was used for?
What do you notice about it?
Can you see any details? What kind of person do you think Lady Cobbe was?
Would it have cost a lot in the 18th century?
Would it have been used every day or on formal occasions?
How many guests might have used it at a dinner party? Was she interested in decoration?
Where might she have bought this?
My findings
Is it likely that the family were wealthy?
Draw the designs you can see.
__________________________ __________________________ __________________________ __________________________ __________________________
SKILLS
__________________________
EWM3 Activity Book (Units 7&8).indd 85
A Synthesis and communication; Using evidence
85
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41
LocalStudies
B Lanestown Castle Lanestown Castle is a 15th-century tower on the grounds of Newbridge House, located just inside the main gates of the estate. Look closely at the photograph. Use the prompts below to help you write your findings. What features of the castle can you see?
What do you think it was used for?
Do you think it has a use today?
Do you think it has been well maintained?
Would you like to visit this castle? Why? My findings
______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________
86
SKILLS
______________________________________________________
EWM3 Activity Book (Units 7&8).indd 86
B Using evidence; Synthesis and communication
10/02/2021 11:42
Theme: ChangeinMy Locality
42 Workhouses 13 September 1847 Dear Diary,
HI STORY
A Read Philomena’s diary from the workhouse and answer the questions.
The warden will be around soon. He always bangs on the door at 6 o’clock. I did not sleep well. The beds are hard and uncomfortable, and the room is very cold. The blankets are dirty and full of lice, but we can’t even wash them. I hate our horrible, smelly uniform too. The material is rough and itchy. As hungry as I am, I’m not looking forward to breakfast. I know we were often hungry at home, but at least the little bit of food we got was tasty when Mam or Dad cooked it. All we get here is stale bread or horrible porridge. When breakfast is over, my sister Eileen will go to work on the big mill wheel. She’s 15, so she works with the women. They have to push the big mill wheel round all day to grind corn. She says it is very tiring. One time she refused to work, because she was exhausted, but she got no dinner that evening. I’m only ten, so I help the matron with sick people in the hospital block. We haven’t seen Mam and Dad for a long time because they live in different parts of the building. Eileen saw Mam once working on the mill wheel. We think Mam was then moved to work in the laundry because Eileen hasn’t seen her for a few weeks. I hope that Mam and Dad are alright. I miss them so much.
SKILLS
We will all work until 6 o’clock this evening and then have tasteless porridge again for dinner. During the dark winter evenings, we got an hour to talk before going to bed at 8 o’clock. But on these bright evenings, we have to keep working after dinner, up until bedtime. We get Sundays off, but we’re not allowed to play card games like we did at home. Our parents said we would only be staying here for a little while, but that was nine months ago. I hope we can leave soon. I want to go home.
EWM3 Activity Book (Units 7&8).indd 87
A Using evidence; Empathy
87
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42
Workhouses
1 List the adjectives in this piece that tell you what life was like in the workhouse.
______________________________________________________ ______________________________________________________ 2 Is the diet in the workhouse good? Why not?
______________________________________________________ ______________________________________________________ 3 How do you think Philomena and her sister were feeling? Explain your answer.
______________________________________________________ ______________________________________________________ 4 Why did people stay in the workhouse for longer than they had planned, do you think?
______________________________________________________ ______________________________________________________ B Use the census from Galway Workhouse in 1911 to answer the questions. Education
Language
Age
Male or Female
LD
Read & write
Irish & English
70
Male
Blacksmith
Single
Deaf
TW
Cannot read
Irish & English
63
Male
Labourer
Single
Blind in one eye
MB
Read & write
Irish & English
40
Male
Shopkeeper
Married
TL
Read & write
Irish & English
59
Male
Labourer
Widower
EC
Cannot read
Irish
84
Male
Labourer
Widower
DG
Read & write
Irish & English
53
Male
Labourer
Single
RW
Cannot read
Irish & English
70
Male
Miller
Widower
JB
Read & write
Irish & English
42
Male
Servant
Single
GF
Read & write
Irish & English
28
Male
Labourer
Single
MG
Cannot read
Irish & English
76
Male
Baker
Widower
GJ
Read & write
Irish & English
55
Male
Gardener
Single
PF
Read & write
Irish & English
61
Male
Labourer
Single
ML
Read & write
Irish & English
68
Male
Servant
Widower
MK
Cannot read
Irish & English
26
Male
Labourer
Single
LL
Cannot read
Irish & English
47
Male
Fisherman
Single
PL
Read & write
Irish & English
30
Male
Labourer
Single
JF
Read & write
Irish & English
59
Male
Labourer
Widower
AB
Cannot read
Irish
73
Male
Labourer
Widower
JC
Read & write
Irish & English
52
Male
Labourer
Single
SKILLS
88
Initials
EWM3 Activity Book (Units 7&8).indd 88
Occupation
Marital Status
Children Born
Children Living
Disability
2
2
6
3
Blind in both eyes
7
--
Blind in one eye
3
2
Blind in both eyes Deaf
6
4
Blind in both eyes Deaf Blind in both eyes
8
2
One leg cut off
B Using evidence; Change and continuity; Cause and effect
10/02/2021 11:42
Workhouses
1
42
What was the most popular occupation, according to this census?
_____________________________________________________ 2
Do you think this is the same today?
_____________________________________________________ 3
Can all of the people in this workhouse read and write?
_____________________________________________________ 4
Can you find out the number of parents there who had lost children?
_____________________________________________________ 5
How many people in this workhouse spoke the Irish language only?
_____________________________________________________ 6
How many Irish people do you think speak only Irish today?
_____________________________________________________ 7
How old were the youngest person and the oldest person in this workhouse?
_____________________________________________________ 8
Were there many families staying in this workhouse? How do you know?
_____________________________________________________ _____________________________________________________ 9
List two things you would expect to be different between this census and a census of your local area today. Explain why.
_____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________ _____________________________________________________
SKILLS
_____________________________________________________
EWM3 Activity Book (Units 7&8).indd 89
B Using evidence; Change and continuity; Cause and effect
89
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Theme: ChangeinMy Locality
My Learning Log Throughout this unit I really liked learning about:
Five things I learned:
Two things I found interesting/surprising:
A skill I worked on during this unit:
My favourite activity was:
A question I still have:
90
EWM3 Activity Book (Units 7&8).indd 90
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Theme: Magnetism
43 Magnetism SC I E N C E
A Magnetism vocabulary Explain what each of these terms means. 1 Attract:
________________________________________________
______________________________________________________ 2 Repel:
_________________________________________________
______________________________________________________ 3 Magnetise: ______________________________________________
______________________________________________________ 4 Magnetic field:
___________________________________________
______________________________________________________ 5 Ferromagnetic:
___________________________________________
______________________________________________________ 6 Lodestone: ______________________________________________
______________________________________________________ B Attract or repel? Will each pair of magnets attract or repel each other? Circle the answer.
SKILLS
attract
EWM3 Activity Book (Units 7&8).indd 91
repel
attract
A Vocabulary development B Analysing
repel
attract
repel
91
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43
Magnetism
C Can a magnetic field go through materials? Do you think a magnetic field will be affected by placing another material between a magnet and an object? We are going to investigate which materials will prevent a paper clip from being attracted to a magnet.
Equipment: strong bar magnet, ten steel paper clips Materials to test: paper, card, wood, glass, aluminium, tin, steel Action: Predict whether or not each material will prevent the paper clips from being attracted to the magnet before you start. For each test, place the material that you are testing between the paper clips and the magnet. Record the result.
S N
Material
Prediction (Will the paper clips be attracted to the magnet through this material?)
Result (Attracted or not attacted?)
Paper Card Wood Glass Aluminium Tin
92
SKILLS
Steel
EWM3 Activity Book (Units 7&8).indd 92
C Predicting; Investigating and experimenting; Recording and communicating
10/02/2021 11:42
Theme: Magnetism
44 Magnets, Magnets, Everywhere! In pairs, we are going to explore magnetic fields. Although a magnetic field is invisible, it is possible to see the effects of it when we explore how iron filings react to a magnet.
SC I E N C E
Magnetic fields experiment
Equipment: ziplock bag, small index card, paper clip, bar magnet, horseshoe magnet, cylinder magnet, a teaspoon of iron filings Setting up
● ● ● ●
Put the magnets out of the way at the other end of the desk. Lay the ziplock bag on the desk and put the index card inside it. Add a teaspoon of iron filings on top of the index card inside the bag. Gently shake the bag back and forth until the iron filings have spread out over the index card.
A Investigation 1 Predict what will happen if you lay the bag flat on top of the paper clip.
______________________________________________________ ______________________________________________________ ______________________________________________________ Now try it! Describe what happened.
______________________________________________________ ______________________________________________________
SKILLS
______________________________________________________
EWM3 Activity Book (Units 7&8).indd 93
A Predicting; Recording and communicating
93
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44
Magnets, Magnets, Everywhere!
B Investigation 2 Predict what will happen if you place the bar magnet on the desk and lay the bag on top of it.
______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________
S N
Now try it! Was your prediction correct?
______________________________________________________ Describe what happened to the filings. Did they move around?
______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________
94
SKILLS
Draw the magnetic field that you see.
EWM3 Activity Book (Units 7&8).indd 94
B Questioning; Predicting; Recording and communicating
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Magnets, Magnets, Everywhere!
44
C Further investigation Repeat the same actions with the horseshoe magnet and the cylinder magnet. Make a prediction: Do you think the magnetic fields will all look the same or will the shape of the magnet change the shape of the magnetic field?
______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ Draw the magnetic field that you see with the horseshoe magnet.
Draw the magnetic field that you see with the cylinder magnet.
Was your prediction correct? Did the magnetic fields all look the same?
SKILLS
________________________________________________________
EWM3 Activity Book (Units 7&8).indd 95
C Questioning; Predicting; Recording and communicating
95
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Theme: New Zealand, Past andPresent
45 TheMaori HI STORY
A Fill in the blanks. Ta–ne Mahuta
berries
inhabitants
nature
iwi
canoes
fishermen
ariki
Eastern
extinct
defence
wharenui
Cloud
The Maori people were the first ______________ of New Zealand. They travelled there in large ______________ from the islands of
______________ Polynesia around AD 1250–1300. They called New Zealand Aotearoa, meaning ‘Land of the Long White ______________’. They were skilled ______________ and travelled far out to sea in strong boats to catch fish. They lived on a diet of fruit and ______________ from the forest, and fish and other meat. They hunted the moa bird until it became ______________. A tribe or ______________ was led by an ______________ or chief, and lived in a settlement called a pa that was built on high ground for natural
______________. Meetings were held in the ______________. The Maori believed in many gods, all associated with ______________, including ______________, god of the forest.
96
SKILLS
The silver fern is a symbol of New Zealand. The spiral shape of its unfurling leaf was called a koru by the Maori, who saw it as a symbol of creation. Carvings of the koru were used to decorate the wharenui. Tattoos often included the koru and pieces of greenstone or bone were carved into koru and worn as necklaces.
EWM3 Activity Book (Units 7&8).indd 96
A Synthesis and communication
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TheMaori
45
B Over to you! Use your creativity and imagination to design a scene showing Rangi and Papa creating the world or the universe. Your scene can be as fantastic or as abstract as you like, but your design must feature the koru.
1
C Crossword puzzle
2
3 4 5
Down 1 The Maori set sail to New Zealand from here. 3 The Maori hunted this bird to extinction. 4 The name that the Maori gave to New Zealand 8 A dance featuring light balls on strings
6
SKILLS
Across 2 A Maori village 5 The traditional art of tattooing 6 A precious stone used by the Maori 7 The Maori sailed in large ___. 9 A Maori meeting house
EWM3 Activity Book (Units 7&8).indd 97
7
8
9
B Synthesis and communication C Vocabulary development
97
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Theme: New Zealand, Past andPresent
46 Maori Myths andLegends HI STORY
A True or false? Write ✔ or 6. A myth or legend... 1 is a story that is factual. 2 can be about kings, queens and castles. 3 may explain how things began. 4 is a story about real people.
B Match each bird to the punishment given by Tanehokahoka. Wear the sign of a coward
Pipiwharauroa
Never build its own nest
Pukeko
Live in a swamp
98
SKILLS
Tui
EWM3 Activity Book (Units 7&8).indd 98
A Synthesis and communication B Cause and effect
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Maori Myths andLegends
46
C Elements of a Maori myth Analyse the elements of ‘How the Kiwi Lost Its Wings’ by answering these questions. How the Kiwi Lost Its Wings 1 What is this story about?
_________________________________________________ _________________________________________________ _________________________________________________ 2 Myths usually contain supernatural elements. ‘Supernatural’ means something beyond normal life, or magical. What are the supernatural parts of the kiwi myth?
_________________________________________________ _________________________________________________ _________________________________________________ 3 Who are the main characters?
_________________________________________________ _________________________________________________ 4 What are the important events in the story?
_________________________________________________ _________________________________________________
SKILLS
_________________________________________________
EWM3 Activity Book (Units 7&8).indd 99
C Using evidence
99
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Theme: New Zealand, Past andPresent
GEOGRAPHY
47 Living inNew Zealand A Fill in the missing labels on the map of New Zealand. Use the words in the box to help you. North Island
South Island
Auckland
Wellington
Tasman Sea
South Pacific Ocean
B Am I talking about Ireland, New Zealand or both? Our capital city is Dublin.
2
We have a population of just under 5 million people.
3
Our country is made up of two main islands and around 600 smaller islands. _________________________________
4
English is our main spoken language. ___________________________
5
We are a country in Europe.
6
Our currency is the dollar. ___________________________________
7
The Vikings settled here for a time.
8
The Maori people were the first inhabitants of this country.
9
Our flag is made up of three colours.
________________
_________________________________ ____________________________ ____________
___________________________
Our national bird is the kiwi. _________________________________ SKILLS
10
100
___________________________________
1
EWM3 Activity Book (Units 7&8).indd 100
A Using pictures, maps and globes B A sense of place
10/02/2021 11:42
Living inNew Zealand
47
C Coins Examine the coins below. Write three things you notice about each. Can you find one similarity and one difference between the coins?
New Zealand $1 coin
Irish e1 coin
1
_________________________
1
_________________________
2
_________________________
2
_________________________
3
_________________________
3
_________________________
One similarity:
________________________________________________________ One difference:
________________________________________________________ D Explain what these features on the New Zealand flag represent. Union Jack:
_________________________
__________________________________ Stars:
_____________________________
SKILLS
__________________________________ C Analysing D Recording and communicating
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Theme: New Zealand, Past andPresent
GEOGRAPHY
48 Visiting New Zealand A Topsy-turvy seasons! The seasons in the northern hemisphere are opposite to those in the southern hemisphere. Fill in the missing information in the grids. Ireland
Season
New Zealand
Months
Season
Months
March April
Spring
May December Summer
January February September October
Autumn
November June Winter
July
102
SKILLS
August
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A Recording and communicating
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Visiting New Zealand
48
B Quick-fire round! Fill in the blanks. 1 The winter months in New Zealand are ___________, ___________ and ___________. 2 What season is it during August in Ireland? ___________
3 What are the warmest months of the year in New Zealand?
4 5 6
______________________________________________________ In what month does spring begin in Ireland? ___________ The summer months in Ireland are _______________, _______________ and _______________. What is the first month of summer in New Zealand? _________________
C Find the words in the word search puzzle. All Blacks
haka
fjord
Sky Tower
Wellington
Hawke’s Bay
colony
SKILLS
New Zealand
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B A sense of place C Vocabulary development
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103
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Themes: Magnetism; New Zealand, Past andPresent
My Learning Log Throughout this unit I really liked learning about:
Five things I learned:
Two things I found interesting/surprising:
A skill I worked on during this unit:
My favourite activity was:
A question I still have:
104
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Theme: Powering Our Lives
49 Static Electricity repels
Electrons
particles
charge
north
negative
SC I E N C E
A Fill in the blanks. blocks
Atoms are the building _________ for everything in the universe. They are tiny, but are made up of even tinier _________, including electrons. At the centre of the atom is the nucleus. The nucleus is made up of protons and neutrons. Electrons spin around the nucleus and have a negative _________. Protons have a positive charge and neutrons don’t have any charge. Do you remember learning about _________ and south poles attracting each other in magnetism? Well, similarly, positive and _________ charges attract each other in electricity. Just as in magnetism, a negative charge _________ another negative charge, and a positive charge repels another positive charge.
_________ can transfer from atom to atom. B Label the diagram of an atom.
n
n
e
p
C Match the word or phrase with the ending that makes sense. Static electricity Atoms
SKILLS
A negative charge
can transfer from atom to atom. creates huge sparks during a thunderstorm. and a positive charge attract one another.
Electrons
is a build-up of electrical charge.
Lightning
consist of a nucleus made of protons and neutrons, which are circled by electrons
A Recording and communicating B Recording and communicating
EWM3 Activity Book (Units 9&10).indd 105
C Analysing
105
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Theme: Powering Our Lives
50 Current Electricity SC I E N C E
A Fill in the blanks. danger
electrocuted
voltage
circuit
power lines
current
Pylons
mains electricity
insulated
_________ are large metal structures used to carry __________ _______high above the ground. Power lines are electrical cables that carry electric ___________ from a power station, where it is generated, to your home. The electric current that reaches your home is also known as ___________ ___________. Mains electricity runs from the power station to your home and back again in a very large ___________. It is very dangerous because the ___________ is high. It is very important not to go near pylons, because they are not ___________. It is possible to get _________________ if you ignore this advice. Always read the
___________ signs and stay away from pylons! B Label the circuit diagram.
106
SKILLS
____________ circuit
EWM3 Activity Book (Units 9&10).indd 106
A Recording and communicating B Recording and communicating
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Theme: Powering Our Lives
51 Electricity inOur Homes HI STORY
A Compare and contrast a 1940s sitting room and a modern-day sitting room.
Write five differences that you notice between the two sitting rooms. 1
______________________________________________________
2
______________________________________________________
3
______________________________________________________
4
______________________________________________________
5
______________________________________________________
Write five similarities that you notice between the two sitting rooms.
______________________________________________________
2
______________________________________________________
3
______________________________________________________
4
______________________________________________________
5
______________________________________________________
SKILLS
1
A Using evidence; Change and continuity
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51
Electricity inOur Homes
B Fill in the blanks to complete the timeline. 1879
Benjamin Franklin proves that lightning is electrical.
1929
First electric street light in Ireland.
Thomas Edison invents the long-lasting light bulb. 1880
Rural areas in Ireland begin to receive electricity.
Ardnacrusha hydroelectric power station opens.
1752
1946
C Draw a modern appliance or device that could be used for each of these jobs. To pick up dust from a carpet
To play music
Past
Past
Past
Present
Present
Present
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To heat a sitting room
EWM3 Activity Book (Units 9&10).indd 108
B Time and chronology C Change and continuity
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Theme: Powering Our Lives
52 How Do WeMakeElectricity?
C
energy
solar
hydroelectricity
oil
gas
coal
nuclear
renewable
resources
biomass
geothermal
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P
fossil fuels
A Vocabulary development
EWM3 Activity Book (Units 9&10).indd 109
I
GEOGRAPHY
A Find the words in the word search puzzle.
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52
How Do WeMakeElectricity?
B Sources of energy Identify five renewable resources. Write an advantage for each. Renewable resource
Advantage
1
2
3
4
5 Identify four non-renewable resources. Write a disadvantage for each. Non-renewable resource
Disadvantage
1
2
3
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SKILLS
4
EWM3 Activity Book (Units 9&10).indd 110
B Analysing
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Theme: Powering Our Lives
53 Peat GEOGRAPHY
A Fill in the blanks. Write the missing differences and similarities between turf and coal. Turf
Made up of carbon?
Coal
Yes
Colour Texture
Coarse and dusty
Use
Fuel
Hardness
Quite hard
Size
Small lumps
B Formation of a blanket bog Match each picture with its description. 500 BC: Trees cannot grow in the acidic soil, but heathers and moss grow. 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. AD 1600: Human beings begin to cut peat for fuel. 4000 BC: The land is covered in forest.
SKILLS
AD 1000: The blanket bog is well established, with layers of peat about 3 metres deep. A Analysing B Recording and communicating
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53
Peat
C Unscramble the letters to label the photographs. (Hint: The answers can all be found in the chapter in your Textbook!) 1
2
tepa
inerlm
___________________________ ___________________________ 3
4
ogb toonct
masphgun soms
___________________________ ___________________________ 5
6
tape esbriqutet
nhe ierhrar
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SKILLS
___________________________ ___________________________
EWM3 Activity Book (Units 9&10).indd 112
C Vocabulary development
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Theme: Powering Our Lives
54 PoullaCour La Cour dies.
1846
La Cour builds first test windmill.
La Cour sets up Danish Meteorological Institute.
1872
La Cour is born.
1891
La Cour starts teaching at Askov Folk High School.
HI STORY
A Fill in the blanks to complete the timeline for Poul la Cour. 1878 1895
1908
Askov is supplied with electricity.
B Using historical evidence In pairs, study the photograph and use detective work to answer the questions. 1
How is this different to modern photographs?
___________________________________ __________________________________ 2
Who do you think this man is? Why?
______________________________________________________ _____________________________________________________ 3
Who do you think this woman is? Why?
______________________________________________________ SKILLS
_____________________________________________________ A Time and chronology B Change and continuity; Using evidence
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54 4
PoullaCour
How old do you think they were when this photograph was taken?
______________________________________________________ _____________________________________________________ 5
In what year do you think it was taken? Why?
______________________________________________________ _____________________________________________________ 6
Where do you think it was taken?
______________________________________________________ _____________________________________________________ 7
What colours do you think their clothes were?
______________________________________________________ _____________________________________________________ 8
Describe the woman’s dress.
______________________________________________________ _____________________________________________________ 9
Describe the man’s suit.
______________________________________________________ _____________________________________________________ 10
Do you think this was a special occasion?
______________________________________________________ _____________________________________________________ 11
Are there any other details that you notice about the photograph?
______________________________________________________ _____________________________________________________ 12
Make up two other questions to ask your partner about the photograph.
______________________________________________________
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SKILLS
_____________________________________________________
EWM3 Activity Book (Units 9&10).indd 114
B Change and continuity; Using evidence
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Theme: Powering Our Lives
My Learning Log Throughout this unit I really liked learning about:
Five things I learned:
Two things I found interesting/surprising:
A skill I worked on during this unit:
My favourite activity was:
A question I still have:
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Theme: 18th-Century Ireland
55 Irelandinthe18thCentury HI STORY
A Life for children in Ireland in the 18th century
1 What do you think this picture shows?
______________________________________________________ 2 How many pupils do you think there might have been in a hedge school?
______________________________________________________ 3 How do you think the teacher might have taught the pupils? What might the teacher have used to teach them?
______________________________________________________ ______________________________________________________ ______________________________________________________ 4 What do you think might have happened if a hedge school was discovered by the police?
______________________________________________________ ______________________________________________________ ______________________________________________________ 5 Do you think hedge schools were a good idea? Why or why not?
______________________________________________________ ______________________________________________________
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SKILLS
______________________________________________________
EWM3 Activity Book (Units 9&10).indd 116
A Using evidence
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Irelandinthe18thCentury
55
B Design a timetable for a hedge school. What kinds of subjects or topics do you think the pupils of a hedge school should learn? Fill in the timetable with your suggestions.
________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________ ________________________________________
9 o’clock 10 o’clock 11 o’clock 12 o’clock 1 o’clock 2 o’clock
C Fill in the blanks. Catholics
outdoors
arrested
poor
hedge schools
Irish
potatoes
Protestant
charter schools 1799 priests
The 18th century occurred between AD 1700 and ______. Most Irish people in the 18th century were Catholics and spoke Irish. They were very ______ and suffered a lot, because they did not have enough food to feed their families. They mostly worked in farming and their main food was ___________. The Penal Laws were strict rules against Catholics. These rules said that ___________ could not own land or vote. If a Catholic priest was caught holding Mass, he got ___________. In 1733, _________ _________ were set up to teach poor children to read and write in English. Their pupils were also taught about the ___________ religion. Catholics did not want to send their children to these schools, so ___________
___________ were set up to teach children in secret. Pupils in hedge schools were taught through ___________. Local Catholic ___________ often insisted that they were taught Catholicism too. Classes were held ___________
SKILLS
and in private homes. They often had to move around to stay hidden. B Synthesis and communication C Time and chronology; Synthesis and communication
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Theme: 18th-Century Ireland
56 Lifeinthe18thCentury HI STORY
A Food for the rich and the poor In Ireland during the 18th century, people usually ate three main meals a day: breakfast, dinner and supper. Dinner, the main meal of the day, was usually eaten at lunchtime. Supper was a lighter meal, eaten before bedtime. Draw what you think a rich person and a poor person might have eaten at each meal. Rich person Breakfast
Breakfast
Dinner
Dinner
Supper
Supper
SKILLS
118
Poor person
EWM3 Activity Book (Units 9&10).indd 118
A Synthesis and communication
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Lifeinthe18thCentury
56
B Time traveller You have travelled back in time to 1796 to interview Margaret and Molly! What five questions will you ask each of them? Questions for Margaret
1
____________________________________________________
2
____________________________________________________
3
____________________________________________________
4
____________________________________________________
5
____________________________________________________
Questions for Molly
____________________________________________________
2
____________________________________________________
3
____________________________________________________
4
____________________________________________________
5
____________________________________________________
SKILLS
1
B Synthesis and communication; Empathy
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Theme: Heating Up
GEOGRAPHY
57 Weather Observations A Match the type of cloud to the weather that is associated with it. Cumulonimbus
Cirrus
Fair to good weather
Fair weather
Cumulus
Light rain or drizzle
Stratus
Thunderstorm
B Weather maps Sunny spells
Sleet
Snow
Heavy rain
Showers
Cloudy
Overcast
Thundery
20°C
SKILLS
120
Sunny
EWM3 Activity Book (Units 9&10).indd 120
A Analysing
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Weather Observations
57
1 Write the weather forecast to go with this weather map. Use directions to identify parts of Ireland, for example, ‘It will rain in the west and the Midlands’. Use county names too, if you can.
_________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________
2 Draw weather symbols to make your own weather map. Write the weather forecast to go with your weather map.
_________________________ _________________________ _________________________ _________________________ _________________________ _________________________ _________________________
SKILLS
_________________________
B Recording and Communicating
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Theme: Heating Up
58 Heat SC I E N C E
A Time to recap! 1 Words connected with heat are part of our everyday language. Can you think of some examples?
______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ 2 When water is boiling, what happens to its molecules?
______________________________________________________ ______________________________________________________ ______________________________________________________ 3 Why is the sun important for life on Earth?
______________________________________________________ ______________________________________________________ ______________________________________________________ 4 List three ways in which you can keep yourself warm.
______________________________________________________ ______________________________________________________ ______________________________________________________ 5 Explain the direction of heat flow and provide an example.
______________________________________________________ ______________________________________________________ ______________________________________________________
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SKILLS
______________________________________________________
EWM3 Activity Book (Units 9&10).indd 122
A Analysing
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58
Heat
B Find the words in the word search puzzle. thermometer
energy
hypothermia
temperature
expand
molecule
contract
heat
mercury
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B Vocabulary development
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Theme: Heating Up
GEOGRAPHY
59 Recording theWeather A Using weather data Write the weather conditions shown in each set of images. 1 19°C
20°C
______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ 2 6°C 8°C
______________________________________________________ ______________________________________________________ ______________________________________________________
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SKILLS
______________________________________________________
EWM3 Activity Book (Units 9&10).indd 124
A Recording and communicating
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Recording theWeather
59
B Think, pair, share Do research online and use a map to help you find out where your nearest weather station is located. Write any information that you can find out about when it was set up.
______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ C Be a weather forecaster! Draw weather symbols to predict tonight and tomorrow’s weather conditions. Sunny
Sunny spells
Sleet
Snow
Heavy rain
Showers
SKILLS
Tonight’s weather
Cloudy
EWM3 Activity Book (Units 9&10).indd 125
20°C
Tomorrow’s weather
B A sense of place; Recording and communicating C Predicting; Recording and communicating
Overcast Thundery
125
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Theme: Heating Up
60 Heating Our Homes SC I E N C E
A Energy in our homes 1 List three parts in a central heating system.
______________________________________________________ 2 List two sources of heat energy in our homes.
______________________________________________________ 3 List three ways we could save heat energy in our homes.
______________________________________________________ ______________________________________________________ B Home insulation
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SKILLS
Draw a house and label all of the ways that you could keep the house warm.
EWM3 Activity Book (Units 9&10).indd 126
A Recording and communicating B Recording and communicating
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60
Heating Our Homes
C Find the words in the word search puzzle. central heating
boiler
cavity
circulate
fibreglass
radiator
conductor
insulator
transfer
cook
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C Vocabulary development
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Themes: 18th-Century Ireland; Heating Up
My Learning Log Throughout this unit I really liked learning about:
Five things I learned:
Two things I found interesting/surprising:
A skill I worked on during this unit:
My favourite activity was:
A question I still have:
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