Explore with Me 3 Sample TRB by Edco Ireland

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Contents Foreword

Introduction

vii

Yearly Overview

Curriculum Overview

xii

September: Living in My Local Area

1. Our Natural Environment

Natural environments

2. What’s in Our Green Spaces?

Living things

3. Homes in the Past

Local studies

4. Homes Today

Human environments

–

5. Materials in My Home

Materials

6. Tower Houses in My Area

Local studies

October: Exploring Food

10 – 16

7. The Stone Age

Early peoples and ancient societies

8. How Seeds Feed Us

Living things

9. Who Makes Our Bread?

Human environments

–

10. Scarecrows Throughout the Ages

Continuity and change over time

–

11. Nutrition and Energy

Living things

–

12. Fairtrade Cocoa

Human environments

–

November: The Importance of Water

–

13. Rivers

Natural environments

–

14. River Wildlife

Living things

–

15. The Vikings

Early peoples and ancient societies

–

16. Norse Gods

Story

–

17. Valuing Water in Our Environment

Environmental awareness and care

–

18. Water Pollution

Environmental awareness and care

–

December A: Denmark 19. Denmark

– Human environments

–

20. The Christmas Holidays in Denmark Human environments

–

December B: Keeping Well

–

21. Breathing

Living things

–

22. Our Teeth

Living things

–

23. Vaccines

Continuity and change over time

–

24. Florence Nightingale

Story

–

iii

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Contents January: Exploring Urban Living

–

25. Viking Towns

Early peoples and ancient societies

–

26. Newry: A City Across the Border

Human environments

–

27. Cardinal Directions

Natural environments

–

28. Air Pollution

Environmental awareness and care

–

29. Sustainability in Urban Areas

Materials

–

30. Life in Medieval Irish Towns

Life, society, work and culture in the past

–

February: Understanding Movement

–

31. How My Body Moves

Living things

–

32. Our Changing Communities

Human environments

–

33. Transport

Human environments

–

34. Up, Up and Away

Continuity and change over time

–

35. Isambard Kingdom Brunel

Story

–

36. Bicycles

Environmental awareness and care

–

March: Change in My Locality

–

37. My County

Human environments

–

38. Appreciating My Locality

Environmental awareness and care

–

39. Protecting Natural Habitats

Environmental awareness and care

–

40. Non-native Species

Living things

–

41. Local Studies

Local studies

–

42. Workhouses

Local studies

–

April A: Magnetism

–

43. Magnetism

Energy and forces

–

44. Magnets, Magnets, Everywhere!

Energy and forces

–

April B: New Zealand Past and Present

–

45. The Maori

Early peoples and ancient societies

–

46. Maori Myths and Legends

Story

–

47. Living in New Zealand

Human environments

–

48. Visiting New Zealand

Human environments

–

May: Powering Our Lives

–

49. Static Electricity

Energy and forces

–

50. Current Electricity

Energy and forces

–

51. Electricity in Our Homes

Local studies

–

52. How Do We Make Electricity?

Environmental awareness and care

–

53. Peat

Natural environment

–

54. Poul la Cour

Story

–

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Contents June A: 18th-Century Ireland

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55. Ireland in the 18th Century

Life, society, work and culture in the past

–

56. Life in the 18th Century

Life, society, work and culture in the past

–

June B: Heating Up

–

57. Weather Observations

Natural environments

–

58. Heat

Energy and forces

–

59. Recording the Weather

Natural environment

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60. Heating Our Homes

Energy and forces

–

Photocopiable Masters (PCMs)

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Differentiation Toolkit

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Assessment Toolkit

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Virtual Field Trips

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Class Assessment Record

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Fortnightly Overviews

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Theme: Living inMy LocalArea

1 Our NaturalEnvironment Subject: Geography Strand: Natural environments Strand Unit: The local natural environment Curriculum objectives

Skills

• Investigate and become familiar with some natural features in the local environment. • Observe and explore ways in which these features have affected the lives of plants, animals and humans. • Investigate the ways in which these features have been used by humans and the changes which have occurred as a result.

• A sense of place and space, using pictures, maps and globes, questioning, observing, recording and communicating, predicting

Key words • climate, coastline, ecosystem, environment, erosion, fauna, flora, glacier, landscape, tourist

FYI • A bog provides the perfect environment for preserving organic matter. The acidity of the peat and its lack of oxygen can mummify matter. • The oldest bog body, Cashel Man, was found in Cashel, Co. Laois in 2011. Radiocarbon dating places him at around 2000 BC (more than 600 years before Tutankhamun was born in Ancient Egypt). This was the early Bronze Age in Ireland, approximately 4,000 years ago. • Bogs are explored further in Chapter 53 – Peat.

Resources • Digital – interactive map of Ireland • Digital – video about coastal erosion at the Cliffs of Moher • Differentiation Toolkit DT 1 – Group Work Cards

Lesson • Introduce the key words and elicit suggested meanings. • Class brainstorming: What are ‘natural features’? Can you identify natural features in your locality? • Use the digital interactive map of Ireland to discover some interesting facts about prominent natural features in Ireland. Have the children seen any of these natural features before? • Do the children know of any natural features in their local area, such as rivers, streams, mountains, headlands, bogs, etc.? • Read through the case study with the children. Ask them if they think they would find these animals and plants in their local area. • Ask the children to describe the natural features at the Cliffs of Moher. How do they think the cliffs, caves and sea stack were formed? (What is erosion? How does it happen? What has it caused?) • Watch the video about coastal erosion at the Cliffs of Moher. • Ask the children what they think the Cliffs of Moher will look like 320 million years from now (preparation for Activity Book page 5, activity C).

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Our NaturalEnvironment

• Carry out the Show What You Know and Let’s Get Exploring activities. • Revise the information learned in the lesson.

Think like a geographer! • What types of flora and fauna are found in your locality, local park, school grounds or home garden? • Can you identify different types of natural features on a map? • How have people in your area had positive/negative effects on the local flora and fauna?

Differentiation • Show What You Know: Questions 1–5 are lower order; 6–7 are higher order. • Adapting the Let’s Get Exploring activities for differentiation: 1 Complete orally with a partner. 2 Assign mixed-ability pairings. The children could look up the rivers in their local area on Google Maps and identify other features in their county. 3 Assign roles within mixed-ability groupings. Roles could include a cartographer (draws the map), a designer (designs the symbols and key), a researcher (sources the information), etc.

Assessment • Can the children identify the natural features shown in the Textbook? Can they give other examples? • Can the children complete the Show What You Know and Let’s Get Exploring sections and the Activity Book activities, consolidating the information learned in the lesson?

Extension ideas • Look up your local area on Google Maps. Can the children find their school and identify natural features (bodies of water, fields, etc.)? • Using the internet, research the flora and fauna of natural features in Ireland such as the Burren and the Giant’s Causeway, or a natural feature in your locality.

STEAM • Model-making: Make a model of the Cliffs of Moher, using cardboard or a shoebox, paper, glue, paint and other art materials. Ensure that the children add the natural features discussed in the lesson.

Integration Gaeilge: Sa bhaile. Cad atá sa ghairdín? Literacy: Persuasive writing. Design an advertisement for the Cliffs of Moher, encouraging people to come and visit. Science: Investigate the flora and fauna around your school.

Useful links • Cliffs of Moher visitor centre; the ‘Experience the Cliffs’ section contains information about the flora and fauna – www.cliffsofmoher.ie • Tourism guide to the Wild Atlantic Way and the Cliffs of Moher – www.discoverireland.ie/wild-atlantic-way

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Theme: Living inMy LocalArea

5 Materials inMy Home Subject: Science Strand: Materials Strand Unit: Properties and characteristics of materials Curriculum objectives

Skills

• Identify and investigate a range of common materials in the immediate environment. • Describe and compare materials. • Distinguish between raw and manufactured materials. • Group materials according to their properties • Investigate how materials may be used in construction.

• Predicting, questioning, observing, investigating and experimenting, analysing, recording and communicating

Key words • absorbent, characteristics, engineer, flexible, fragile, opaque, properties, rigid, transparent, waterproof

FYI • Some materials, although hard, need to be flexible or move a little in order not to break, for example, materials used to build tall buildings and bridges. • Floor surfaces must be hard enough to withstand wear and tear from shoes and furniture.

Resources • • • •

Digital – experiment video Digital – matching activities Differentiation Toolkit DT 1 – Group Work Cards PCM 1 – Science Investigation Template

Lesson • Begin with a class discussion on common properties of materials, using a dictionary if necessary. Elicit examples of a material in the classroom or the home with each property. • Discuss the properties of materials used to make household objects such as a countertop, a sink, a bath, a kitchen table, a sofa, a rug, a mattress, bedding. • Ask the children why, when building or making something, it is important to choose the correct material(s). Can they predict what might happen if household objects were made of different materials, for example, a frying pan made of rubber? • Explain that many materials need to have more than one property, e.g. strength and flexibility. Why might this be? Think of examples of such objects in the home, school or outside world. • Carry out the Let’s Experiment investigations. (1) Secure each material to the edge of a table with sticky tape. Hang a selection of weights from each material to test flexibility. (2) Place each material under the legs of a chair. Weigh down the chair with books. In a few days, remove the chair and check to see which material has the deepest indentation, using a ruler for precise measurements. • Carry out the Show What You Know and Let’s Get Exploring activities. • To consolidate learning, in pairs, ask the children to each share three things they have learned about materials and how they can be used.

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Materials inMy Home

Think like a scientist! • Which materials in the classroom and home are man-made and which are natural? • Engineers must understand the properties of materials to choose the most suitable ones for building. Why do you think houses in Ireland are built using concrete blocks rather than timber? • Houses in hot countries usually have tiled floors. Why might this be?

Assessment • Can the children explain the meaning of each property and give an example of a material with that property? • Can the children explain why it is important to understand the properties of materials when building a house or laying a floor? • Can the children complete the Show What You Know and Let’s Get Exploring sections and the Activity Book activities, consolidating the information learned in the lesson?

Extension ideas • Explore flexibility, using an opened-out cereal box. Test it flat, and then rolled lengthways or widthways with weights placed on top. • Research the types of materials that are used in flooring (timber, tiles, fabric, etc.). • Choose six objects in the classroom. Discuss each object and decide if it has more than one of the properties listed in the list on page 29 of the Textbook. • In pairs, design a waterproof tent for a Lego figure.

STEAM • Model-making: In pairs, design a model of a piece of furniture. Identify the properties it needs to have. Look up designs of current furniture for ideas. Draw a plan. How can you test that the materials have the necessary properties? Evaluate the finished product – what could be improved?

Integration Art: Design and construct a perfect den. Gaelige: Sa bhaile Geography: Explore how climate influences the materials used to build homes around the world. Literacy: Write a letter to your principal, explaining that you would like to change your classroom chairs. Explain what type of chairs you want, the materials they should be made of and why they would be better than the current ones. Maths: Design a survey about common household materials.

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Materials inMy Home Science: Explore materials used to insulate our homes and keep us warm. SPHE: Design a full-page advertisement for your local newspaper, promoting garden rooms made from different types of materials.

Useful links • Search online for a video with the title ‘An introduction to everyday materials’. • Search online for a video with the keywords ‘everyday materials song’. • Search online for videos with the keywords ‘Fibres to fabric introduction’ and ‘summary of fibres and fabrics’ from Flexiguru. • Search online for a video with the keywords ‘wardrobe fibre to fabric natural and synthetic’.

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Theme: Exploring Food

7 TheStoneAge Subject: History Strand: Early peoples and ancient societies Strand Unit: Stone Age peoples Curriculum objectives

Skills

• Become familiar with aspects of the lives of Stone Age people. • Examine and become familiar with evidence of Stone Age people, especially that which may be found locally.

• Time and chronology, using evidence, change and continuity, cause and effect, synthesis and communication, empathy

Key words • archaeologist, ceremonies, dolmen, evidence, flint, forage, hunter-gatherer, monument, nomad, shelter, tomb, worship

FYI • The last ice age ended in Europe around 14,500 years ago. During this time, the Earth’s climate was much colder and one-third of its surface was covered in huge sheets of ice called glaciers. • During the ice age, Ireland and Britain were attached to the European continent. When the ice age ended, the seas rose, causing Ireland and Britain to become islands. • Further effects of the ice age are covered in 4th Class Lesson 18 – Ireland’s Native Species. • The earliest evidence of human habitation in Ireland dates back to around 7000 BC. This includes a Stone Age settlement at Mount Sandel in Coleraine. The estimated population of Ireland was 8,000.

Resources • • • •

Digital – thematic poster Digital – animation: Life in the Stone Age Assessment Toolkit AT 1 – KWL Chart Differentiation Toolkit DT 1 – Group Work Cards

Lesson • Introduce the key words and elicit suggested meanings. For example, ask the children what they know about archaeologists. (Their work involves examining objects from a long time ago.) • Using the KWL Chart, allow the children to share any prior information about Stone Age people. • Discuss the meaning of ‘BC’ and explain how long ago 7000 BC was. • Using a map of Ireland, point to the east coast. Ask the children to suggest why the first people arrived on the east coast. • Discuss the images in the Textbook to consolidate learning, e.g. what does the cave painting depict? • Carry out the Show What You Know and Let’s Get Exploring activities. • Revise the information learned in the lesson and complete the KWL Chart.

Think like an historian! • • • •

What did Stone Age people use to make tools and weapons before flint? What kinds of animals might they have hunted? Why did they make cave paintings? Why did they want the sun to shine into the chamber at Newgrange?

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TheStoneAge

Differentiation • Show What You Know: Questions 1–5 are lower order; 6–7 are higher order. • Adapting the Let’s Get Exploring activities for differentiation: 1 Complete orally with a partner. 2 Assign mixed-ability pairings. Display images showing how the Stone Age people might have moved large stones as a visual cue for discussion. 3 Assign roles within mixed-ability groupings. Help some children to choose flatter, smoother rocks to help balance their dolmen.

Assessment • Can the children discuss the lives of Stone Age people? Can they explain why they settled on the east coast? Can they discuss Stone Age beliefs, focusing on Newgrange and dolmens? • Can the children complete the Show What You Know and Let’s Get Exploring sections and the Activity Book activities, consolidating the information learned in the lesson?

Extension ideas • Make a model of a Stone Age home. What features should it have? What shape should it be? What materials can be used to construct it? • Discuss: Stone Age people hunted animals for food, using weapons made of flint. How, do you think, did they source food before they invented these weapons?

STEAM • Fieldwork: Stone Age people used stones to make tools and weapons, to grind flour and to create sparks to light a fire. In groups, collect stones from the locality that the children think might be suitable for these tasks. What tests could they perform to find out which of the stones are strongest? Carry out the tests and record the results.

Integration Art: Design cave paintings on paper or stones using paint and pastels. Geography: Research areas of Ireland where evidence has been found of Stone Age people. Compare Stone Age people in the past with present-day hunter-gatherer tribes such as the Ogiek in Kenya. History: Research Stone Age artefacts in Ireland, such as items on display at the National Museum. Literacy: Write a report on Stone Age people. Science: Explore what Newgrange tells us about early people’s knowledge of astronomy.

Useful links • Stone Age homes – http://www.askaboutireland.ie/learning-zone/primary-students/3rd-+-4th-class/ history/the-history-of-food-and-f/the-stone-age/houses-and-building-settl/ • Stone Age artefacts at the National Museum – https://www.museum.ie/en-IE/Collections-Research/ Irish-Antiquities-Division-Collections/Collections-List-(1)/Stone-Age • Stone Age resources at Scoilnet – https://www.scoilnet.ie/primary/theme-pages/history/thestone-age/

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PCM 2

NatureTrail These are just some of the things that you might find in the garden or green area near your school. Let’s get into groups and get exploring! Remember, look but don’t touch. Group name: …………………………………………………………………………………………………………

Plants Questions

Plant 1

Plant 2

Plant 3

Minibeast 1

Minibeast 2

Minibeast 3

What colour is it? Does it have leaves? What shape are the leaves? Where does it grow? Do you think it’s safe to touch? Does it have flowers? What do you think it is?

Minibeasts Questions

What colour is it? How many legs does it have? How big is it? Can you see a head? Can you see a body? Where did you find it? Does it live above or below the ground? What do you think it is? Explore with Me © Edco

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PCM 13

Types of Clouds Record the types of clouds that you observe in a single week. (Tick.) Cirrus

Cirrocumulus

Wispy clouds that are quite high in the sky

Small blobs or ripples of cloud, which often bring unsettled weather.

Cirrostratus

Altocumulus

Thin layer of cloud that sometimes makes a halo effect around the sun. Rainfall is likely.

Thin layer of white or grey cloud, broken into blobs, waves or bands.

Altostratus

Nimbostratus

Thin layer of grey cloud, through which sunlight can be seen. Rainfall is likely.

Thick grey layer of cloud that brings rain or snow. ‘Nimbus’ is the Latin word for ‘rain’.

Stratus

Stratocumulus

Low, grey blanket of cloud that brings light rainfall or drizzle.

Low cloud broken into rolls or patches.

Cumulonimbus

Cumulus

Low-level clouds that tower high up into the sky. They often bring thunderstorms.

Fluffy clouds with a flat base and a top that looks like cotton wool. Often seen on sunny days.

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PCM DT 1

✁

Group Work Cards

Group Leader

Reader

Get instructions from the teacher. Make sure that everyone understands their role. Keep the group focused on the activity.

Read the instructions aloud. Make sure that everyone understands the activity.

Materials Manager

Artist

Make sure that you have the materials needed. Organise the materials. Tidy away the materials.

Draw anything needed for the activity.

Time Manager/Assistant

Researcher

Make sure there is enough time to finish the activity. Help anyone in the group to finish on time.

Look up information for the activity.

Recorder

Reporter/Presenter

Write the information down or record it using an iPad or other device.

Present the group’s work to the class.

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PCM AT 1

KWL Chart K

What I Know

What I Want to Know

What I Learned

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Resources / Equipment

Resource ❑ Grouping ❑ Assessment ❑ • Interactive poster on the monthly theme • Interactive activity on natural features • Video on coastal erosion • PCM 1

Challenge ❑ Task ❑ Pace ❑ Outcome ❑

Geography

Differentiate by

Homes Today Natural environments The local natural environment • Investigate and become familiar with some natural features in the local environment. • Observe and explore ways in which these features have affected the lives of plants, animals and humans. • Investigate the ways in which these features have been used by humans and the changes which have occurred as a result.

Lesson Strand Strand unit Curriculum objectives

Subject

Date:

Challenge ❑ Task ❑ Pace ❑ Outcome ❑

Homes in the Past Local studies Homes • Explore changes which have taken place in the home and other homes in the area. • Discuss with older people items which have changed and those which have remained the same. • Collect and/or examine old artefacts. • present findings using a variety of media and appropriate timelines.

History

Resource ❑ Grouping ❑ Assessment ❑ Resource ❑ Grouping ❑ Assessment ❑ • Slideshow video on minibeasts and plants • Slideshow video on old and new appliances • Interactive activity on identifying • Interactive activity on old and new minibeasts and plants kitchens • PCM 2

Science What’s in Our Green Spaces? Living things Plants and animals • Observe, identify and investigate the animals and plants that live in local environments. • Observe and explore some ways in which plant and animal behaviour is influenced by, or adapted to, environmental conditions. • Sort and group living things into sets according to observable features. • Use simple keys to identify common species of plants and animals. Challenge ❑ Task ❑ Pace ❑ Outcome ❑

Living in My Local Area 1

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Resources / Equipment

• Actively explore some features of the local environment. • Investigate various aspects of these sites. • Present findings using a variety of media and appropriate timelines.

• Identify and investigate a range of common materials in the immediate environment. • Describe and compare materials, noting the differences in colour, shape and texture. • Distinguish between raw and manufactured materials. • Group materials according to their properties. • Investigate how materials may be used in construction homes and other buildings, furniture, models, structures, everyday appliances. Challenge ❑ Task ❑ Pace ❑ Outcome ❑

Resource ❑ Grouping ❑ Assessment ❑ • Slideshow video on towers and castles • End of unit revision quiz

Challenge ❑ Task ❑ Pace ❑ Outcome ❑

History Tower Houses in My Area Local studies Buildings, sites or ruins in my locality

Science Materials in My Home Materials Properties and characteristics of materials

Resource ❑ Grouping ❑ Assessment ❑ Resource ❑ Grouping ❑ Assessment ❑ • PowerPoint on different types of buildings • Experiment video on materials • Interactive activity on buildings • Interactive activity on properties of materials

Geography Buildings in Our Community Human Environments People living and working in the local area; People living and working in a contrasting part of Ireland • Explore, investigate and come to appreciate the major features of the built environment in the locality and in a contrasting part of Ireland.

Living in My Local Area 2

Challenge ❑ Task ❑ Pace ❑ Outcome ❑

Differentiate by

Curriculum objectives

Lesson Strand Strand unit

Subject

Date:

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RD CLASS THI

HY S · CIE N C E ·

T H IS

Teacher’s Resource Book

The Educational Company of Ireland

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Explore with Me 3 Sample TRB

Articles inside

3. Homes in the Past Local studies 4. Homes Today Human environments