Explore with Me 4 Pupil Book by Edco Ireland

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Contents Chapter Chapter number

Strand: Strand Unit

Your Guide to Explore With Me

Page 6

Timeline

History Skills: Working as a Historian

Geography Skills: Working as a Geographer

Science Skills: Working as a Scientist

September: My School 1

Schools Through the Ages

Local studies: My school

School in 1960s Ireland

Local studies: My school

Materials in the Classroom

Materials: Properties and characteristics of materials

My School Community

Human environments: People living and working in the local area

Combatting Waste

Environmental awareness and care: Caring for the environment

Our Field Trip

Natural environments: The local natural environment

October: Learning from the Past 7

Tourism in Ireland

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

The Ancient Egyptians

Early peoples and ancient societies: Egyptians

Legacy of the Ancient Egyptians

Early peoples and ancient societies: Egyptians

How Were the Pyramids Built?

Energy and forces: Forces

Tourism Abroad

Human environments: People and other lands

Why Do Boats Float?

Energy and forces: Forces

November: Celebrating the Natural World 13

Celebrating the Harvest

Local studies: Feasts and festivals in the past

The Influence of the Weather

Natural environments: Weather, climate and atmosphere

The Circle of Life

Living things: Plants and animals

Conquering Everest

Story: Stories from the lives of people in the past

Counties of Ireland Map

Mountains, Lakes and Rivers of Ireland Map

Mountains of Ireland

Natural environments: Land, rivers and seas of my county

Ireland’s Native Species

Living things: Plants and animals

December A: My Family History 19

My Family Tree

Local studies: My family

My Grandparents

Local studies: Games and pastimes in the past

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Chapter Chapter number

Strand: Strand Unit

Page

December B: Mixtures 21

The Soils and Rocks of Ireland

Natural environments: Rocks and soils

Mixtures

Materials: Materials and change

Examining Soils and Rocks

Natural environments: Rocks and soils

Separating Mixtures

Materials: Materials and change

January: The Importance of the Sun 25

The Aztecs

Early peoples and ancient societies: Central and South American peoples

Positions of the Sun

Natural environments: Planet Earth in space

Light Sources

Energy and forces: Light

Light and Materials

Energy and forces: Light

101

The Importance of the Sun for Life

Natural environments: Planet Earth in space

104

Sun Gods

Story: Myths and legends

107

February: The Relationship Between Animals and People 31

Forestry in Ireland

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

110

Deforestation

Environmental awareness and care: Environmental awareness; Science and the environment

112

Horse Racing in the Past

Local studies: Games and pastimes in the past

115

Life Along the Coast

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

118

Pollution of the Ocean

Environmental awareness and care: Environmental awareness; Science and the environment

121

Pigeon Post

Continuity and change over time: Communications

124

March: Clothing 37

The Science of Fabrics

Materials: Materials and change

128

Clothing Through the Ages

Continuity and change over time: Clothes

131

Garment Manufacturing

Human environments: People and other lands

134

Keeping Warm and Staying Cool

Materials: Materials and change

137

Throw-away Fashion

Environmental awareness and care: Caring for the environment

140

Sybil Connolly

Story: Stories from the lives of people in the past

143

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Chapter Chapter number

Strand: Strand Unit

Page

April A: European Neighbours Europe Map

146

France Map

147

France

Human environments: People and other lands

148

France and Ireland

Human environments: People and other lands

151

The Normans

Life, society, work and culture in the past: Life in Norman Ireland

154

How the Normans Changed Ireland Life, society, work and culture in the past: Life in Norman Ireland

157

April B: Sound 47

How Sound Is Made

Energy and forces: Sound

160

The Nature of Sound

Energy and forces: Sound

164

May: Growth and Change World Map

166

Growth and Change in India

Human environments: People and other lands

168

Life Cycles

Living things: Plants and animals

171

Our Brainy Brain

Living things: Human life

174

Life in Ireland in the 1990s

Life, society, work and culture in the past: Life in Ireland since the 1950s

177

Changing Settlements

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

180

Tir na nÓg

Story: Myths and legends

183

June A: Hearty Exercise 55

The History of Hurling

Local studies: Games and pastimes in the past

186

The Trials of the Fianna

Story: Myths and legends

189

The Heart

Living things: Human life

192

June B: Weather and Climate 58

Climate Change

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

195

Extreme Climates

Naturals environments: Weather, climate and atmosphere

198

City Microclimates

Environmental awareness and care: Environmental awareness

201

Glossary

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

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

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

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

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A c t i v it y Book

Teacher’s Resource Book ●

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Activity Book ●

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Digital Resources

Activity Book

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EXPLORE WITH

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EXPLORE WITH ME 4

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

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Following on from the junior classes, the 4th class programme: ●

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

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

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

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

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

Digital resources: Bonus content and interactive activities available via the e-book on the Edco Learning website PCM: Shows your teacher there is a photocopiable worksheet for this chapter.

Reference zone ●

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

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

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

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

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

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Your Guideto ExploreWithMe

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

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

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

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Your Guideto ExploreWithMe

Digital Resources

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

Each theme features an interactive poster to promote discussion Interactive activity

These include matching, sorting, labelling, sequencing, complete the sentence, multiple choice and many more Animation

Colourful animations bring history to life Video

Interesting and informative videos, featuring real-world footage, help you to understand difficult topics Experiment video

Step-by-step science experiments Audio

Stories to listen to Mapping Zone

Interactive maps with extra activities PowerPoint

Editable PowerPoint presentations and slideshows Revision quiz

Test your knowledge of each theme. Teachers can access the digital resources for Explore With Me via the Explore With Me e-book, which is available online at www.edcolearning.ie or via the dedicated Explore With Me website www.explorewithme.ie/4th.

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Timeline

ad 1428

776 bc

c.7000 bc

c.4500 bc

2560 bc

Horses are tamed The construction The first Egyptian for the first time of the Great settlers arrive in Pyramid of Giza by nomadic the Nile Valley. is completed. tribes in Asia.

Chapter 8

7000 bc

Chapter 33

5000 bc

Chapter 9

The Aztec Empire is established.

The first Olympic Games is held in Athens by the Ancient Greeks. They announce winners by using pigeon post.

The Normans conquer England at the Battle of Hastings.

The Normans arrive in Ireland.

Chapter 36

Chapter 45

Chapters 45, 46

2000 bc

3100 bc–332 bc Ancient Egyptian Empire Chapters 8, 9

ad 1

ad 1066

ad 1000

ad 410–ad 1066 Anglo-Saxon times in England Chapter 13

Chapter 25

ad 1169

ad 1100

ad 1200

ad 1300

ad 1400

c.ad 1400s–ad 1521 The Aztecs rule the Mesoamerican civilisation Chapter 25

ad 1169–ad 1536 Normans in Ireland Chapters 45, 46

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ad 1967

Free secondary school education is introduced by the Irish government.

ad 1914–1918

During World War I, pigeons are used to communicate between the battlefield and headquarters.

Chapter 36

Chapter 2

ad 1945

Sybil Connolly designs the Aer Lingus cabin crew uniform

Chapter 42

ad 1884

The Gaelic Athletic Association (GAA) is set up.

ad 1799

ad 1521

Hernán Cortés invades the Aztec lands and brings the Empire under Spanish rule.

The Rosetta Stone is discovered. It helped experts to learn to read Egyptian hieroglyphs.

Chapter 25

Chapter 8

ad 1500

Chapter 55

ad 1600

ad 1700

ad 1800

ad 1922

ad 1953

ad 1995

National Schools are introduced in Ireland.

The tomb of Tutankhamun is discovered by British archaeologist Howard Carter.

Tenzing Norgay and Edmund Hillary become the first people to reach the summit of Everest.

Irish athlete Sonia O’Sullivan wins gold in the 5,000 m race at the World Championships.

Chapter 1

Chapter 9

Chapter 16

Chapter 52

ad 1831

ad 1900

ad 2000

ad 1994–ad 2007 Celtic Tiger in Ireland Chapter 52

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

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History Skills

Working as aHistorian What is history?

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

Who are historians?

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

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Working as aHistorian

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

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

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

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

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

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

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

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Geography Skills

Working as aGeographer What is geography?

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

Who are geographers?

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

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

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Working as aGeographer

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

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

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

Questioning I can ask questions about people and places.

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

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

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

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

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

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

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ScienceSkills

Working as aScientist What is science?

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

Who are scientists?

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

Chemists working in a laboratory

A botanist researching plants

A geologist studying rocks

An astronomer studying the stars

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

Ask a question.

Observe

Observe the world around you.

Report Observe

Report what you learned.

Ask

The scientific method 5

Record Observe and record what happens.

Develop

Develop a hypothesis (idea).

Test Test this hypothesis by doing an experiment.

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

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Working as aScientist

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

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

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

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

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

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

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

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Theme: My School Poster

Animation

1 Schools ThroughtheAges HI STORY

how primary schools have changed and developed since the 1700s to compare the features of old and new school buildings to investigate your own school. architect, extension, hedge school, National Schools, salary, schoolhouse Do you know how old your school building is? Many of today’s schools were built on the grounds of old schools or still use some of the original buildings. The way schools are designed and run has changed a lot over time. 1700s

Hedge schools

1700

1800s

1900s

One- or two-room schoolhouses

2000s

Extensions built onto schools

1800

Schools with large, bright, often environmentally friendly buildings

1900

1831

National Schools introduced

2000

1960s

Small schools join together

The 1700s

In the 18th century, Ireland was ruled by Britain. The main church was the Protestant Church, even though most of Irish people were Catholics. Irish children were not allowed to learn about Catholicism or to learn through their spoken language of Irish, so people set up secret schools called hedge schools. An outdoor hedge school

The teachers were paid by the parents and the lessons were taught in secret locations such as fields, barns, disused houses or sometimes even in the teacher’s home.

An indoor hedge school

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Strand: Local studies Strand unit: My school Key skills: Time and chronology, cause and effect, using evidence, synthesis and communication

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Schools ThroughtheAges

The 1800s

In 1831, the National Education Board introduced National Schools. The board provided money for a schoolhouse (school building), books and furniture, and paid the teacher’s salary. Schoolhouses were usually small, grey, stone buildings with Georgian windows made of several panes of glass. Inside, there was a hallway and one or two classrooms. The hallway usually had a set of numbered hooks for the children to hang their coats. Each classroom had a fireplace to provide heat. The toilets were outside, at the back of the building. Dry toilets were used. These did not flush. Infant girls and boys were usually taught together, but older girls and boys were separated into different classes. In singleroom schoolhouses, there was often a wooden room divider in the classroom to allow two classes to be taught at once. The boys sat on one side of the divider and the girls on the other. Some schoolhouses also had separate entrances for boys and girls.

The early 1900s

In 1926, a law was introduced stating that children aged between 6 and 14 years old had to go to school. A lot more children now went to school, so larger school buildings were needed. Many schools had extensions built onto existing buildings, or sometimes the school was rebuilt from scratch.

The 1950s

Teachers and pupils, Kilglass National School, Ahascragh, Co. Galway, c.1902

Basil Boyd-Barrett was an architect who designed National Schools in the 1950s. He saw the importance of an outdoor play area for schoolchildren. His schools included a schoolyard with a shelter for the children to take cover when it was raining. The number of classrooms depended on the number of pupils in the school. The toilets remained at the back of the building or in a separate building. There were not many flush toilets at the time. A long corridor had washbasins for the children to wash their hands and hooks for hanging their coats.

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Interactive activity

Schools ThroughtheAges

The 1960s and 1970s

In the 1960s and 1970s, the government encouraged small schools to join together. As a result, schools got large extensions or sometimes brand new buildings that included more classrooms, a staff room, a PE hall and a library. They also had toilets inside the school, sometimes at the back of the classrooms. Later on in the 20th century, many schools added computer rooms.

The 2000s

Nowadays, all children must go to school from the age of 6 until at least the age of 15 or 16. Primary schools have large buildings with central heating. There are a number of schools with more than 500 pupils. They usually have at least two floors, with many classrooms and resource rooms.

There are thousands of

1 What were hedge schools? disused, old schoolhouses all around Ireland. Some of these 2 When were National Schools introduced? buildings are now heritage 3 How were single-room schools split into sites and are protected from two classes? being knocked down. 4 What change in 1926 meant that more children went to school? 5 Who was Basil Boyd-Barrett? 6 How do schoolchildren benefit from an outdoor play area? 7 How is your school different to schools in the 1800s?

1 List the differences between your school building and the school buildings of the past. 2 Pair work: Imagine that you are putting your school up for sale! Design a ‘for sale’ ad, including as much information about the building as you can think of. 3 Group work: Imagine that you are a team of architects working for Basil Boyd-Barrett in the 1950s. Design a two-room schoolhouse for a school with two teachers, and 50 pupils (boys and girls) aged between 5 and 12 years old. Include toilets and an outdoor play area in your plans. Include some details of the building materials that you will use.

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Theme: My School Audio

2 Schoolin1960s Ireland HI STORY

about a day in the life of a primary school pupil in Ireland in the 1960s to compare school life in the past with school life today. arithmetic, caretaker, catechism, cloakroom, composition, darn, headmaster, inkwell, secretary my project on r o F . e h im o a C Hi, my name is my grandad, d e w ie rv te in past, I schools in the onal School in ti a N a to t n e Patrick. He w 60 to 1968. Dublin from 19

What was your school like?

I went to a Catholic school on the grounds of our parish church. There were two different sections in the school for boys and girls. Each section had four classrooms. This meant that there were two class levels to each classroom. The first room had ‘Low and High Infants’ as we used to call the Junior and Senior Infants. The headmaster taught 5th and 6th Classes in his classroom.

Did you have a school uniform?

Most schools did not have a uniform back then. Almost everything I wore was homemade. My mother used to buy fabric and make our clothes with her sewing machine. She also knitted us jumpers and used wool to darn holes in our socks. Grandad’s class, 1965

Strand: Local studies Strand unit: My school Key skills: Time and chronology, cause and effect, using evidence, synthesis and communication, empathy

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Schools in1960s Ireland

Can you tell me about your timetable?

School started at 9.30 am and finished at 3.00 pm. The timetable was the same every day – arithmetic first, followed by reading and writing, then a small break, followed by Gaeilge, and then catechism, which was what we called religion. Just before 12.00 pm every day, one of the 5th or 6th Class boys had to run over to the church to ring the bells for the Angelus. Once a month, the priest came in to ask us questions during catechism. We were really scared of getting the answers wrong!

9.30 am 10.15 am 11.00 am 11.15 am 12.00 pm

Arithmetic Reading and writing Break Gaeilge Angelus and catechism 12.30 pm Lunch 1.00 pm History 2.00 pm Geography 3.00 pm Home time

For big break at 12.30 pm, we were free to leave the school for 30 minutes. You didn’t have to tell the teacher where you were going. Lots of boys went home, but I brought my lunch to school so that I could play with my friends. In the afternoon, we had history and geography, which both focused on Ireland. We learned about the rivers and mountains, and the industries in different counties. We wrote down our homework in our copies just before home time every day. Our homework was usually to write a composition or to do sums from our arithmetic book.

Tell me about your classroom and the equipment you used.

We sat facing the blackboard. We had wooden desks with a small shelf underneath to store our stuff, and a bench attached for two children to sit on. We had to buy our textbooks, copies, pencils and rulers from the school. I remember that a ruler cost a penny! Up until the end of 2nd Class, we wrote in pencil, but in 3rd Class, we learned to write with pen and ink. The teacher gave us each a wooden pen with a nib and filled the inkwells on our desks with ink. You had to dip the nib into the ink to write. It was very messy to start with!

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Interactive activity

Schools in1960s Ireland

Were the teachers strict?

You wouldn’t believe how strict they were! They had a cane to hit the pupils if they misbehaved. When a boy got sent to the headmaster’s classroom, he was in big trouble. He was sent home with a note if the headmaster wanted to see the boy’s parents. There was no office, so the headmaster spoke to the parents in a cloakroom off the corridor.

Did you have any after-school activities?

Our after-school activities were running, the high jump, Gaelic football and hurling. I was good at the high jump. I represented our school twice in the athletics competition in Santry. There was also the GAA schools final in Croke Park every year. If our team made it to the final, the whole school went to support them. Those were great days out! I also went on two school tours. One was to Newgrange and another was to Glendalough.

Free secondary school education was introduced by the Irish government in September 1967. Before then, only those whose parents could afford to pay went to secondary school.

1 When did Patrick go to primary school? 2 What class did the headmaster teach in Patrick’s school? 3 Did Patrick have a school uniform? 4 What kind of pen did Patrick write with after 2nd Class? 5 What happened if a pupil got into trouble in Patrick’s school? 6 Patrick only went on two school tours. Why do you think that was? 7 Imagine that you are Patrick. One day you got into trouble in school. Write a diary entry explaining what happened and how you felt.

1 Write down your timetable for today. How is it different to Patrick’s timetable? 2 Think, pair, share: List the differences between your school subjects and Patrick’s school subjects. 3 Group work: Interview a teacher, special needs assistant (SNA), the secretary or the caretaker about what life was like for them in school. Decide who you want to interview and why, and what will you ask them. Then, interview a member of your group. Compare the two sets of answers in a project-style presentation and share this with the class.

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Theme: My School

SCI ENCE

3 Materials intheClassroom to identify different materials in our classroom to recognise natural and man-made materials and identify their properties to carry out investigations on materials. absorb, alloy, atom, brittle, chemical process, expand, matter, molecule, muffle, opaque, particle, properties, reflect, transparent, volume Everything around us is made up of one or more materials. Different types of material include wood, plastic, chalk, rubber, stone, paper, iron, leather and water. Look around your classroom and see what materials you can spot. Pay attention to their shape, texture and colour.

Natural materials vs. man-made materials

Some materials are natural, which means that they come directly from plants, animals or rocks. We use natural materials such as wood, coal, oil, natural gas, air, clay, gold, copper, sand, wool and cotton in everyday life. Man-made materials are made by people, using natural/raw materials and chemical processes. Examples include glass (from sand), plastic, nylon and polyester (from oil), steel (from iron) and concrete (from stone). Do you see any man-made materials in your classroom? Do you know what natural materials they were made from?

The wood in these pencils is a natural material

Properties of materials

When we select materials for making objects, we usually choose them based on how well they are suited to the job. This means that we think about the properties of each material. Properties are The plastic in these chairs is a man-made material things that can be observed with our senses or measured. Materials usually have more than one property. For example, a desk made of wood is hard and strong, but it is also either dull or shiny, rough or smooth.

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Strand: Materials Strand unit: Properties and characteristics of materials Key skills: Questioning, observing, predicting, investigating and experimenting, estimating and measuring, analysing, recording and communicating, exploring, planning, making, evaluating

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Interactive activity

Materials intheClassroom

Classroom sweep!

Look around your classroom again and choose any item. Would you describe it as light, heavy, soft, hard, brittle, flexible, magnetic, non-magnetic, transparent, opaque, weak or strong? These are some of its properties. Think about your chosen item’s properties and why they are useful. Share your findings with a partner.

Materials and sound

The properties of a material affect sound. Have you ever stood in an empty room and called out, only to hear your voice echo back to you? If a sound wave hits a hard, flat surface, it gets reflected off that surface, bouncing back to you as an echo. Soft, textured and rough surfaces absorb sound. One of the reasons why carpets and curtains are used in buildings such as homes and hotels is to muffle sounds.

In groups, we are going to investigate which materials can be used to muffle sound.

Testing materials for their ability to absorb sound Equipment: tissue paper, cotton wool, bubble wrap, playdough, newspaper, polystyrene carton, cotton towel, piece of heavy fabric, cardboard egg carton, shoe box, metre stick, sound source (such as an alarm clock, egg timer, radio) Action: ● Predict which of the materials will be best for muffling sound and record your predictions on your worksheet. ● How can you ensure that it is a fair test? What needs to stay the same each time? What needs to change? ● Using each material in turn, wrap the sound source in the material, place it in the shoe box and secure the lid. ● Walk away from the shoe box until you can no longer hear the sound. ● Measure how far you get by using the metre stick. Record the distance on your worksheet. PCM 1

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Video

Materials intheClassroom

States of matter Every single thing that you can see, touch, taste or smell is made of matter. Matter consists of tiny particles, including atoms and molecules. These are so small that they can only be seen with a special microscope. There are three states of matter: solid, liquid and gas. Matter can change from one state to another. For example, water is a liquid. When water is frozen as ice, it becomes a solid. When the ice melts, the water becomes liquid again. When water boils, it changes to steam, which is a gas.

Ice is a solid

Water is a liquid

Steam is a gas

Solid A solid has a set shape, making it different to a gas or a liquid. A solid’s shape does not change easily, so it cannot fit into just any container. This is because the particles in a solid are held together very closely. Liquid A liquid’s particles are quite close to each other, but can move past each other very easily. This is why a liquid can flow. Its shape is not fixed, so it levels out in any container it is poured into, even though its volume does not change.

Particles in a solid

Particles in a liquid

Gas The particles in a gas move around very quickly, with a lot of space between them. Unlike a liquid, a gas does not have a set volume. It expands to fill any container – even a room. Most gases are invisible, but you can usually smell them.

Particles in a gas

Any solid object will change shape if a large enough force is used on it. The changes that happen depend on the material the object is made from. If it is a brittle material, it will just snap and break. However, if it is made from a shape-memory alloy (a mixture of two metals), it will ‘remember’ and pop back into its shape. These alloys are good for things like glasses and springs, but are usually expensive.

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Materials intheClassroom

Let’s investigate

In pairs, we are going to investigate a range of materials to see whether they are natural or man-made, and whether they are liquid, solid or gas.

Natural vs. man-made materials and three states of matter

Equipment: water, sheet of paper, plastic plate, nylon tights, rubber eraser, wooden ruler, tin box, piece of chalk, cotton towel, cooking oil, leather belt, inflated balloon Action: ● Examine each item, thinking about it as a material. ● Record your findings on your worksheet.

Let’s designandmake

In pairs, let’s design and make a desk tidy using suitable materials.

Building with suitable materials

Equipment: wooden toothpicks, modelling clay, blocks, paper, cardboard, cling film, newspaper, plastic cups, styrofoam cups, toilet roll tubes, sticky tape or glue Explore: What does your desk tidy need to do? Does it need to have one big section or a few smaller sections? Does it need to be firm or flexible? What are the properties of the materials that you have been given? What makes them good or poor building materials? Plan: Do online research to see what desk tidies can look like. Think about what shapes you will use and how you will stick the materials together. Design: Draw a simple design for your desk tidy. Make: Using your chosen materials, follow your design to create your desk tidy. Evaluate: Does your desk tidy work? How can you test it out? Is there any way to improve it? PCM 2

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Theme: My School PowerPoint

GEOGRAPHY

4 My SchoolCommunity what a community is who makes up the school community and how they work together

charity, community, election, fundraiser, polling station, polytunnel, principal, staff A community is a group of people living or working together in the same area. People in a community usually know and help each other. A town or village is a community. A group of people with the same interests (such as sports, arts and crafts, dance, online gaming) gaming also form a community.

Your school community

You are part of a school community that includes students, their families, teachers and other members of staff. Each school community is different: some schools have a secretary; some have a principal who teaches a class; some have special needs assistants (SNAs) to help students throughout the day. Hi, my name is Claire and I live in the countryside in North Tipperary. I am in 4th Class. There are 120 pupils in my school and we all play together in the same yard. Mr Roche is our principal, but he also teaches 5th and 6th Classes. There are five other teachers and one SNA named Mary, who works in the Junior and Senior Infants’ classroom. Our secretary’s name is Anne. She comes to school twice a week for two hours. Michael, the caretaker, also comes in twice a week. Last year, Michael helped us to set up a school garden. We love it! Each class is responsible for a certain patch of the garden. Michael built a fence to stop the plants from getting damaged during ball games. He also built a polytunnel for growing vegetables. Some parents and grandparents helped us to plant potatoes, carrots, spring onions and radishes. When we harvest them, we will get to bring them home to eat!

Strand: Human environments Strand unit: People living and working in the local area Key skills: A sense of place and space, questioning, estimating and measuring, observing, analysing, predicting, recording and communicating

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My SchoolCommunity

Working together

Can you think of a time when your school community worked together? Schools often hold fundraising events to raise money for a charity or people in the local area, or to buy science or sports equipment for the school. Hi, my name is Conor and I am in 4th Class in a school in Cork City. My school is quite large, with 25 teachers, nine SNAs and more than 420 students. The principal, Ms Byrne, does not teach a class because she works full-time in the office. Two secretaries, Michelle and Sarah, help her with the running of the school. The caretaker’s name is Brendan. Our school has a student council made up of two students from each class level. I am one of the representatives for 4th Class. The other students tell us about things they would like to change or improve, and we meet to discuss their ideas. Last year, we held a fundraiser for the local Men’s Shed – a group of men who meet to talk, support each other and to use their skills to build things. We made posters advertising a bake sale and hung them around the school. Ms Byrne made announcements on the intercom every day, and Brendan helped us to set up stands in the hall. On the day of the bake sale, we invited all of the classes to come to the hall at different times. Parents and grandparents helped us sell the delicious cakes baked by families from the school community.

We raised over €500! This helped us to buy wood and paint for the Men’s Shed to build three Buddy Benches and a bird box for our schoolyard. One of our new buddy benches

According to Guinness World Records, the largest primary school in the world is the City Montessori School in India. It was founded in 1959 with only five students, but their numbers have grown to more than 55,000! Imagine trying to organise a school assembly!

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My SchoolCommunity

Part of the larger community

The school building is often at the heart of the local community. It can be used as a venue for after-school activities, such as dance classes or quizzes. When there is an election, it may be used as a polling station, where people come to vote. People from the local area also help the school community in many ways. Some share their gardening, sewing, knitting, cooking or baking skills. Others share knowledge about past events or talk about their jobs.

A school being used as a polling station

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What is a community? In what ways might school communities differ? Why do some schools have a principal who does not teach a class? How did Conor’s school community work together for a common goal? Do you think it is a good idea to have a Buddy Bench in a schoolyard? Why or why not? 6 Some schools in Ireland have a student council. Students can give their opinions through the student council. Do you think it is important for students to be involved in school matters? Why or why not? 7 Why, do you think, is it important to invite members of the local community to the school to help out or give talks?

1 List all the communities that you are part of. 2 Think, pair, share: List all of the ways in which members of your school community work together, for example recycling schemes, classes coming together to read books to each other and fundraisers. 3 Group work: Plan a fundraising event for your school. What or who will you raise funds for? How will you do it? (Bake sale, craft sale, book sale.) When would be a good time to hold the event? How will you advertise it?

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Theme: My School

5 Combatting Waste SCI ENCE

what happens to our waste why we need to reduce, reuse and recycle how we can create and test a ball made from recycled materials. commercial, compostable, decompose, incinerator, landfill, litter, natural resources, pollution, toxic, upcycle Think about a typical day at school. Your normal activities probably result in many different types of waste, including used paper and art materials, food waste and food packaging. There are many things that we can do to combat our levels of waste.

The problem with waste

There is no easy way to get rid of waste. If rubbish is not thrown away correctly, it pollutes the environment in the form of litter. However, even when rubbish is thrown away correctly, it does not simply disappear. The two main ways of dealing with rubbish are to bury it in the ground at landfill sites and to burn it in an incinerator.

A landfill site

One of the problems with landfill sites is that toxic substances can leak into the soil and end up in waterways, causing water pollution. When waste is burned in an incinerator, it causes air pollution that adds to global warming and climate change. Dublin Waste-to-Energy incinerator, which uses the steam to generate electricity

What we can do to help – the three R’s

It takes up to 500 years for plastic to decompose (break down) in landfill. It takes glass around 1 million years to decompose.

It takes a lot of energy and precious resources to make things, so we need to: ● Reduce the amount of things that we buy so that we will have less to throw away. ● Reuse items that we already have, such as wrapping paper and shopping bags. Mend torn clothing and shoes, and upcycle old furniture instead of throwing it away. ● Recycle things that we are not able to reduce or reuse. Strand: Environmental awareness and care Strand unit: Caring for the environment Key skills: Questioning, observing, predicting, investigating and experimenting, estimating and measuring, analysing, recording and communicating

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Video

Combatting Waste

All about recycling

If everyone recycled more, natural resources could be stretched a lot further. Recycling not only saves us from using up natural resources, it also cuts down on the amount of waste going to landfill and the energy used in making new goods.

Recyclable plastic bottles

Plastic Hard plastics – such as those used in drinks bottles, fruit and vegetable trays and shampoo bottles – can be recycled in Ireland. Soft plastics such as bread wrappers are not recycled here. In 2019, Ireland recycled 33% of used plastic, showing that a lot still ends up going to landfill.

Metal Aluminium cans (for fizzy drinks) and steel cans (for beans, etc.) are widely recycled. Aluminium usually gets recycled back into cans again. Steel cans are recycled into a range of steel products. This is good news for the environment, because it takes about 75% less energy to make new products from recycled steel than it takes to produce new steel.

Recyclable metal

At a recycling plant, the workers can use a giant magnet to pick out steel cans from the heaps of items for recycling. Roughly 50% of aluminium cans in the world are recycled. Every time an aluminium can is recycled, it saves enough energy to power a television for three hours!

Glass Recycled glass is mostly used to make jars and bottles. Some is also used to make fiberglass insulation. Every tonne of glass that gets recycled saves a tonne of raw materials from being used in making new glass. In 2019, we recycled 86% of glass items used in Ireland. Paper Paper is widely recycled, including newsprint (paper for newspapers), printing paper, cardboard, magazines and brochures. Recycled paper is made into new newsprint, wrapping paper, and other paper items. In 2019, we recycled 78% of paper products used in Ireland.

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Interactive activity

Combatting Waste

Go compostable!

Have you ever seen a gardener add compost to their soil? Compost is made up of decomposed (broken down) plant materials, such as grass clippings and vegetable peelings. It is a great source of nutrients for growing plants. Many of Ireland’s cafés and take-aways have been Home composting replacing single-use packaging (take-away cups, lids, cutlery, straws and plates) with compostable packaging made from plant materials. A compostable material can break down slowly in home compost systems, or more quickly in commercial compost facilities (in around 12 weeks!). The next time you get a take-away drink or fast food, check to see if the packaging is compostable. If it is, dispose of it in Compostable coffee cup Compostable food containers your organic waste bin (the brown bin).

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What is litter? Name two of the main ways of disposing of waste. What are three of the problems that occur when waste is disposed of? Name the three R’s for reducing waste. List one thing you have learned about recycling each of these materials: paper, plastic, metal, glass. 6 Give one or two examples of how you have reused old items in your home instead of throwing them out. 7 What could your family cut back on buying in order to reduce the amount of waste?

1 List five different types of waste that your school produces. 2 Think, pair, share: Name three ways in which your school could reduce the amount of waste it produces. Discuss how you could introduce these changes in your school. 3 Group work: Make a football/basketball out of waste materials. First, on your worksheet, list the characteristics/qualities of a good ball and decide how you can measure them. Decide how you will judge and rate the finished balls. Then, use the materials provided to make your ball. Once you have carried out tests on all of the balls, note the scores on your worksheet. PCM 3

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Theme: My School PowerPoint

6 Our FieldTrip GEOGRAPHY

about different types of field trips the four steps of a field trip how to use cardinal directions, draw a map and record our observations. cardinal directions, exploration, identify, journey, key, natural attraction, observe A school field trip is a journey of exploration outside the classroom in order to observe the environment around us. Your field trip could involve a trip around the school grounds, or to a town or a natural attraction. Aoife and her class went on a field trip to a local park. The teacher gave them trail worksheets. They drew a map of the area, observed the plants and trees, and made bark rubbings. Aoife chose two wildflowers for her project. Back at school, they made posters and presented their observations to other classes. Shane’s class did a local street trail. They took photographs of the street signs, while discussing what each sign was for. They observed the levels of traffic. They tried to identify the trees on the street and made bark rubbings. Back at school, they made posters and presented their observations to other classes.

The four steps of a field trip

1 Prepare: Before your field trip, sketch two items that you think you will see.

Revise the cardinal directions (the four main points on a compass), north (N), south (S), east (E) and west (W). ● Gather the items you need to bring, such as paper, crayons, a pencil and a small bag. (Your teacher might provide a different list of items.) ● You might have to walk next to a busy road or cross the road, so you must pay attention to your teacher and follow all safety instructions.

●

Strand: Natural environments Strand unit: The local natural environment Key skills: Questioning, observing, predicting, investigating and experimenting, estimating and measuring, analysing, recording and communicating

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Interactive activity

Our FieldTrip

2 Observe: Find north using a compass, and then sit or stand facing north. Look carefully at the area you are observing, including the trees, plants and any other natural features you can see. Sketch a map of the area on a blank page. Include a key below the map. A key is a list of symbols for features of interest shown on a map.

bridge

road

river

tree

shrub

woodland

traffic lights

road sign

Cartography is the science of drawing maps. A person who draws maps is called a cartographer. In the past, maps were drawn by hand, but now they are drawn using software. The oldest surviving world maps date back to 900 BC - almost 3,000 years ago!

3 Record: Fill in the trail worksheet supplied by your teacher, or use blank paper to record what you see. Make rubbings of items such as tree bark, a wooden fence or a cement path to record the texture of the materials. ● List the natural and man-made features that you observe. ● List any animals that you observe, including minibeasts. ● Collect plant samples such as leaves or wildflowers. If you cannot pick them, draw them or take a photograph. ●

Ladybird

Caterpillar

Spider

Red clover

Buttercups

Oak leaves

4 Present: Complete your project, displaying what you have observed and recorded. PCM 4

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Revision quiz

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Theme: Learning fromthePast Poster

Video

GEOGRAPHY

7 TourisminIreland what tourism is and how tourism creates employment about areas in Ireland that attract tourists.

culture, economy, historical, industry, limestone, recreation, tourism, tour operators, traditional People travel for many reasons, such as for work or visiting family and friends. When people travel for holidays or recreation, it is called tourism. Every year, millions of tourists visit Ireland to explore our history, landscape and culture.

The tourism industry

In 2019, the tourism industry brought over €9 billion to the Irish economy. Many jobs in Ireland are supported by tourism. Many businesses such as hotels, restaurants and tour operators depend on bookings from tourists to make money.

Tourist at the Cliffs of Moher

Places of historical interest

A tour of Dublin Castle

Ireland has many places of historical interest, including its many castles and old houses. These buildings give us a glimpse into life in the past. Tours of old buildings and ruins are very popular. Are there any places of historical interest in your county?

Blarney Castle Blarney Castle in Co. Cork was built in the 15th century. Thousands of tourists flock there every year to see the Blarney Stone – a block of limestone in the castle. Kissing it is said to bring the ‘gift of the gab’ (the ability to speak well). The castle is surrounded by beautiful gardens, which tourists can explore.

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

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Interactive activity

TourisminIreland

Landscape and culture

Ireland is famous for its beautiful natural features, including the Cliffs of Moher, the Burren, the Wild Atlantic Way and the Ring of Kerry. This makes it popular for sightseeing and adventure activities, such as hiking, mountain-climbing and surfing. A tour bus driving the Ring of Kerry

The culture of Ireland includes sports, Irish dancing and traditional Irish music played on instruments such as the bodhrán, tin whistle and fiddle. These activities are very popular with visitors, as are traditional crafts such as basket-weaving, glass-blowing and pottery.

The Giant’s Causeway in Co. Antrim attracts many visitors to Northern Ireland. This is an area of about 40,000 basalt columns, most of which are hexagonal. It was formed by a volcanic eruption around 60 million years ago. The area is deemed a world heritage site by UNESCO, which means that it must be well looked after, to preserve it for future generations.

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C A SE S T U DY

Giant’s Causeway

What is tourism? How does the tourist industry benefit the Irish economy? What type of activities is the Irish landscape ideal for? Name three elements of Irish culture that are appealing to tourists. Describe how the Giant’s Causeway was formed. List five jobs that are supported by tourism. If you were to create an advertising campaign for Ireland, what natural and man-made features would you promote?

1 List five natural and five historical features in Ireland that are popular with tourists. 2 Think, pair, share: List areas that are popular with tourists in your locality or county, or a neighbouring county. 3 Group work: Research five businesses in your county or a neighbouring county that benefit from tourism. Use this information to help you explain how tourism creates employment (jobs).

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Theme: Learning fromthePast Animation

HI STORY

8 TheAncient Egyptians when the Ancient Egyptian civilisation existed about the work, food, homes, clothing and beliefs of the Ancient Egyptians how the Ancient Egyptians used hieroglyphs to tell stories. civilisation, descendants, embalming, hieroglyphs, kohl, linen, loincloth, nobles, papyrus, pharaoh, prehistoric, sacred, senet, settlers The Ancient Egyptian Empire began in 3100 BC 7000 bc First Egyptian settlers and lasted almost 30 centuries until the Ancient in the Nile Valley Greeks invaded in 332 BC. The Egyptians were 1 known for building pyramids and making advances 7000 BC AD in science. Studying the monuments and artefacts from this time has helped historians to understand 3100−332 bc Egyptian Empire (reign Egyptian civilisation. of the pharaohs)

1799

Discovery of the Rosetta Stone

2000

Who were the Ancient Egyptians?

The Ancient Egyptians were most likely the descendants of settlers who began to live along the River Nile in prehistoric times, from around 7000 BC. Over the course of thousands of years, towns and villages developed alongside the river. The majority of Egypt’s cities and towns are still located along the Nile today.

Life in Ancient Egypt Most of the land in Egypt was desert, so the Egyptians depended on the River Nile for survival. The river flooded every year, which made the soil very fertile. Farmers grew grain crops, fruit and vegetables. Bread, fish, fruit, vegetables, lamb and goat were staple foods. Outdoor clay ovens were used for cooking, and plates and cups were also made of clay.

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Papyrus reeds grew in the shallow water of the Nile. They were used for making ropes, mats, baskets and sandals. They were also used to make a writing material similar to paper.

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

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TheAncient Egyptians

Clothing and homes

Clothing was made of linen, which was light and cool. Farmers and labourers went barefoot or wore papyrus sandals. The men wore a type of skirt called a loincloth, while the women wore a sleeveless dress. Both wore copper jewellery. Wealthy men wore a tunic, while wealthy women wore a long dress decorated with beads. Both wore leather sandals, a headpiece and gold and silver jewellery. They believed that by wearing jewellery they would please the gods. Children did not wear any clothes until they were six years old! Men and women wore make-up. They used blue and green minerals as eyeshadow and kohl as eyeliner. It was thought to protect the eyes from the sun. Wealthy traders and nobles lived in large two- or three-storey villas filled with fine furniture, comfortable beds and decorative tiling.

Living along the Nile gave traders access to transport by boat.

There was very little rain, so people collected water from the Nile to use.

The Egyptians invented moulds to make bricks from mud and straw. The bricks were left to dry in the sun.

Every house had a flat roof, where families liked to sleep on hot nights.

Farmers and labourers lived in smaller one- or two-storey houses and had only stools, reed mats and baskets to store items. Only the wealthy could afford furniture such as wooden tables and chairs.

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Interactive activity

TheAncient Egyptians

Life in the pharaoh’s palace The Egyptians were ruled by a king or queen known as a pharaoh. People believed the pharaoh would become a god after death. When a pharaoh died, one of their children became the new pharaoh. The Egyptians believed in more than 2,000 gods. Two of the most important gods were Osiris, god of the underworld and Isis, goddess of motherhood.

The pharaoh wore beautiful decorative clothing, jewels, make-up and a headpiece to show their importance.

Cats were said to bring good luck. Bastet, the goddess of protection against disease, was shown with the head of a cat or a lioness. Anubis, the god of embalming, was usually shown with the head of a jackal or a wolf.

The Egyptians played a board game called senet. They are also believed to have invented an early form of bowling, using stones or marbles to knock objects down!

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TheAncient Egyptians

Hieroglyphics

The Egyptians invented a system of writing containing more than 700 symbols called hieroglyphs. Some of the symbols represented an object, others represented a letter. The word ‘hieroglyph’ means ‘sacred carving’ in Greek. Hieroglyphs were used to record stories about the pharaohs and other important people on the walls of palaces, temples and tombs.

Hieroglyphic carvings in a temple

The Rosetta Stone is a large stone slab carved with hieroglyphs. It was discovered in AD 1799 near the town of Rosetta in Egypt. Specialists tried to decode it, so that it could be used as a key for translating hieroglyphs and so they could learn more about the ancient Egyptians. It took them over 20 years to crack the code! The Rosetta Stone on display at the British Museum, London

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How long did the Ancient Egyptian Empire last? When did humans first settle along the River Nile? What was papyrus used for? What was the Egyptians’ clothing made from? Describe the home of a rich Egyptian family. What were pharaohs and why were they important to the Egyptians? What were hieroglyphs and what can they tell us today?

1 Imagine you are a child living in Ancient Egypt. Write a diary entry describing a typical day in your life. Describe where you live, what you do during the day, what you eat and wear, how you feel and where your parents work? 2 Pair work: Draw two ten-year-old children – one from Ancient Egypt and another from Ireland today. Add labels explaining what makes each child’s clothes suitable for their environment. 3 Group work: Research senet and make your own version of this Egyptian board game, using hieroglyphs if possible. The game should have a list of instructions written in English and you must be able to demonstrate it to other children in the class.

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Theme: Learning fromthePast Video

HI STORY

9 Legacy of theAncient Egyptians what the Ancient Egyptians believed about death, the afterlife and mummies what historians have discovered about the Tomb of Tutankhamun, the Great Pyramid of Giza and the Great Sphinx of Giza. afterlife, canopic jars, chambers, death mask, engineering, legacy, mummifying, quarry, sarcophagus, sphinx The Ancient Egyptians made their mark on the world and left quite a legacy. Their achievements in science and engineering – from the building of the pyramids to the practice of mummifying bodies – continue to fascinate us.

Wonders at Giza

The Great Pyramid of Giza is one of the world’s greatest engineering achievements. It was built for Pharaoh Khufu to be used as his tomb. It took 30,000 men over 20 years to build. It was completed in 2560 BC, which was before wheeled transport existed in Egypt. Around 2.3 million blocks of stone were used to build it. Each block weighed more than 2,000 kg. These were transported up the Nile from a nearby quarry. It is believed that the Great Sphinx of Giza was built for Pharaoh Khafre (son of Khufu) around 2500 BC. It was carved from a piece of limestone that was left behind after workers dug a quarry. The sphinx has the head of a man, but the body of a lion – probably to represent Khafra’s strength. Cats were greatly respected in Ancient Egypt.

Mummification and the afterlife

The Egyptians believed that the afterlife was another version of Egypt, where they would live forever after death. The body had to be recognisable in the afterlife, so that the dead person’s spirit could find their body. For this reason, the bodies of dead pharaohs and wealthy nobles were mummified to preserve them, by embalming and then wrapping them in bandages. A death mask that looked like the person who had died was also placed on the body.

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

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Legacy of theAncient Egyptians

Process of mummification

1 The body was washed with wine and Nile water.

2 The body was cut open on one side. The organs were removed, except for the heart.

The body was stuffed The body was with spices, Nile mud, wrapped in linen sawdust and linen, bandages. and sewn closed.

3 The intestines, lungs, liver and stomach were washed and put in canopic jars. Each jar had the head of a god carved on top to protect the organs for the afterlife.

7 A death mask was placed on the mummy, as a way of identifying the body in the afterlife.

4 The body was filled and covered with a type of salt called natron and left for 40 days to dry out.

The Egyptians invented a 365-day calendar similar to the calendar that we use today. Theirs was divided into three seasons, whereas ours is divided into four seasons.

The tomb

The mummy was placed in a wooden coffin. This was then placed in a decorated stone coffin called a sarcophagus and laid in a tomb. The richer and more important the dead person, the more elaborate their tomb. The walls were decorated with hieroglyphs telling stories about their life. Some tombs had chambers to store items that the dead person might need in the afterlife, such as gold, jewels, furniture, weapons, clothing and food. A pet cat was often mummified too, so that its owner would have company in the afterlife.

Tomb of Ramesses IV

Sarcophagus of Tutankhamun

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Legacy of theAncient Egyptians

Interactive activity

Tutankhamun The Tomb of Tutankhamun was discovered by British archaeologist Howard Carter in the Valley of the Kings in Egypt in 1922. Tutankhamun, nicknamed ‘the boy king’, is one of the best known pharaohs, because his tomb was discovered almost fully intact. He became pharaoh in 1334 BC at the age of nine. He died in 1325 BC at the age of 18.

Tutankhamun’s death mask

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Tomb of Tutankhamun

The walls of the tomb were covered with hieroglyphs telling stories from Tutankhamun’s life. There were separate chambers for his belongings, which included a chariot. Inside the stone sarcophagus were three more coffins. The outer two coffins were made of wood and covered in gold All pyramids and tombs were built on the west leaf and precious side of the Nile. The east stones. The inner side of the Nile was seen coffin was solid gold! as the land of the living. The west side was seen as the land of the dead. The walls of some tombs were carved with curses to frighten off thieves.

Why was the Great Pyramid of Giza built? Why were the bodies of pharaohs and rich nobles mummified? What was a sarcophagus? What kinds of things were placed in tombs to be used in the afterlife? Who was Tutankhamun? Why, do you think, did it take so long to build the Great Pyramid of Giza? Why, do you think, might Khufu have wanted a pyramid for his tomb?

1 Why, do you think, did the Ancient Egyptians believe it was important for the body to be recognisable in the afterlife? 2 Pair work: Hieroglyphs are pictures or symbols used to tell a story. What pictures or symbols would you use to tell the story of Tutankhamun? 3 Group work: Make a poster, PowerPoint presentation or video encouraging tourists to visit the Great Pyramid and Great Sphinx of Giza. Highlight their history and importance in Ancient Egypt.

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Theme: Learning fromthePast

10 How WerethePyramids Built? SCI ENCE

what levers, inclined planes and pulleys are, and how they work how we think the Egyptians used simple machines to design and make a simple lever and pulley. axle, beam, fixed, force, fulcrum, inclined plane, lever, load, pivot, pulley, variable The workers who built the pyramids in Egypt did not have machines such as diggers, bulldozers or cranes. They built the pyramids using simple machines like levers, inclined planes and pulleys.

effort load

beam fulcrum lever

Levers

A lever is used to help us to lift things. It is a long, solid beam that rests on a central support called a fulcrum. The fulcrum allows the lever to pivot. If you want to use a lever to lift something, you place the load on one end and apply effort or force to the other end by pushing to make it move.

Inclined planes

Did you know that when you go up a skate ramp, down a slide or on a rollercoaster, you are using an inclined plane? An inclined plane is a ramp that connects a lower level to a higher level. It can be difficult to lift a heavy object up off the ground, but if you roll or slide it up an inclined plane, it takes a loss less effort or force.

effort

Strand: Energy and forces Strand unit: Forces Key skills: Questioning, observing, predicting, investigating and experimenting, estimating and measuring, analysing, recording and communicating, exploring, planning, making, evaluating

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load inclined plane

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PowerPoint

How WerethePyramids Built?

Interactive activity

Pulley

axle

wheel Wheel and axle

A pulley is a simple machine that makes lifting heavy objects easier. It has a fixed axle and a wheel with a groove that allows a rope, chain or cable to move along it. The more pulleys you use, the less effort or force is needed to lift an object. Pulley

How simple machines might have been used to build the pyramids 1

The builders chose a site close to a quarry. Levers were used to lift the blocks of stone The workers in the quarry used picks to up onto sledges. hack through the stone and cut out blocks.

Ropes were used to pull the sledges over the sand (dampened with water) to the building site.

Bigger blocks that were needed for the exterior of the pyramid were transported up the Nile by boat. Canals were dug from the Nile to the building site to provide access. As the pyramids grew taller, a ramp (an inclined plane) was used to move the blocks up to higher levels. The blocks were very heavy, so a pulley system with ropes was used to pull them up the ramp.

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07/04/2021 12:00

Experiment video

How WerethePyramids Built?

We are going to investigate how an object can be used as a simple lever.

Lifting with a lever Equipment: ruler, pencil, box of crayons Action: ● Lift the box of crayons off the floor using the items given and just one finger! ● Record your observations in the worksheet provided. ● Is there a way to lift the box of crayons more easily? What would you need to change? Think about the changes you could make. ● Now, changing one variable (thing) at a time, investigate whether the change makes it easier or harder to lift the crayons. Remember, you cannot change the position of the crayons! ● Record your observations in your worksheet.

Let’s designandmake

In pairs, we are going to design and make a simple fixed pulley to lift a box of crayons.

Lifting with a fixed pulley Equipment: wire coat hanger, thread spool (without thread), small box of crayons, two cereal boxes, 3-metre length of string, scissors, two 1 kg weights Plan: Think about how you can make a fixed pulley that will lift the box of crayons, using the equipment provided. What needs to stay fixed? How will you keep it fixed? How will you keep the cereal boxes from falling over? What needs to be able to move? Design: When you have worked out a plan, draw a simple diagram showing how it will look. Make: Make your simple pulley and check if it works. Evaluate: Did your design work out? Is there anything that you could change/improve?

A screwdriver is a type of simple machine that uses a wheel and axle. You turn the handle (wheel) and this turns the shank (axle), which helps you to drive in a screw. PCM 5

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Theme: Learning fromthePast PowerPoint

11 TourismAbroad GEOGRAPHY

why people may choose to go on holidays abroad features in Egypt and Italy that attract tourists. amphitheatre, destination, gondola, mountain range, picturesque People travel abroad on holidays to experience another country’s climate, landscape and culture. A major attraction of countries such as Egypt and Italy for tourists is the history of their ancient civilisations.

TO U R I SM FAC T F I L E Capital: Cairo Continent: Africa Population: 100 million

Egypt

Official language: Arabic Currency: Egyptian pound Climate: hot, dry summer; mild winter

The Great Pyramid and Great Sphynx of Giza near Cairo attract millions of visitors every year. Tourists are fascinated by the mysteries of the Ancient Egyptian Empire.

Egypt provides warm weather and picturesque seaside locations such as Sharm El Sheikh on the Red Sea.

Much of Egypt is in the Sahara Desert. Tourists visit the desert to experience the landscape or to go sandboarding.

The longest river in the world, the River Nile (6,650 km) runs through Egypt.

Pharaohs’ tombs have been found at the Valley of the Kings. To date, 63 tombs have been discovered, including Tutankhamun’s tomb.

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Strand: Human environments Strand unit: People and other lands Key skills: A sense of place and space, questioning, observing, analysing, recording and communicating

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Interactive activity

TourismAbroad

TO U R I SM FAC T F I L E Capital: Rome Continent: Europe Population: 61 million

Italy

Official language: Italian Currency: Euro Climate: hot, dry summer; cool, wet winter

The Alps mountain range has many skiing resorts.

Tourists like taking funny photographs at the Leaning Tower of Pisa. The tower’s foundations are in soft soil, causing it to sink and lean to one side. Florence is a great destination for art lovers. It was the home of artists Michelangelo and Leonardo da Vinci.

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The city of Venice is built on 118 small islands separated by 150 canals. People travel by gondola or by a type of boat bus called a vaporetto.

Thousands of tourists visit the Colosseum in Rome, an amphitheatre where people watched gladiators fight almost 2,000 years ago.

Why do people travel abroad on holidays? Name three natural features in Egypt that attract tourists. Which place would you most like to visit in Egypt and why? Name three man-made features in Italy that attract tourists. How do people travel around the city of Venice? Why, do you think, are towns and cities in Egypt built along the Nile? How are historical features in Egypt and Italy different to those in Ireland?

1 How do you think governments attract tourists to their country? 2 Think, pair, share: Outline the similarities and differences between the tourist attractions in Egypt and Italy. Do they have similar natural features or climate? What historical features do both countries have? 3 Group work: Design a travel brochure for one of the countries discussed in the lesson. Include details about the places you would recommend visiting, facts about the country and pictures.

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Theme: Learning fromthePast Video

SCI ENCE

12 Why Do Boats Float? which forces make an object buoyant how weight, upthrust, displacement and density affect buoyancy if the shape of an object helps it to float. buoyancy, buoyant, density, displacement, gravity, hollow, physics, upthrust You are aware that forces such as magnetism and gravity exist, but do you know which forces cause a boat to float in water? The basic shape of a boat has not changed much since the Ancient Egyptians were building them in 4000 BC. This is because the principles used in their design have been passed down through the ages. A traditional felucca boat on the River Nile

Forces

A force is a push or pull acting upon an object, which causes a change in an object’s shape, speed or direction. We usually see the effect of a force, rather than the force itself.

Weight and upthrust

When something is in water, there are two forces acting on it: 1 the object’s weight pushing downwards 2 the force of the water pushing upwards, which is called upthrust. If the weight of the object is equal to or less than the upthrust, the object will float. If the weight of the object is greater than the upthrust, the object will sink. Items that float are described as buoyant.

weight

upthrust

Displacement

What happens when an object is dropped into water? It either floats or sinks. But something also happens to the water. The object and the water cannot take up the same space. Therefore, the object pushes the water aside. This is called displacement.

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Interactive activity

Why Do Boats Float?

When an object is dropped into water, some of the water is displaced. If the weight of the object is heavier than the amount of water it displaces, the object will sink. If the weight of the object is lighter than the amount of water it displaces, the object will float. This is a law of physics called Archimedes’ principle.

Archimedes was a mathematician who lived in Greece from 287 to 212 BC. While taking a bath one day, he discovered that the volume of the water he displaced as he got into the bath was equal to the volume of his own body. He jumped out and shouted, ‘Eureka!’ (‘I’ve found it!’)

Density

Everything on Earth is made up of particles that are so small, they can only be seen with a special microscope. In some materials, such as wood, the particles are far apart. In others, such as stone, they are packed very tightly together. The more tightly packed the particles are, the denser the material is. An object’s density affects its weight and its ability to float. If an object is denser than water, it will sink. If an object is less dense than water, it will float.

So… light objects float and heavy objects sink, right? Well, yes and no! After all, big, heavy ships float, and do not forget, the Egyptians transported huge blocks of stone up the Nile on boats. Even though a ship is heavy, there is air in its hull that causes it to float. Air is less dense than water and therefore air-filled objects float. Volume is the amount of space that an object fills. Imagine a small beach ball that takes up the same amount of space as a bowling ball – they have the same volume. However, the beach ball can float because its volume is mostly air, but the bowling ball would sink. Have you ever tried to hold a sealed empty bottle under the water? It takes a bit of effort. Hollow objects that are filled with air float.

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Why Do Boats Float?

The density of water matters too. Objects float better in seas than in rivers, because salt water is denser than fresh water. A mark called a Plimsoll line is painted on the side of a ship to show how much weight it can safely carry. When the cargo has been loaded, the water must not go above the Plimsoll line. The Plimsoll line is painted in red at the bottom of the hull.

A ship sailing across the sea can carry more cargo than an identical ship sailing along a river. Why do you think this is?

We are going to investigate how the density of the material in an object affects its buoyancy.

How an object’s density affects buoyancy Equipment: basin of water, large candle, paper clip, metal spoon, wooden block, small stone, marble, small rubber ball, apple Action: ● Test each item to see if it floats or sinks in the basin of water. ● Record your observations in your worksheet.

We are going to investigate how water density affects buoyancy by experimenting with salt water and fresh water.

How water density affects buoyancy Equipment: egg, jug of fresh water, jug of salt water Action: ● Your teacher will place an egg in a jug of fresh water. ● Predict what will happen to the egg. ● Did the egg float or sink? Why? ● Next, your teacher will place an egg in a jug of salt water. ● Predict what will happen to the egg. ● Did the egg float or sink? Why?

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PCM 6

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Experiment video

Why Do Boats Float?

Let’s designandmake

In pairs, we are going to design and make a device called a Cartesian diver that demonstrates the idea of buoyancy. Using the materials provided, your mission is figure out how to make an eye dropper float or sink in water.

How air affects buoyancy Equipment: 2-litre plastic bottle of water with lid, eye dropper Plan: Think about how you can make the eye dropper float in the bottle of water and how you can make it sink. Design: When you have worked out a plan, draw a simple diagram showing how it will work. Make: Make your Cartesian diver and check to see if it works properly. Evaluate: Did your plan work out? Can you explain why it worked? Is there anything you could change/improve?

We are going to investigate how the shape of an object affects buoyancy.

How shape affects buoyancy Investigation 1 Equipment: plasticine, large bowl of water Action: ● Can you make the plasticine sink? What will you do? Can you explain why? ● Can you make the plasticine float? What will you do? Can you explain why?

Investigation 2 Equipment: plasticine, marbles, large bowl of water Action: ● Make a boat with the plasticine. Think about the different shapes of boat you could make. What shape might work best and why? ● How many marbles can you place in your boat without sinking it? Test each boat that you make. Remember, when you add marbles, you add more weight and displace more water. ● Record your observations on your worksheet. PCM 7

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Revision quiz

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Theme: Celebrating theNaturalWorld Poster

Video

13 Celebrating theHarvest HI STORY

why the harvest was so important in the past how the harvest was and is celebrated in different countries. biblical, Celtic, ceremony, harvest, Hindu, imported, Pilgrims, ritual, scythe, sickle, tenant farmers, tradition During the Stone Age, people moved from being hunter-gatherers to farmers. Since then, farmers have relied on the changing seasons for growing their crops. Harvest time is very important. This is when ripe crops are collected from the fields and all of the year’s work gets rewarded.

Harvest

The word ‘harvest’ comes from the Old English word ‘hærfest’, which means ‘autumn’. In the past, people depended on their crops for food to eat and to sell to pay rent and buy goods. If crops failed, it could be very serious. There was no option of going to the supermarket! There was also no farm machinery to speed up the process, so everything was done by hand, using simple tools. The sickle is one of the oldest tools for harvesting. It has a curved metal blade and a short wooden handle. A scythe was used for cutting hay and grain from the 8th century onwards. It has a long curved metal blade attached to a long wooden handle, and is used in a swinging motion.

Sickle

Harvest festivals around the world

Harvest festivals have been celebrated around the world since people began farming. They were a way to give thanks for successful crops Scythe and to celebrate the seasons. The harvest happens at different times in different places, depending on the climate and the crop. Nowadays, harvest festivals are largely about celebrating tradition, since modern machinery has made farming much more efficient and food can be imported from around the world.

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Strand: Local studies Strand unit: Feasts and festivals in the past Key skills: Time and chronology, cause and effect, empathy, using evidence

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Celebrating theHarvest

Lughnasa, Ireland

Lughnasa is a festival that dates back to Celtic times and still takes place in some parts of Ireland today. It was first held to honour the Celtic god Lugh. Lughnasa marked the end of summer, especially the end of ‘hungry July’, when food stored from the previous year’s harvest had almost run out. It celebrated the beginning of the harvest, around 1 August, when food became plentiful once again. The celebrations involved a feast, dancing, music and sports. Children played games such as leapfrog and rounders.

Lammas Day, England

Lammas Day (also known as Loaf Mass Day) is a Christian holiday that dates back to Anglo-Saxon times (AD 410–1066) in England. On this holiday, people have a feast with family and friends, and hang green ribbon and sprigs of mint around their home.

Before farm machinery existed, communities in Ireland helped one another to gather the harvest. At the end of one farmer’s harvest, a hooley (house party) was held, with lots of food and drinks to thank the community for their help. Then, that farmer went on to help the neighbours with their harvest. This system was called meitheal.

Lammas Day is celebrated on 1 August. Traditionally, the feast occurred after a ritual known as ‘first fruits’, in which tenant farmers presented freshly harvested wheat to their landlord. The first loaf of bread baked from the new wheat was taken to the local church to be blessed. It was then divided into four pieces. A piece was placed in each corner of a barn storing grain, in order to protect the harvest. The bread was sometimes baked in the shape of an owl or a person.

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Celebrating theHarvest

Thanksgiving Day, USA

Thanksgiving Day became an annual national holiday in the USA in 1863. On this holiday, which falls on the fourth Thursday of November each year, American families come together for a big feast. This traditionally includes turkey with stuffing, cranberry sauce, sweet potatoes and pumpkin pie. Thanksgiving is said to have started in 1621, when Pilgrims (settlers from England) held a three-day feast to give thanks for a successful corn harvest. Members of the Native American Wampanoag tribe were invited to the feast, which included foods such as venison (the meat of a deer), partridge, wild turkey and fish.

Sukkot, Israel

Sukkot is a Jewish holiday held between late September and late October to mark the harvest and remember the biblical story of Moses and the Israelites, who travelled in the desert for 40 years. The word ‘sukkot’ is the plural of ‘sukkah’, which is the name for a hut that farmers traditionally stayed in during harvesting. Throughout Sukkot, meals are eaten A couple preparing the four tree species in a sukkah inside a sukkah. Many people sleep there as well! They also perform a waving ceremony to show how much they appreciate the fruits of the harvest. They tie together one branch each from the date palm tree, the myrtle tree, the willow tree and the citron tree and wave them as they recite a prayer. Sukkot celebrations can last a whole week.

Pongal, India

The festival of Pongal in South India is over a thousand years old. It is one of the most important Hindu festivals and is held to celebrate nature and give thanks for food, family and cattle. It takes place over four days in January/February, when crops such as rice and sugarcane are harvested. It marks the end of winter and welcomes longer hours of daylight, which are very important to farmers. Traditionally, a feast is held on the third day, at which a sweet rice dish called pongal is served. This is made of rice boiled in milk with raw cane sugar, spice, coconut, raisins and cashew nuts. The celebrations also include dance and musical performances.

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Interactive activity

Celebrating theHarvest

Incwala, Eswatini

Incwala is a first-fruits festival held in the country of Eswatini (formerly Swaziland) in southern Africa. It takes place at the end of December/beginning of January. This six-day event brings people together to celebrate the harvest with a party. Young men collect branches from acacia trees and make a shelter for the king. A bull is killed as part of the ceremony, and the king, wearing ceremonial clothes, joins the young men in a traditional dance. He then goes into the shelter, where he is given the first fruits of the harvest, including the first pumpkin. When he eats the pumpkin, it is a signal for everyone else to begin the feast. There is a lot of singing and dancing and bonfires are lit to burn items representing the past year. 1 Make a timeline with the months of the year and record the harvest festivals in the lesson. 2 Draw a picture of one of these festivals and label the main features. 3 Describe two hand tools traditionally used to harvest crops. 4 In what year is Thanksgiving said to have started? 5 Name two festivals that include rituals (actions done in a certain order). 6 What do you think might have happened in the past to a tenant farmer whose crop failed due to bad weather? 7 Why was saving grain for the year so important in the past?

1 Have you ever been to a harvest festival or festival of another kind with feasting, singing and dancing? Describe what it was like. 2 Think, pair, share: Design a poster to attract visitors to one of the harvest festivals in the lesson – even one that took place long ago! 3 Group work: Choose one festival to research. Make a PowerPoint presentation or a video to share your findings with the class.

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Theme: Celebrating theNaturalWorld Video

GEOGRAPHY

14 TheInfluenceof theWeather how the seasons influence plants and animals about weather patterns in other parts of the world. deciduous, drought, hibernation, lore, migrate, monsoon, orbit, photosynthesis, solar energy, tornado It takes the Earth 365 and a quarter days to orbit the sun. As it orbits, the Earth’s exposure to the sun changes, causing the seasons. Some places have only two seasons: wet and dry. Others, such as Ireland, have four seasons.

The seasons in Ireland Spring – 1 February to 30 April The season of growth. The temperature gets a little warmer. Hours of daylight increase. Flowers bloom and insects come to life again. Animals emerge from hibernation. Many animals give birth to their young in spring, because there will be lots of food available for them.

Summer – 1 May to 31 July The weather is warmer. Hours of daylight continue to increase and it can stay bright up to 10 pm. Plants grow to their full height. There is lots of food for animals. The branches on trees are thick with leaves and fruit, and berries are ripening.

Autumn – 1 August to 31 October

Winter – 1 November to 31 January

The temperature starts to get colder. Hours of daylight decrease. Deciduous trees lose their leaves. Many flowers and plants slow their growth or die off. Animals such as squirrels gather food for winter. Animals eat more food to put on body fat, which helps to keep them warm. Some animals grow more fur.

The temperature is much colder. Snow might fall and frost forms on the ground. There can be as little as eight hours of daylight a day. Animals such as frogs and hedgehogs hibernate. Birds, such as swallows, migrate to warmer countries until spring. Deciduous trees remain bare. There is little plant growth.

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Strand: Natural environments Strand unit: Weather, climate and atmosphere Key skills: Questioning, observing, predicting, analysing

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Interactive activity

TheInfluenceof theWeather

The importance of the sun

Humans, plants and animals rely on the sun in many ways. Humans need sunlight to to produce vitamin D, which keeps our bodies strong and healthy. Solar energy is a renewable way for humans to generate electricity. Plants use sunlight, water and carbon dioxide to make food in a process called photosynthesis. Humans and animals rely on plants, and therefore the sun, for food.

Plants use sunlight for photosynthesis

Weather phenomena in other parts of the world Tornado A tornado is a violent rotating column of air extending from a thunderstorm to the ground. Tornadoes travel at high speeds and can damage buildings and cars. They are common in states in the south-east of the USA such as Florida, and are most likey to occur in the months of March to May. Drought A drought is a continuous period of dry weather, leading to a shortage of water. It is most common in countries with a hot climate, such as Australia. Long periods of drought can cause famines or create deserts. Monsoon A monsoon is a seasonal wind that brings heavy rainfall. Monsoons are most often associated with the Indian Ocean. Continuous rain can cause flooding or landslides when the ground becomes too wet.

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How long does it take the Earth to orbit the sun? What type of tree loses its leaves in autumn? Why do animals eat more food in autumn? Describe what frogs, hedgehogs and swallows do during winter. What is photosynthesis? How, do you think, can drought lead to famine? In what ways does the weather affect you daily?

1 List the ways in which the seasons affect plants and animals. 2 Pair work: Research weather lore (traditional knowledge) from around the world. Share three examples with your class and explain what they mean. 3 Group work: Discuss and record how the changing seasons affect human life, including clothing, travel and work.

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Theme: Celebrating theNaturalWorld

15 TheCircleof Life SCI ENCE

what type of swans are found in Ireland about the life cycle of a swan. bill, busking, clutch, cob, cygnet, herbivore, incubate, mate, migratory, moult, pen, plumage, vegetation, warm-blooded All living things have a life cycle. Life cycles can differ depending on species, location and other factors. Let’s take a look at the life cycle of the mute swan.

Ireland’s mute swan

The mute swan, or eala bhalbh, is the most common type of swan found in Ireland. Other swans such the whooper swan and Bewick’s swan are migratory and only come to Ireland at certain times of the year. The mute swan is here all year round. Because of its name, you might think the mute swan is silent, but that is not true. It communicates with its cygnets (young) by honking, and makes a hissing sound when it senses danger. Like all birds, the mute swan is warm-blooded. Its bones are hollow, making its body light enough for flying. It weighs around 11 kg. It can live up to 30 years in the wild, and the pen (female) tends to live longer than the cob (male). Webbed feet help the swan to swim in water and allow it to walk on land.

The bill is used for collecting food and building a nest. A swan does not have teeth to chew food. Like all birds, it has a gizzard, which is a type of stomach with strong muscular walls for grinding up food. If the swan feels threatened, it opens its wings and feathers wide, and hisses and honks loudly. This is called busking.

The swan locates food by sight. Its eyes have an extra pair of transparent eyelids that act like swimming goggles – without these, its vision would be blurry under water. The eyes are located on the sides of the head, allowing the swan to spot predators and other dangers on both sides, but giving it poor forwards sight.

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Strand: Living things Strand unit: Plants and animals Key skills: Observing, predicting, analysing, recording and communicating

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PowerPoint

TheCircleof Life

Mating

Swans often mate for life, but not always. The aim of their pairings is to produce as many cygnets as possible. During courtship, mute swans communicate by honking and facing one another with their necks bent, almost in the shape of a heart. The cob seeks out a nesting place. Several locations are scouted before the cob and the pen agree on one that is safe, with lots of vegetation nearby. The nest is usually built on or very close to water – often among tall reeds at the water’s edge. It needs to be well hidden from egg thieves such as foxes.

Life cycle

1 The cob and pen use grass and reeds to build a large circular nest

with a dip in the middle for their eggs. The pen lays a clutch of up to seven eggs between April and June. These are creamy-white in colour and among the largest of all bird eggs. The pen sits on them to incubate them (keep them safe and warm) for five to six weeks.

2 When the cygnets hatch, they are grey, soft and fluffy with a grey or pink beak. They stay with their parents until they are six to nine months old.

4 A mature swan has full

white plumage (feathers) and an orange beak. The young swan reaches maturity at three years old and then tries to find a mate. It is considered to be an adult swan at around four years old.

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3 The cygnets gradually turn

brown. At six months old, they start learning to fly. By the time they are one year old, they will be mostly white, but their beak will remain grey or pink.

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TheCircleof Life

Interactive activity

Feeding

The mute swan is mostly a herbivore, but sometimes eats small animals such as frogs and insects. One of its favourite plants is the water-crowfoot. A swan consumes up to 3.5 kg of vegetation a day. Its long neck is ideal for reaching down to the bed of the river or pond to find food. It uses its feet to rake up underwater vegetation such as pondweed, then dips its head under the water and tears off pieces to eat with its bill.

Did you know that, on average, a swan has around 25,000 feathers? It moults (sheds old feathers) once a year, and it takes four to six weeks for new feathers to grow. Swans cannot fly during moulting. The pen usually moults in June, and cob in July. The cob loses his feathers later so that he can protect the pen and their young if they are threatened.

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What is the most common type of swan found in Ireland? What is the young of a swan called? Describe what a swan does when it is busking. What are the names given to the male and female swan? What do swans eat? Swans are prone to flying into overhead power lines. Why do you think this is? (Hint: Think about their eyes.) 7 In what situations, do you think, would a swan need to busk?

1 Draw the life cycle of a swan, showing each stage with pictures and an explanation. 2 Pair work: Research another type of bird and state three similarities and three differences between this bird and the mute swan. 3 Group work: Do a project about an animal of your choosing. This should include pictures and information about your chosen animal’s life cycle – how it feeds, mates, nests and protects itself. Design a poster or PowerPoint presentation to share your findings with the class.

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Theme: Celebrating theNaturalWorld PowerPoint

16 Conquering Everest HI STORY

about the dangers facing mountain climbers about the first people to successfully climb Mount Everest. altitude, avalanche, blizzard, crevasse, descent, foothills, frostbite, glacier, mountaineer, nomads, Sherpas, summit, vacuum-packed, yak Standing at 8,848 m, Mount Everest is the tallest mountain in the world. It is located in the Himalayan mountain range, between Tibet and Nepal. It has fascinated adventurers and mountaineers for centuries. It was only in the 20th century that mountaineers successfully reached its summit.

Welcome to Everest The weather here is very changeable. Climbers face powerful storms with sharp winds, blizzards and avalanches. They can experience snow blindness from the glare of the snow.

Yaks are used to carry equipment and supplies up to Base Camp (5,455 m). This is the starting point for mountaineers, where they prepare for the climb. Since 1953, more than 5,700 men and women have reached the summit, but more than 300 have perished. Most died during the descent (the climb back down). The bodies of at least 100 people are still on the mountain. Strand: Story Strand unit: Stories from the lives of people in the past Key skills: Time and chronology, cause and effect, empathy, using evidence

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Above 8,000 m, climbers enter the ‘death zone’. The air becomes very thin here. The brain receives less oxygen, causing people to become confused, sleepy, weak and nauseous. This is called altitude sickness. Most climbers try to reach the summit in May, when the weather is least dangerous. Mountaineers call this a ‘weather window’. The average temperatures for May at the summit are –26°C in the day and –32°C at night. There is a danger of getting frostbite (injury from extreme cold), which can result in the loss of fingers, toes or a nose.

Some glaciers have crevasses that are up to 45 m deep. Climbers must lay a ladder over a crevasse to cross it.

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Conquering Everest

The Sherpa people

The majority of mountaineers who attempt to climb Everest rely on the help and guidance of Sherpas. The Sherpas are a group of around 150,000 people, who speak a language called Sherpa. Originally, they were nomads, but they settled in the foothills and valleys of the Himalayas in Nepal. The Sherpa people believe that the Himalayas are the home of the gods, so they treat the environment with great respect. Their name for Everest is Chomolungma, meaning ‘Goddess Mother of Mountains’. Because the Sherpa have always been a mountain-dwelling people, their bodies are well suited to high altitudes. Some Sherpas are famous for their mountaineering and trekking skills.

A Sherpa mountain guide

In 1993, Pasang Lhamu Sherpa became the first Sherpa woman to reach the summit of Everest. During her descent, the weather suddenly changed for the worse and sadly she died. To honour her memory, the government of Nepal named a mountain after her and erected a lifesize statue of her in the capital, Kathmandu.

Failed attempts

On 8 June 1924, British mountaineers Andrew Irvine and George Mallory set out to reach the summit of Everest. No one knows if they made it or not, because they did not return from the mountain. No evidence (such as a diary or a camera) has been found to suggest that they reached the summit before they died. Between 1924 and 1953, there were seven more unsuccessful attempts to climb Everest.

The last known photo of George Mallory (left) and Andrew Irvine (right) on their Everest climb, June 1924

Mallory’s body was found by an American mountaineer in 1999. Irvine’s body has never been found, but his ice axe was found roughly 240 m above Mallory’s body. Based on the location of the axe and a rope found tied around Mallory’s waist, the pair are thought to have died in a fall.

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Interactive activity

Conquering Everest

Success!

On 29 May 1953 at 11.30 am, Tenzing Norgay, a Sherpa, and Edmund Hillary, a New Zealander, became the first people to reach the summit of Everest. They had been part of a group, but the others had to turn back because of problems with their oxygen tanks. Norgay and Hillary were only able to spend ten minutes at the summit, because they were worried about running out of oxygen. They hugged, took photographs as proof, buried some items in the snow and started the long, treacherous descent.

Tenzing Norgay (left) and Edmund Hillary (right) after their descent from the summit, 8 June 1953

When Norgay and Hillary Edmund Hillary (left) and Tenzing Norgay (right) near the summit of Everest, 28 May 1953 returned to Kathmandu, they were greeted as heroes. Hillary received a knighthood, making him Sir Edmund Hillary. (Norgay could not be knighted, because he was not a citizen of the British Commonwealth.) They succeeded where others had failed because they had up-to-date equipment, including reliable oxygen tanks, rubber walkie-talkies, good climbing boots and vacuum-packed food. Hillary also said that willpower, courage and imagination were equally important.

1 Where is Everest located? 2 List three dangers for anybody trying to climb Everest. 3 Norgay and Hillary climbed Everest in May. Describe the typical weather at Everest in May. 4 How long did Norgay and Hillary spend on the summit and why? 5 What advantages did they have that earlier climbers did not have? 6 Why, do you think, do people try to climb Everest even though they know it is very dangerous? 7 If you could go back in time and talk to Irvine and Mallory in 1924, what advice would you give them? 1 Have you ever achieved a goal that was physically or mentally challenging? If so, what was it? If not, is there something you would like to do, but have not had the chance to do yet? 2 Pair work: Research the life of Sir Edmund Hillary or Tenzing Norgay and compile a fact file. 3 Group work: Design a presentation to share what you have learned in this lesson with another class.

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Mapping Zone

Counties of Ireland

County town Capital city Coastline Country boundary Province boundary County boundary

Derry

ANTRIM

DERRY

Lifford DONEGAL Omagh

TYRONE

BELFAST

ULSTER

Downpatrick

Armagh Sligo LEITRIM

FERMANAGH

DOWN

ARMAGH MONAGHAN

SLIGO

CAVAN

MAYO

Carrick -onShannon

LONGFORD

Roscommon

CONNACHT

Dundalk

Cavan

LOUTH

ROSCOMMON

Castlebar

Monaghan

MEATH

Longford

Navan

WESTMEATH

Swords

Mullingar

Dublin

GALWAY Galway OFFALY

LAOIS

WICKLOW

LEINSTER

Thurles Limerick LIMERICK

TIPPERARY

Kilkenny

MUNSTER

CARLOW

KILKENNY WEXFORD

Clonmel

KERRY

Wicklow

Carlow

Ennis

Tralee

Dún Laoghaire

Naas Portlaoise

CLARE

DUBLIN

KILDARE

Tullamore

Wexford

WATERFORD Dungarvan

CORK Cork

0 km

50 km

100 km

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Mapping Zone

Mountains, Lakes andRivers of Ireland Peak Coastline River Lake Trostan Mtn

200–500 m

Mullaghmore

R. F oyl e

500–1000 m

n R. Ba

Mt Errigal

1000 m +

100–200 m 0–100 m

Lough Neagh

Lough Derg

Height above sea level in metres

Lower Lough Erne

Lough Nephin Beg Conn Nephin

Knockalongy

Upper Lough Erne

Lough Allen

Clare

Lough Ree

R. Suck R.

n ha

ale

ha Ca

gg asats n y rr M De

art

R. Barrow

lan

R. Suir Galtymore Knockmealdown

Nagles

Carrauntoohil

R. S

Blackstairs Mts

ater R. Blackw

Lakes of Killarney

Lugnaquilla Mtn

re No R.

Silvermin Mts

h Mts

R. L

Slieve Callan

Slieve Mis

y iffe

s ro

Lough Derg

Mt Brandon

IRISH SEA

Au Sliev gh e ty Mt

ATLANTIC OCEAN

yne R. Bo

Lough Owel

B R.

R. F eal e

Slieve Donard

Lough Sheelin

Lough R. Mask Lough Corrib

The Twelve Pins

Bla

aga

R. L

y Mo

Lough Carra

Croagh Patrick

ter wa

Musheramore

h Comerag Mts

Mts

R. Lee n

R. Bando

0 km

50 km

100 km

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Theme: Celebrating theNaturalWorld Mapping Zone

PowerPoint

GEOGRAPHY

17 Mountains of Ireland to identify some of the mountain ranges in Ireland the name and location of the highest peak in Ireland. designated, peak, pilgrimage Ireland’s mountain ranges are very popular with sightseers, mountaineers and hikers. Did you know that the peak of a mountain is often marked with a man-made pile of stones? Mountain climbers like to touch them when they climb to the summit or take a photograph.

1 Sperrin Mountains

2 1

6 This mountain range in Northern Ireland is designated as an Area of Outstanding Natural Beauty. It stretches from Strabane in Co. Tyrone to Lough Neagh and has ten 4 peaks above 500 m. The highest peak is Mount Sawel, at 678 m. More than 90 Bronze Age stone circles have been found in this range. There is also an area called the Robber’s Table, where legend has it a gang of 17th-century mountain bandits hid their Beaghmore Stone Circles found in stolen goods! the Sperrin Mountains 2 Derryveagh Mountains

At 751 m, Mount Errigal is the highest peak in Co. Donegal’s Derryveagh Mountains. It is known for its quartzite (a type of rock), which often glows pink at sunset. It overlooks Dunlewy Lough and Glenveagh National Park. It is part of a mountain chain (a row of tall mountains) known as the Seven Sisters. The other six ‘sisters’ are Mackoght, Aghla More, Ardloughnabrackbaddy, Aghla Beg, Crocknalaragagh and Muckish.

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Mount Errigal

Strand: Natural environments Strand unit: Land, rivers and seas of my county Key skills: A sense of place and space, questioning, observing, analysing

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Mountains of Ireland

3 Mourne Mountains

At 850 m, Slieve Donard is the highest peak in the Mourne Mountains in Co. Down, Northern Ireland. C.S. Lewis, author of The Chronicles of Narnia series of fantasy books for children, grew up in Belfast. He said that the Mourne Mountains were his inspiration for the land of Narnia.

4 MacGillycuddy’s Reeks

Carrauntoohil

This mountain range in Co. Kerry is home to Ireland’s highest peak, Carrauntoohil, which stands at 1,040 m. Co. Kerry is littered with many of Ireland’s highest peaks. The third highest, Caher Mountain (1,001 m), is also found in the MacGillycuddy’s Reeks. The name ‘Caher’ comes from ‘Cathair na Féinne’ which means ‘Fort of the Fianna’. This mountain has connections to the Fianna and Fionn Mac Cumhaill in Irish mythology.

The Gap of Dunloe is a narrow mountain pass that separates the MacGillycuddy’s Reeks in the west from Purple Mountain in the east. The Gap attracts thousands of tourists every year due to its scenery. Many come to hike the trail through the Gap, which stretches a distance of 11 km from Kate Kearney’s Cottage at the entrance to Lord Brandon’s Cottage at the end.

5 Croagh Patrick

Chapel at the summit of Croagh Patrick

Mourne Mountains

The Gap of Dunloe

Croagh Patrick, a mountain in Westport, Co. Mayo, stands at 764 m tall and has been a site of pilgrimage since Stone Age times. More recently, it became associated with St Patrick, who is said to have prayed and fasted there for 40 days. Many pilgrims climb Croagh Patrick on the last Sunday of July, known as Reek Sunday. (One of Croagh Patrick’s nicknames is the Reek.) They start in the town of Murrisk at the base of the mountain and climb to a church at its summit. Some even go barefoot!

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Mountains of Ireland

6 Wicklow Mountains

At 925 m, Lugnaquilla in the Wicklow Mountains, Co. Wicklow is the highest peak in Ireland outside of Co. Kerry. Also known as ‘Lug’, this mountain is a very difficult climb. Those who make it to the summit are rewarded with views of Glendalough and Glenmalure. On a fine day, you might even catch sight of the Snowdonia Mountains in Wales across the Irish Sea!

Wicklow Mountains

The Wicklow Mountains extend across most of Co. Wicklow and into counties Wexford, Carlow and Dublin. Where the mountains extend into Dublin, they are known as the Dublin Mountains. The Wicklow Way, a safe walking trail through the mountains, is designated as a National Waymarked Trail and was the first of its kind to be established in Ireland. The Wicklow Way

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Where are the Sperrin Mountains? What mountain chain is Mount Errigal a part of? What is the highest peak in Ireland? What is Croagh Patrick associated with? What mountain range is Lugnaquilla part of? Why, do you think, do tourists and hikers come to visit Ireland? Why, do you think, was the Wicklow Way created?

1 Draw a rough map of Ireland in your copy. Draw and label five Irish mountain ranges. 2 Pair work: List the mountain ranges in your province with the help of an atlas. 3 Group work: Plan a trip to the nearest mountain to your school. How would you get to the mountain? What is its height? How long would it take to climb it? What equipment you would need to bring? Who should you contact before you go? In your plan, remember that an adult needs to come with you, and you must wear suitable clothes and shoes. Present your findings to the class.

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Theme: Celebrating theNaturalWorld Video

18 Ireland’s NativeSpecies SCI ENCE

what a native species is about examples of Ireland’s native species.

adapted, evergreen, extinct, felled, hedgerow, native species, scavenging, timber Native species are plants and animals that exist naturally in the wild in a certain country or region. Ireland’s native species have some unique features due to our country’s climate and the fact that it is an island.

How did Ireland become an island?

The last Ice Age in Europe ended around 14,500 years ago. During the Ice Age, Ireland and Britain were attached to the European continent, which was covered in huge sheets of ice called glaciers. The Ice Age ended when the world’s climate got warmer and the ice melted. The melting of the ice caused the seas to rise, which separated Ireland and Britain from the European continent – making islands of them! The Irish elk was one of the largest types of deer that ever lived. It measured over 2 m tall. Its antlers were around 4 m wide. It is thought to have become extinct during the last Ice Age. It was named the Irish elk, because many skeletons of this animal have been found in Irish bogs, where they were well preserved by the acidic conditions. However, Irish elk skeletons have been found across Europe.

Examples of Ireland’s native animals

Red deer The red deer is Ireland’s largest land mammal. Its coat is reddish-brown in colour. It can be found in the wild in most Irish counties.

Irish hare The Irish hare is much larger than a rabbit and has a brown coat. It is a mammal and can be found in woodlands, meadows and hedgerows all over Ireland. Strand: Living things Strand unit: Plants and animals Key skills: Questioning, observing, predicting, investigating and experimenting, analysing

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Interactive activity

Ireland’s NativeSpecies

Hedgehog This is a small mammal, covered in over 5,000 white, brown and grey spines. Hedgehogs can be found in woodlands, meadows and hedgerows all over Ireland. When threatened, they can roll into a ball for protection. Red fox This medium-sized mammal has reddish fur and a long, bushy tail with a white tip. It lives in many habitats around Ireland, from woodlands to parks. It has also adapted to living in urban areas by scavenging for food scraps in bins at night.

Examples of Ireland’s native plants

Broom This plant prefers sandy soil, so can be found growing in coastal areas. It has bright yellow, almondscented flowers that bloom in summertime. According to folklore, its strong scent was able to tame wild horses and dogs! Ragged robin This wildflower grows in bogs. The flowers are pink with five ragged petals that are adapted to withstand windy weather. Killarney strawberry tree This evergreen shrub or small tree grows around the lakes of Killarney, Co. Kerry and in other southern counties. Its creamcoloured flowers bloom in September and October. It produces a bright red, edible fruit that does not taste like a strawberry! Oak This tree can live for up to 300 years and grows in acidic soil and hilly areas. Its seeds are acorns. Much of Ireland’s native oak forests were felled (cut down) in the past to use for timber in shipbuilding and the manufacture of furniture. Ash This tree is found in hedgerows and woodlands. It grows well in different types of soil. Its dark flowers grow before its leaves do. Its seeds look like wings and are nicknamed ‘helicopter seeds’ because they spin as they fall to the ground. The timber is used to make furniture and hurleys.

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Ireland’s NativeSpecies

Birch This is a delicate-looking tree with slim branches. Its leaves are small and its branches sprout hanging flowers called catkins in springtime. It grows in all types of soil but needs a lot of sunlight. Two species of birch are native to Ireland: silver birch and downy birch. Downy birch is more common.

As a class, we are going to conduct a locality study to investigate the native species in our locality. Equipment: pencils, markers, crayons, paper Action: ● Go to an area where you can go to observe plants and animals, such as a woodland, river, canal, meadow, park or garden. ● Sketch a map of the area. Draw and label any man-made features, such as buildings and footpaths. ● Mark any evidence of animals that you find on your map, such as tracks or nests. ● Mark any plants, shrubs/bushes, trees and grassy areas on your map and note any of their unique features. Use these features to help you identify the plants with the help of online resources, a local gardener or the council.

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What are native species? How long ago did the last Ice Age in Europe end? How did Ireland become an island? In what way has the red fox adapted to living in urban areas? Describe the features of the ash tree. Why are bones well preserved in bogs? What, do you think, might be the main threats to our native species?

1 List two each of Ireland’s native animals, plants and trees. 2 Pair work: Research four more animals that are native to Ireland – the wood mouse, the red squirrel, the pygmy shrew and the pine marten. Design a poster displaying information about them. 3 Group work: Do a project about a native species of plant or animal. Research its features, habitat and the locations where it is commonly found. Present your findings to the class.

Revision quiz

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Theme: My Family History Poster

HI STORY

19 My Family Tree how to research your family history to make a family tree how to collect primary sources how to look up the census. ancestor, artefact, census, maternal, paternal, primary source By looking into the past and making a family tree (a record of the different generations in your family), you can learn about the history of your family. Family members who lived in the past are known as your ancestors.

How to make a family tree

Step 1 Talk to your family. When you are making your family tree, divide it into the paternal side (your father’s family) and the maternal side (your mother’s family). Ask members of your family for help. They might have old photographs and other information about family members. Step 2 Look at primary sources. Primary sources provide first-hand evidence about the past. They include artefacts such as a photograph, and original documents such as a diary, letter or a birth certificate.

Step 3 Look up the census. A census is an official count of a country’s population. The census in Ireland is taken every seven years. It is a record of everyone living here and can provide a lot of useful information. Here are some examples of questions asked in the census: What is your name? What is your date of birth? What is your place of birth? Where do you usually live? You can access the censuses from 1901 or 1911 online.

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Strand: Local studies Strand unit: My family Key skills: Time and chronology, cause and effect, using evidence

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PowerPoint

My Family Tree

Example of a family tree

Margaret (Lawler) Ryan (1930–2011)

Peter Ryan (1927–2009)

Mary (Walsh) Kennedy (1932–2015)

Eamonn Kennedy (1929–2013)

Theresa (Phelan) Carroll (1930–2010)

Thomas Carroll (1925–2013)

Elizabeth (Kelly) Murphy (1927–2012)

Patrick Murphy (1920–2005)

Patricia (Carroll) Murphy (1952– )

Michael Kennedy (1953– )

Gerard Murphy (1950– )

Joan (Ryan) Kennedy (1957– ) Aoife Kennedy (1983– )

Ciarán Murphy (1980– )

Jenny Kennedy-Murphy (2011– )

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Before the 1900s, only wealthy people tended to celebrate birthdays. Poorer people did not always know or keep track of their age.

What is a family tree? What is an ancestor? How are you related to the paternal side of your family? What primary sources can you use to find out about your family history? What information can you find out from a census? Why, do you think, are birthdays celebrated more often now than they were before the 1900s? 7 Exploring one’s family history is very popular today. Why is this, do you think?

1 Write down as many of your family members as you can (for example, your mother, father, sister, brother, aunt, uncle, cousin), and write down how they are related to you. 2 Think, pair, share: Make a list of all the sources that you could use to find out about your family history. 3 Group work: Interview each member of your group to find out what they have learned about their family. Present one of the interviews to the rest of the class as a PowerPoint, poster or video presentation.

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Theme: My Family History Video

HI STORY

20 My Grandparents about games and pastimes popular with children in the 1960s to explore the similarities and differences between toys and pastimes in 1960s Ireland and today.

conker, kerb, model Josh interviewed his paternal grandparents, Liam and Nora, about the toys they had and the games they played when they were growing up in the 1960s. There were no mobile phones, laptops or tablets back then, so it was up to children to entertain themselves. Let’s find out more! My sister and I liked to play board games such as draughts and snakes and ladders. We also played with toy soldiers for hours on end. We used to set them up on either side of the bedroom floor and then move them into the centre when it was time for a battle. I loved getting together with my friends and playing with our model cars. These were our prized possessions and we were very careful not to lose them. When one of us got a new car, we all spent ages admiring it and playing with it!

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Strand: Local studies Strand unit: Games and pastimes in the past Key skills: Time and chronology, continuity and change, cause and effect, using evidence

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My Grandparents

We also played marbles. We drew a chalk circle on the ground and placed the marbles inside. You had to use your shooter marble to knock a marble out of the circle. If you succeeded, you got to keep that marble for the rest of the game and take another turn.

20 les

playing marb

When we got home from school, we often played a chasing game called ‘tip the can’. The ‘can’ could be a plant pot, a gatepost or anything else out in the open. Whoever was ‘it’ had to stand at the can, counting to 20, while the rest of us hid. Then the person who was ‘it’ went searching. Everyone who was caught by ‘it’ got sent to ‘jail’. If someone tipped the can before getting caught, they could free one of their friends from jail. In autumn, we played conkers using the seeds that fell from the horse chestnut trees in the park. Two players each had a conker with a hole drilled through it and threaded onto a length of string with a knot at the end. They took it in turns to whack their conker against their opponent’s conker. The aim was to smash their opponent’s conker and knock it off its string. nkers

co Playing

Kerbs was popular among the children in our cul-de-sac because there was very little traffic. This game involved standing behind your kerb and throwing a ball to try to hit the opposite kerb, which belonged to the other team. If you managed to hit their kerb, you could move to the middle of the road to take your next shot. You earned five points for each successful shot. If you missed, you had to run back and defend your kerb as quickly as possible while the other team were taking their shot. The team with the most points at the end of the game won.

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Interactive activity

My Grandparents

I often played with dolls and teddies. One of my favourite toys was my Crolly Doll, Catriona. Crolly Dolls were made in a toy factory in the town of Crolly, Co. Donegal. One year, I got a toy pram for Christmas. It was great fun to put Catriona in it and bring her for a walk to my cousin’s house. My cousin had a toy tea set, and we used to have pretend tea parties with our dolls. ll

Do Crolly

del o no mo Mecca train a

My brother had a model construction set called Meccano. We spent many afternoons following the instructions to build a train or a bridge. We felt so proud when we completed a set and showed everyone what we had made! When we went to visit our granny, she sometimes bought us a ‘lucky bag’ in the corner shop. It was called a lucky bag because you did not know what was inside until you opened it. There was usually a little toy such as dice or a spinning top, a small colouring book, crayons and sweets.

Spinning tops and a marble

I loved to play skipping games with my friends, especially in summer. We each had our own skipping rope to play with, but we also played group skipping games, which were very competitive! For these, we used a much longer rope such as a clothes line. We sang chants and rhymes while we skipped.

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My Grandparents Clapping and singing game s

We played lots of clapping games too, which involved singing a rhyme while clapping hands in a pattern with one of your friends. Sometimes we spent hours making up a new rhyme and clapping pattern of our own!

We played hopscotch on the path outside my house. We drew a hopscotch grid on the ground, using chalk. It had twelve squares, numbered 1 to 12. The grid had some single squares and some squares set out in pairs. To begin the game, you threw a pebble onto square 1 and then hopped (or landed on two feet for the pairs of squares) all the way through the grid and back to the start again. You also had to bend down and pick up the pebble on your way back. Then, you had to throw the pebble onto square 2 and so on. If you missed the square you were aiming for, stepped on a line, lost your balance or put your other foot or a hand on the ground, you had to go back to the start! The first player to complete the grid was the winner. 1 2 3 4 5 6 7

tch Hopsco

By the 1960s, most Irish households had a television. In 1961, Teilifís Éireann was launched and, for the first time, there were Irish programmes to watch on television. Children and their parents gathered around the television in the evening before bedtime.

Name three toys that Liam played with. Briefly explain how kerbs was played. Where were Crolly Dolls made? What was a lucky bag? Name two games that Nora played. Are any of the games mentioned still played today? Why or why not? Why, do you think, did Liam and Nora play outdoors a lot when they were children?

1 Write down five games or activities that you can play in the schoolyard with your friends. 2 Think, pair, share: List three differences and three similarities between the toys and games that Liam and Nora had and the ones that you have today. 3 Group work: Using your worksheet as a guide, interview a teacher, an SNA, the secretary or the caretaker about the toys and games they had as children. Interview one of the members of your group, asking them the same questions. Compare the answers in a project-style presentation to be shared with the class. PCM 8

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Theme: Mixtures Poster

Video

GEOGRAPHY

21 TheSoils andRocks of Ireland how soil is formed and how to recognise different types of soil in Ireland how to recognise types of rock in Ireland.

clay, decaying, geologist, organic, organism The earth beneath our feet (or underneath roads and buildings) is formed of soil and rocks. There are many different types and mixtures of soil and rocks. Each has been created through natural processes over millions of years.

What is soil?

Soil is a mixture of organic material (decaying plants and animals), living organisms, minerals, water and air. Soil supports plant life and provides habitats for animals. It is vital to life on Earth. Different soils develop in different areas due to the underlying rock, landscape, flora and climate.

The four main types of soil in Ireland Brown soils These developed in areas that were covered by deciduous forest thousands of years ago. They are very fertile (full of nutrients), making them ideal for farming. They are found in the south and east of Ireland. Podsols These grey-coloured soils developed in areas that were covered by coniferous forest thousands of years ago. They are infertile, so are not suitable for farming. They are found in upland areas of Cork, Galway and Wexford. Peaty soils Peat developed in bogs from the remains of dead plants. Peaty soils are full of nutrients and great for growing vegetables but are too acidic for grain crops. They are found in the Midlands and the West of Ireland. Gley soils These developed in areas with poor drainage. They contain a lot of clay, so are usually waterlogged. They are found in Clare, Leitrim and Cavan. This land can be used for grazing cattle but is unsuitable for growing crops.

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Strand: Natural environments Strand unit: Rocks and soils Key skills: A sense of place, questioning, observing, analysing

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Interactive activity

TheSoils andRocks of Ireland

Types of rocks and where to find them in Ireland Geologists are scientists who study rocks. They can identify different types of rocks in different areas of the country. Rocks were formed over millions of years in different ways. The properties of rocks affect the landscape around them and also the way in which we use them, for example, in building. Limestone Limestone is the most common rock found in Ireland. It is a grey rock made from compressed shells and other organic matter found throughout Ireland. The landscape of the Burren in Co. Clare is formed from limestone rock.

Basalt The Giant’s Causeway, Co. Antrim

Sandstone cliffs, Dunmore East, Co. Waterford

The Burren, Co. Clare

Basalt Basalt is a black rock. The Giant’s Causeway in Co. Antrim is a natural feature made up of basalt columns. Humans use it in the foundations of roads and buildings.

Granite Granite is a hard, speckled, dark or lightcoloured rock. It is found in counties Galway, Donegal, Armagh, Down and Wicklow. Humans use it as a building material and in the home, for example for kitchen or bathroom countertops, or flooring.

Sandstone

Limestone

Granite Wicklow Mountains, Co. Wicklow

Sandstone Sandstone is made from compressed sand. It is light brown or reddish-brown in colour. It can be found in counties Kerry, Limerick, Tipperary and Cork. It is softer than many other rocks, which makes it good for carving.

Marble Marble is a very hard rock. It is usually light-coloured but can be found in a range of colours from white to black. A green marble is found in Connemara in Co. Galway. When polished, marble becomes shiny. It is used for building Connemara marble and for fireplaces and countertops, but it is very expensive.

Connemara, Co. Galway

Pumice is another type of rock. You might have seen a pumice stone in your bathroom. People use it to remove dry skin from their feet.

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TheSoils andRocks of Ireland

Let’s investigate

We are going to examine soil and rocks from the locality.

Investigation 1 – Soil Action: ● Collect three soil samples from your local area. ● Observe each soil sample, and record your findings on your worksheet. What colour is the soil? Does it contain stones? Does it contain twigs or leaves? Are there any man-made materials in it? Are there minibeasts in it? Is it moist? Can it be made into a ball? Describe how it feels. Describe how it smells.

Investigation 2 – Rocks Equipment: weighing scales, magnifying glass, magnet, vinegar Action: ● Collect four rocks samples from your local area. ● Carry out the following tests and observations on each rock sample, and record the results on your worksheet. ● Weigh the rock. Use a magnifying glass to observe its colour. Test whether a magnet sticks to it, to see if it contains magnetic material. Pour vinegar on it, and observe what happens. Describe its texture.

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What are the four main types of soil found in Ireland? Which soil is ideal for farming? What does a geologist do? Which rock is used in the foundations of roads? Describe the features of granite. What factors influence the type of soil that develops in an area? List three examples of the uses of Irish rocks. Why is each rock chosen for its use? For example, why is marble used in bathrooms?

1 Create a fact sheet on each type of rock and soil. Include a description and picture of each. 2 Pair work: Draw a field study map of the school garden, playground or an outdoor space. Identify on the map areas where rocks and soil are found above ground level. 3 Group work: Choose a country that you imagine to have a very different landscape to Ireland and research its rocks and/or soils. Present your findings to the class as a project or poster.

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PCM 9

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Theme: Mixtures PowerPoint

what a mixture is and how solutions are a type of mixture the difference between reversible and irreversible changes to investigate factors that affect dissolving. dissolve, ingredients, insoluble, irreversible, reversible, saturation point, soluble, solution

SCI ENCE

22 Mixtures

When we combine different ingredients, they form a mixture. In order to be a mixture, the ingredients must be able to be separated again. Think about a mixture like a fruit salad. You can still see the individual ingredients.

Solutions

Sometimes, when a solid substance is mixed with a liquid, it dissolves and you cannot see it anymore. This type of mixture is called a solution. If something dissolves in liquid, it is soluble; if it does not dissolve, it is insoluble. Sugar is soluble. There is sugar in lemonade, but you cannot see it because it has dissolved. Solutions can also be solids or gases. Metal alloys such as steel are solid solutions. Air is a gas solution; it is made up of oxygen, carbon dioxide and other gases. All solutions are mixtures, but not all mixtures are solutions!

Reversible and irreversible changes

A reversible change can be undone, or reversed. Freezing is a reversible change. You can freeze water to make ice, but you can reverse this by melting the ice. A change is irreversible if it cannot be undone. Mixing substances can sometimes cause an irreversible change. Think about mixing the cake ingredients: once you add liquid to the dry ingredients, the mixture changes to batter. When you bake a cake, the batter is permanently changed. The baked cake is no longer a mixture because the ingredients cannot be separated.

Strand: Materials Strand unit: Materials and change Key skills: Questioning, observing, predicting, investigating and experimenting, estimating and measuring, analysing, recording and communicating

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Mixtures

We are going to investigate substances to see if they dissolve in water.

Soluble or insoluble?

Equipment: water, salt, flour, sand, sugar, coffee, oil, fizzy vitamin C tablets, jar, measuring jug, teaspoon Action: ● Predict whether each substance will dissolve in water. ● Test one teaspoon (or tablet) of each substance in a jar with 100 ml of water. ● Record your observations on the worksheet provided.

Factors that affect dissolving

Sometimes a substance cannot dissolve because it is not water-soluble. For example, oil is not water-soluble. Some substances can dissolve but do so faster in warm water.

In groups of four, we are going to investigate if sugar will dissolve faster in cold, warm or hand-hot water.

Dissolving at different temperatures

Equipment: timer, three teaspoons of sugar, three stirrers, three jars, measuring jug, 100 ml each of cold, warm and hand-hot water Action: ● Make a prediction about each test before you start. ● Fill three jars, one with 100 ml of cold warm, one with 100 ml of warm water and one with 100 ml of hand-hot water. ● Add a teaspoon of sugar to each jar of water, then take a jar each. Place a stirrer in each jar. ● One member of the group will need to keep time and note how long it takes for the sugar to dissolve in each jar. The other three members of the group will each need to stir a jar, all stirring at the same speed. ● Start the timer. Stir continuously. ● Record your observations in the worksheet provided.

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Interactive activity

Mixtures

In pairs, let’s investigate if sugar will dissolve faster the quicker you stir it.

How stirring affects dissolving

Equipment: timer, two teaspoons of sugar, two stirrers, two jars, measuring jug, 100 ml of warm water for each jar Action: ● Make a prediction about each test. ● Fill each jar with 100 ml of warm water. ● Add a teaspoon of sugar to each jar of water, then take a jar each. ● Place a stirrer in each jar and start the timer. ● One person should stir continuously as the other stirs only once every 15 seconds. Record your observations in the worksheet provided.

Saturation

At a certain point, a substance will stop dissolving in water if there is too much of it. This is called the substance’s saturation point. When it reaches its saturation point, you will see some of the undissolved substance.

In pairs, let’s compare the saturation points of sugar and salt.

Comparing saturation points

Equipment: bag of sugar, bag of salt, two stirrers, two teaspoons, two jars, measuring jug, 100 ml of warm water for each jar Action: ● Make a prediction about each test before you start. ● Fill each jar with 100 ml of warm water, place a stirrer in each jar, then take a jar each. One person should take the sugar; the other the salt. ● Start the timer. Add a teaspoon of salt/ sugar to your jar. Stir for ten seconds. ● Keep adding another teaspoon of salt/ sugar and stirring, keeping count of how many teaspoons you are adding. ● Stop when each substance reaches its saturation point. ● Record your observations in the worksheet provided. PCM 12

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Theme: Mixtures PowerPoint

GEOGRAPHY

23 Examining Soils andRocks to identify the main layers of soil how soil supports animal and plant life how to examine soil and rocks. bedrock, crystals, filter, horizons, humus, livestock, microorganisms, parent material, silt, soil profile, subsoil, topsoil, yield Soil is a mixture of organic material (decaying plants and animals), living organisms (microorganisms such as fungi and bacteria, and minibeasts such as earthworms and insects), minerals, water and air. It provides a habitat for animals and acts as a filter for rainwater, cleaning it as it trickles through. Different-sized rocks are found in the soil, and bedrock is found below the soil.

Soil profile

If you were to cut a vertical section of soil out of the ground, you would see that it is arranged in layers (or horizons). These layers make up what we call the soil profile. (Tip: Explore the layers in the soil profile diagram from the bottom up.) Humus: This is a thin layer of darkcoloured decaying plant and animal material (organic material) on the surface of the soil.

Parent material: This is a layer of broken-down rock. There is not much living down here apart from the roots of very tall trees.

Topsoil: This is where most plant roots and animals are found. It is made up of sand, silt, clay, humus and the right amount of water and air for roots to grow.

Bedrock (or parent rock): This is the solid rock below the soil.

Subsoil: This layer is made up of sand, silt and clay, which are tiny rock fragments, or minerals. Only a few plant roots are found here.

Strand: Natural environments Strand unit: Rocks and soils Key skills: A sense of place, using pictures, maps and globes, questioning, observing, predicting, investigating and experimenting, estimating and measuring, analysing, recording and communicating

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Interactive activity

Examining Soils andRocks

Soil and farming

Soil is vital to support life on Earth. It provides plants with the nutrients they need and a pebbles sand silt clay material in which to anchor their roots. Almost all of our food is dependent on soil, from the livestock that relies on plants for food, to the crops that we eat. Farmers want to plant their crops in the best possible soil. All soils contain differing amounts of pebbles, sand, silt and clay, which affects their texture. The best soil for farming has a crumbly, sandy texture. Crops planted in good soil grow fast, produce a high yield and contain plenty of nutrients.

How does soil texture affect plant growth?

Equipment: four different soil samples, four pots, cress seeds Action: ● Collect soil samples from four different locations and allow them to dry out in a warm place. ● Examine the samples and compare textures. ● Fill each pot with a different soil sample, label them and plant cress seeds in each. ● Ensure that every pot is given the same amount of water and kept in the same location. ● Observe and record on your worksheet how fast the seeds grow in each pot.

Let’s investigate

We are going to investigate the properties of different rock types. Use the four rock samples that you collected for Chapter 21. Record your findings on your worksheet.

Investigation 1 – Colour Action: To observe the colour of the samples, you must wash them. Here are some common rock colours: ● Black – basalt ● Grey or tan – limestone ● Light brown or darker reddish brown – sandstone ● Speckled white or pink and black – granite PCM 14

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Experiment video

Examining Soils andRocks

Investigation 2 – Texture and appearance Equipment: magnifying glass Action: Use the magnifying glass to examine the texture and appearance of each rock sample. Look for the following characteristics: ● Grainy, rough texture – it is possibly sandstone. ● Fossils – it is most likely limestone or chalk. ● Contains crystals – it is possibly granite. ● Contains holes – pumice contains bubbles caused by trapped gas.

Investigation 3 – Hardness Equipment: paper clip, nail file, coin, metal nail Action: Try scratching the samples with your fingernail and then try scratching them with each piece of equipment.

The Burren in Co. Clare is a limestone region. It is the only place in the world where spring gentian and the dense-flowered orchid grow together in the same place.

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Spring gentian

Dense-flowered orchid

What five things make up soil? Name the layers of the soil profile. Which soil texture is best for growing crops? What are the characteristics of sandstone? What three criteria were used to examine the rock samples? In what ways does soil support life? Why is it helpful to explore the soil profile diagram from the bottom up?

1 Name three things that are made of rock in your home or school. 2 Pair work: Research earthworms and do a mini-project explaining the role they play in improving soil. 3 Group work: Research what plants grow well in three different soil textures: clay soil, sandy soil and silt soil.

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Theme: Mixtures PowerPoint

24 Separating Mixtures SCI ENCE

how mixtures and solutions are separated to investigate ways of separating mixtures how evaporation can result in salt crystals. aquatic, components, evaporation, filtering, impurities, pores, sieving When two or more ingredients are combined, it is called a mixture. In a mixture, the original components are not permanently changed. This means that they can be returned to their original state by separating.

Separation methods

Methods for separating a mixture include sieving, filtering, and, if the mixture is a solution, evaporation. The most suitable method depends on the size of the particles in the mixture. Magnets can also be used to separate magnetic objects from non-magnetic objects. Sieving This is used to separate a mixture that has different sized solid particles, for example separating gravel from sand. The grains of sand pass through the sieve, while the larger pieces of gravel are caught. Filtering This is used to separate tiny, insoluble solid particles from a liquid, for example, a mixture of coffee and water. The mixture is passed through a sheet of filter paper with tiny pores placed inside a funnel. The water can flow through the filter, but the particles of coffee cannot. Drinking water must be filtered before it reaches our taps to remove impurities from man-made or natural pollution. Evaporation Evaporation happens when water changes from a liquid to a gas. It happens quickly if the water is heated to boiling point. Evaporation can be used to separate mixtures in which a solid has been dissolved into liquid (a solution). This process usually involves heating the mixture until all the liquid has evaporated and the solid is left behind. Evaporation can occur naturally in nature. For example, when seawater evaporates because of the heat of the sun, salt is left behind. Strand: Materials Strand unit: Materials and change Key skills: Questioning, observing, predicting, investigating and experimenting, estimating and measuring, analysing, recording and communicating

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evaporation solution heat

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Separating Mixtures

Interactive activity

Experiment video

We are going to investigate the best methods for separating a range of mixtures.

Separating mixtures

Equipment: water, sand, flour, rice, metal washers, plastic beads, metal paper clips, Lego bricks, rice, marbles, vegetable oil, sheets of filter paper, funnels, containers, large sieves, bowls, magnets Action: ● Your teacher is going to set up stations around the classroom with different activities to do with separating mixtures. ● Following your teacher’s directions, make your way to each station in turn and complete the activity. ● Make a prediction for each test before you begin. ● Record your findings on your worksheet.

In pairs, we are going to investigate what factors affect the speed of evaporation.

Evaporation experiment

Equipment: 2 shallow dishes, 20 ml water, 2 cups of playsand Action: 1 Make a prediction for each dish before you begin. 2 In pairs, put 1 cup of sand in each of the shallow dishes. 3 Put about 10 ml (two teaspoons) of water in each dish. 4 Place one dish in the sunlight, or close to a light source. Place the other dish in the shade. 5 Observe each dish every 2 hours. 6 Record your observations of what happens to the water on your worksheet.

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Separating Mixtures

Environmental scientists use their knowledge of mixtures and solutions to clean up oil spills in seas and rivers in order to prevent birds and aquatic animals from getting sick.

We are going to grow salt crystals and make a sparkly snowflake decorations.

Using evaporation to grow salt crystals

Equipment: pipe cleaners, Epsom salts, blue food 1 colouring, container, scissors, pencil, teaspoon, string, boiling water (to be handled only by the teacher) Action: 2 1 Cut a pipe cleaner into three pieces of equal length and twist these together to form a snowflake. 2 You will need to be able to hang your snowflake inside the container without it touching the sides or bottom. Test your snowflake and trim the arms if necessary.

3 Your teacher will pour about 100 ml of boiling water into your container. 4 Add one teaspoon of Epsom salts and stir well until 6 dissolved. 5 Keep adding more Epsom salts and stirring until you have reached the saturation point, when no more will dissolve. 6 Add a few drops of blue food colouring and stir. 7 Use a piece of the string to tie the snowflake to the pencil. Make sure the pencil is long enough to rest on the edges of the container. 8 Lower the snowflake into the container and sit the pencil across the top. Be careful that the snowflake is not touching the sides or bottom of the container.

9 Leave overnight in a warm place, so that the water evaporates and crystals grow on the pipe cleaner. 10 The following day, you can remove your snowflake and hang it up to dry. Enjoy! Revision quiz

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Theme: TheImportanceof theSun Poster

Animation

HI STORY

25 TheAztecs about the Aztec civilisation how the Aztecs lived about their beliefs and culture. cacao, citizenship, commoners, maize, medicinal, Mesoamerican, nobility, pictograms, sacrifices, sculpture, vivid The Aztecs were a Mesoamerican civilisation who ruled a large empire in what is now Mexico in the 15th and early 16th centuries AD. They were famous for being fierce warriors and skilled builders. They called themselves ‘People of the Sun’.

Origins of the Aztec Empire

The Aztec civilisation is thought to have begun with a tribe of hunter-gatherers from northern Mexico who moved south in the early 1200s. According to legend, in 1323, they saw a vision of an eagle on a cactus, eating a snake. In this vision, the god Huitzilopochtli told them where to build a city. By 1325, they had built the city of Tenochtitlan on an island in Lake Texcoco. They gradually gained more land and the Aztec Empire was established by 1428. You will not find Lake Texcoco on a recent map of Mexico because it was drained in the 17th century. Mexico City was built on the site.

Warriors and weapons

Warriors were important and respected people in Aztec society. An Aztec warrior could improve his position in the empire by killing and capturing as many enemies as possible. Boys began their training from around the age of 17. They were taught to fight with slings, bows, clubs and a type of spear called an atlatl. They carried shields made of wood or maize cane.

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Strand: Early people and ancient societies Strand unit: Central and South American peoples Key skills: Time and chronology, cause and effect, using evidence, synthesis and communication, empathy

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TheAztecs

Religion

The Aztecs believed that the world was a disc in the middle of the universe, with heaven above and the underworld below. They had more than 200 gods, but worshipped the god of sun and war, Huitzilopochtli, above all others. The main temple in Tenochtitlan was built on top of the Templo Mayor pyramid and dedicated to Huitzilopochtli.

Tonatiuh’s face at the centre of a sun stone

Temples were important places of worship. The temple ruins at Teotihuacan are one of the most visited Aztec ruins today.

The Aztecs believed that human and animal sacrifices were necessary to keep order in the world. They regularly made sacrifices to the sun god Tonatiuh to ensure that the sun would rise each morning and the world would not end.

Everyday life of the Aztecs Clothing A person’s clothing represented their position in society. The nobility wore cotton clothing, dyed in vivid colours and decorated with feathers and embroidery. Commoners wore plain clothing. Women and girls wore a long skirt and blouse, while men and boys wore a loincloth and a long cape. Only the emperor was allowed to wear a turquoise cape! Food Maize (corn) was a staple food. It was ground down to make flour for tortillas. Other staples included beans, squashes and chillies. Large farms were located in rural areas, but every family living in a city had their own garden plot, where they grew maize, fruit, herbs and medicinal plants.

The Aztecs believed that cacao was a gift from the gods and consuming it gave them wisdom. They mixed cacao beans with seasonings to make a drink called xocolatl.

Music and art Musicians played flutes, whistles and drums. Their songs, which were written to honour the gods, were passed down through generations. Sculpture and pottery often represented the gods and mythical creatures. The most respected craftspeople were feather workers, who decorated clothing and made headdresses for the nobility.

Sculpture of the earth goddess Coatlicue

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Interactive activity

TheAztecs

Language and education

The Aztecs spoke a language called Nahuatl. Their writing consisted of pictograms (similar to hieroglyphs). From the age of four or five, girls worked with their mothers to learn the skills of running a household, which included weaving cloth and making clothing. Boys worked with their fathers to learn their trade or craft. Education was very important to the Aztecs. At the age of 14, all children attended school to learn about Aztec culture, history and citizenship. They were tested on what they had learned at the local temple.

Aztec pictograms

End of the Aztec Empire

In 1519, Spanish forces arrived in Tenochtitlan under the leadership of Hernán Cortés. At first, the Aztec people welcomed Cortés and his army. However, the Spanish carried diseases such as smallpox and measles, which killed millions of Aztecs because they had no immunity to them. In 1521, Cortés turned on the Aztecs. He invaded their lands and brought them under Spanish rule. 1 2 3 4 5 6

Who were the Aztecs? Name two Aztec gods who were associated with the sun. How did the Aztecs’ clothes show their position in society? Describe Aztec education. How did the Aztec Empire end? Imagine that you are an Aztec living in 1521 when Cortés invaded. How did you and your family feel? Write a paragraph on what it was like. 7 Why, do you think, did the Aztecs call themselves ‘People of the Sun’?

1 Write five facts that you have learned about the Aztecs in this lesson. 2 Pair work: Find out about these Aztec gods and make a fact file for each: Coyolxauhqui (goddess of the moon); Chicomecoatl (goddess of agriculture); Yacatecuhtli (god of merchants); Xochipilli (god of summer). 3 Group work: Design an Aztec costume. Present your design to the class, explaining the materials that you would use to make it and the social status of the person who would wear it.

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Theme: TheImportanceof theSun Video

26 Positions of theSun GEOGRAPHY

how shadows are produced the positions of the sun and how they cause the seasons the influence of the sun on the weather. axis, droplets, equator, full rotation, hemisphere, orbit, sets, water cycle Did you know that the sun is a star, just like the other stars in the night sky? The sun is the closest star to Earth, even though it is almost 150 million km away!

How a shadow is produced

A shadow is produced when light cannot pass through an object. Think about being outdoors on a sunny day. If the sun is behind you, your shadow is in front of you. The length of your shadow changes throughout the day. When the sun is low in the sky, it produces long shadows. When it is high in the sky, it produces short shadows.

Day and night

The sun rises in the east in the morning, is highest in the sky at noon (12 pm) and sets in the west in the evening. However, although it appears that the sun is moving across the sky, it is really the Earth that is moving. The Earth rotates, or spins, on its axis (an imaginary pole going through its centre), making one full rotation per day. When one side of the Earth is facing the sun, it is daytime there and night-time on the other side in the shade. axis

Ancient civilisations such as the Egyptians used an instrument called a sundial to tell the time. The surface of a sundial had markings for each hour of daylight. As the sun moved across the sky, the pointer cast a shadow on these markings, showing the time.

day

night

Strand: Natural environments Strand unit: Planet Earth in space Key skills: Questioning, observing, predicting, investigating and experimenting, estimating and measuring, analysing, recording and communicating

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Positions of theSun

Summer and winter

Not only does the Earth rotate, it also travels around the sun on a path called an orbit. It takes one year, or 365 and a quarter days, to orbit the sun. The equator is an imaginary line around the Earth, halfway between the North and South Poles. The area north of the equator is the northern hemisphere and the area south of it is the southern hemisphere. The two hemispheres experience the seasons at opposite times of the year because the Earth’s axis is tilted and it always points in the same direction. This means that only one hemisphere gets the sun’s direct rays at a time. For example, when it is summer in Ireland, it is winter in South Africa. northern hemisphere

southern hemisphere Summer in the northern hemisphere: The sun is shining directly on the northern hemisphere. It gets warmer here and the hours of daylight grow longer. In the southern hemisphere, it is winter and the hours of daylight grow shorter.

Summer in the southern hemisphere: The sun is shining directly on the southern hemisphere. It gets warmer here and the hours of daylight grow longer. In the northern hemisphere, it is winter and the hours of daylight grow shorter.

Why the sun influences climate Climate describes the typical weather conditions in a region over a period of 30 years or more. The farther north or south you travel from the equator, the cooler the climate becomes. The equator is the closest point on Earth to the sun. This means that the equator receives more heat than other places on Earth. The sun’s rays must travel farther to reach the North and South Poles, so these areas receive less heat.

In the northern hemisphere, the hours of daylight are longest on 21 June (the ‘longest day’ of the year) and shortest on 21 December (the ‘shortest day’ of the year). Guess what? In the southern hemisphere, it is the other way around!

North Pole – longest distance Equator – shortest distance

South Pole – longest distance

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Interactive activity

Positions of theSun

How the sun influences the weather Wind

Warm air rises because it weighs less than cool air. 2

Land heats up much faster than water, so the air above land is warmer than above sea. 1

Rainfall This process is known as the water cycle. The sun heats up water in seas, rivers and lakes.

Water vapour cools and condenses into water droplets, which form clouds. 3

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Cool air rushes in to replace the warm air. This is what produces wind. 3

Water droplets build up and fall as rain or snow. 4

The water runs back into rivers, lakes and oceans over the ground or underground. 5

Evaporated water rises as water vapour. 2

How is a shadow produced? At which cardinal directions does the sun rise and set in the sky? What causes day and night? What is the name of the imaginary line around the Earth? Explain the water cycle in your own words. Why, do you think, is it very cold at the North and South Poles? Why do we not see shadows on a cloudy day, do you think?

1 With the help of an atlas, list five countries in the northern hemisphere and five countries in the southern hemisphere. 2 Pair work: Make papier mâché models of the sun and the Earth. Use a straw or wooden skewer as the Earth’s axis. Draw the equator and label the northern and southern hemispheres. Use the models to demonstrate the Earth’s rotation, its orbit of the sun and how the two hemispheres experience the seasons at opposite times of the year. 3 Group work: On a sunny day, track the sun’s journey from east to west across the sky. Put a stick in the ground and mark its shadow with a pebble. Go outside every hour and mark the shadow with another pebble.

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Theme: TheImportanceof theSun PowerPoint

SCI ENCE

27 Light Sources to identify sources of natural and artificial light to investigate how light is broken up into colours to investigate how light travels in straight lines. artificial, emits, illuminate, luminous, prism, ray, spectrum An object that emits light is called a light source. The sun is our biggest natural light source. Can you think of other light sources?

What is light?

We are able to see an object because it either emits light or because it reflects (bounces back) light. Light is a form of energy that travels in waves. These waves travel very fast. The sun is almost 150 million km away from the Earth but it takes only eight minutes for sunlight to reach us. Light waves travel in straight lines. Sometimes we can see the sun’s rays beaming through the clouds. Similarly, if you switch on a torch in the dark, a beam of light shoots out in a straight line.

Natural and artificial light sources

It is very rare to be in complete darkness because there are many light sources around us. At night-time, the moon and the stars provide natural light. Fire and lightning are also natural light sources. Artificial light sources are usually powered Did you know that the moon does not by electricity. We use electric generate its own light bulbs to provide light light? The light indoors. In villages, towns shining from the moon at night-time and cities, we use street is simply a reflection lights to illuminate the of the sun’s rays. streets. Other artificial light sources include mobile phone screens and the tiny lights on household appliances left on standby.

Strand: Energy and forces Strand unit: Light Key skills: Questioning, observing, predicting, investigating and experimenting, estimating and measuring, analysing, recording and communicating

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Interactive activity

Light Sources

Luminous objects

Objects that generate their own light are described as luminous. The sun is a luminous object, as is an electric light bulb. Animals such as fireflies, glow-worms and lantern fish are also luminous.

The spectrum

Glow-worm When we talk about the colour of light, especially sunlight, we describe it as white. However, white light is made up of seven colours – red, orange, yellow, green, blue, indigo and violet. In the 17th century, a scientist named Sir Isaac Newton discovered that if he shone a light through a prism, the light could be split into seven colours. His discovery became known as the spectrum. Can you think of anywhere you can see this happen? If you said a rainbow, you were correct! Sometimes when it is raining and the sun shines through a gap in the clouds, water droplets in the air act like a prism, splitting sunlight into the seven colours of the spectrum. When this happens, we see a rainbow.

We are going to split white light into the seven colours of the spectrum using a prism.

Exploring the spectrum

Equipment: prism, sheet of white paper, Blu Tack, light source – sunny window or torch Action: ● Use Blu Tack to stick a sheet of white paper onto a wall directly opposite a sunny window. Use a torch if you do not have a sunny window. Make sure the paper is flat and smooth. ● Hold a prism in front of the paper so that it catches sunlight. If you are using a torch, hold the prism in front of the beam of light. ● Turn the prism in front of the light source until you see the spectrum appear on the paper.

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Experiment video

Light Sources

We are going to investigate how we can produce white light using a spinning colour wheel with the seven colours of the spectrum. Equipment: sheet of white cardboard, scissors, pencil, colouring pencils or markers, compass, ruler Action: ● Using a ruler and a compass, draw a circle of about 10 cm in diameter on sheet of cardboard. ● Cut out the circle and divide it, using a pencil and ruler, into seven equal segments. ● Colour the segments in the colours of the spectrum (red, orange, yellow, green, blue, indigo and violet). ● Make a small hole in the centre of the colour wheel using the point of a compass. ● Push a pencil through the hole and spin fast! ● Can you still see the colours on the card? Have you produced white light?

We are going investigate how light waves travel in straight lines.

How light waves travel

Equipment: five square sheets of card measuring 20  20 cm, torch, scissors, coloured markers, ruler, plasticine, compass 1 Action: 2 1 Take one card, fold it in half twice and open it out again. Mark an X in the centre of the folds. 2 Place the marked card over three blank cards and pierce a hole through the centre of all four using a compass.

3 Use the compass to draw a circle the size of a €1 coin in the centre of each of the four cards. Cut out the circles using scissors.

4 On the fifth card, use a compass to draw three circles, one inside the other like a target board. Colour each circle a different colour. 5 Make a stand for each card using a lump of plasticine, and position the cards 10 cm apart in a straight line.

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6 Switch off the lights and pull down the blinds so that it is dark. Position a torch in front of the cards. Watch what happens as the light travels through the cards.

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Theme: TheImportanceof theSun Video

how the properties of materials allow different amounts of light to pass through them to explore shadows why shiny surfaces reflect light and how mirrors work.

SCI ENCE

28 Light andMaterials

matt, opaqueness, periscope, reflection, reflective, submarine, transparency, translucence, translucent Light is a form of energy that travels in waves and reflects (bounces) off surfaces. However, light waves can also go through surfaces or get absorbed by them, depending on the material from which a surface is made.

Properties of materials

The amount of light that passes through a material depends on the material’s transparency, translucence and opaqueness. Transparent materials allow light to pass directly through them. Translucent materials allow only some of the light to pass through them. Opaque materials block light from passing through them. In buildings, materials are chosen for their suitability. Think about the materials we use for windows, doors, curtains, blinds and lampshades.

Transparent

Translucent

Opaque

We are going to examine a range of materials to see if they are transparent, translucent or opaque.

Transparent, translucent or opaque? Equipment: tinfoil, fabric, wood, cling film, clear glass/Plexiglas, baking parchment, tissue, newspaper, black card, bubble wrap, torch Action: ● Decide how you can test each material to figure out if it is transparent, translucent or opaque. ● Test each item by shining a torch at it. Record your findings on your worksheet. Strand: Energy and forces Strand unit: Light Key skills: Questioning, observing, predicting, investigating and experimenting, estimating and measuring, analysing, recording and communicating

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Interactive activity

Light andMaterials

Light and shadows

Is your body transparent, translucent or opaque? That’s right, it is opaque. This is why a shadow is produced when your body blocks the sun’s rays. As the sunlight tries to pass through you, the rays are either reflected or absorbed by the materials in your clothes.

We are going to investigate why shadows can be different sizes and shapes.

Exploring shadows

Equipment: selection of small, opaque classroom objects (for example, pencil, plastic toy, cup, ruler) Action: ● Hold an object upright on your table and shine a torch on it from different positions. ● Does the shadow change when you move the torch around? Do you notice anything about the shadow’s shape or length? ● Repeat the activity with other objects.

Reflective surfaces

A mirror is a flat, smooth, shiny surface that reflects a clear image of anything facing it. The mirrors that we use every day are made of a piece of glass with a shiny, metallic coating on the back. Most surfaces absorb some light and reflect some light, but mirrors reflect almost all of the light that hits them. When you look into a mirror, your body reflects light to the mirror, which then bounces off the mirror and goes into your eyes, allowing you to see your reflection. Every object with a shiny surface has reflective properties, whereas materials that are matt or dull are not reflective and therefore absorb more light. There are other surfaces apart from mirrors that allow us to see our reflection. Can you think of some examples?

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Light andMaterials

In groups of three, we are going to discover that when light hits a reflective surface such as a mirror, it can bounce off it and travel in different directions.

Exploring mirrors

Equipment: mirror, torch Action: ● This experiment needs to be carried out in a darkened room. Each person should stand in a different corner of the room, with one holding a torch and another holding a mirror. ● The person holding the torch should shine it at the mirror. ● The person holding the mirror must move it to see if they can get the light from the torch to reflect off the mirror and onto the third person. ● What happens to make the light change direction?

Periscopes

periscope

A periscope is a device that is used when people need to see things that would otherwise be out of their line of vision. In a submarine, which is often submerged under water, a periscope allows the sailors to see what is happening on the surface of the water. Periscopes work by using mirrors to reflect light.

light in light reflected against mirrors light out

We are going to make a periscope to see around corners.

Using mirrors to make a periscope

Equipment: cardboard shoe box, two small mirrors, protractor, sticky tape, glue, pencil, scissors Action: ● Use your knowledge of angles to help you make a periscope to see around corners. ● Tip: When the mirrors are positioned at similar angles, the light will bounce from one to the other.

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Theme: TheImportanceof theSun

GEOGRAPHY

29 TheImportanceof theSunfor Life

Video

why the sun is important for humans, plants and animals about the dangers of the sun and how to protect yourself in the sun. chlorophyll, convert, defence mechanism, melanin, nourishment, overexposure, pigment, ultraviolet rays, vitamin D

Without the sun, the Earth would be covered in ice and life would not exist here. The sun warms the planet, provides light and influences weather patterns such as wind and rainfall.

Plants and the sun

Photosynthesis

Plants need sunlight to grow. Have you ever walked through a forest and noticed the canopy of branches at the top of the trees while the trunks remain bare? All of the branches grow upwards so that the leaves can soak up as much sunlight as possible. Leaves contain a green pigment called chlorophyll, which traps light energy from sunlight. During the process of photosynthesis, leaves use this light energy to convert carbon dioxide and water into oxygen and food (sugars). Humans and animals need plants to survive. They provide oxygen for us to breathe, and we get nourishment and energy from plants when we eat them!

Humans and the sun

On sunny days, we tend to play outdoors for longer, which is good for both body and mind. Our body makes vitamin D when we get direct sunlight on our skin outdoors. Vitamin D is necessary for our bones to absorb the mineral calcium, which keeps them strong and healthy. Can you name any foods that are a good source of calcium?

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Strand: Natural environments Strand unit: Planet Earth in space Key skills: Questioning, observing, analysing, recording and communicating

07/04/2021 15:02

TheImportanceof theSunfor Life

Animals and the sun

Like humans, most animals need to get direct sunlight on their skin in order to produce the vitamin D they need to stay healthy and strong. We know that plants depend on the sun to grow, and many animals depend on plants for food. Lots of animals give birth to their young in spring or summer, when there is an abundance of plants to feed on.

Lemurs sunbathing

Dangers of the sun

Sunburn

The sun keeps our planet warm enough for life to exist, gives us light so we can see and helps our bodies to produce vitamin D. However, sunlight also contains harmful rays called ultraviolet (UV) rays. These invisible rays pass easily through the ozone layer and clouds and can damage our skin cells.

When the skin is exposed to UV rays, skin cells produce a brown to black pigment called melanin. Melanin protects the skin by shielding it from the sun. As the level of melanin in the skin increases, the skin becomes darker in colour, or tanned. People who are born with dark skin produce a lot more melanin than those with pale skin. Although melanin is the body’s natural defence mechanism against sunburn, it cannot protect the skin from overexposure to UV rays. Overexposure to UV rays leads to sunburn, skin aging (wrinkles) and even skin cancer in some cases. Our eyes are sensitive to the sun too. It is important not to look directly at the sun because it is so bright that it can damage our eyesight.

Looking directly at the sun can damage our eyes

How to stay safe in the sun

Applying sunscreen

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Sunscreen Wear sunscreen, especially during the summer months. A child’s skin is more sensitive to the sun than an adult’s. You should apply sunscreen to your skin at least 30 minutes before you go outdoors. It needs to be reapplied every two hours for maximum protection. A good sunscreen should have an SPF (sun protection factor) of 30 or higher. SPF 30 protects against 96% of UV rays. Waterproof sunscreen is also available to protect your skin at the beach.

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TheImportanceof theSunfor Life

Interactive activity

Hat Wear a hat to protect your face, ears, neck and scalp. A wide-brimmed hat gives the best coverage. Did you know that primary school children in Australia wear a sun hat as part of their school uniform? Clothing Wear sunglasses to protect your eyes. When shopping for sunglasses, look for a pair with a label or sticker saying that School uniform in Australia they protect against UVA and UVB rays. Shade Wear clothing that covers up your skin. Long-sleeved shirts and long trousers or skirts are best. Dark colours generally provide more protection than light colours because they absorb UV rays better and stop them from being reflected back onto your skin. Trees can provide shade from the sun

Seek shade from the sun between 11 am and 3 pm, when UV rays are at their strongest.

The skin is the largest organ of the body. It makes up 16% of the body’s total weight. Each day, it sheds over 50 million skin cells. If you put a piece of clear sticky tape on your arm and pull it off slowly, you will see some dead skin cells on the sticky tape.

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What is photosynthesis? Why do humans need vitamin D? Why do many animals give birth to their young in spring or summer? Why is sunscreen with a high SPF important? What is the largest organ of the body? How, do you think, does chlorophyll affect life on Earth? Why, do you think, are UV rays at their strongest between 11 am and 3 pm?

1 List the ways in which the sun is important to plants, humans and animals. 2 Think, pair, share: Discuss the ways in which people living in hot climates can protect themselves against overexposure to the sun. 3 Group work: Design a poster to educate younger children about the dangers of the sun and the things they can do to protect their skin.

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Theme: TheImportanceof theSun Animation

30 SunGods

chaos, characteristics, chariot, deities, divine right, personified, solar temple Many ancient civilisations worshipped the sun. Early peoples recognised that life could not exist without the sun, and so they personified it (gave it human characteristics) and worshipped it as a god of life and creation.

510 bc

2890 bc

Worship of Amaterasu recorded in Japan

Worship of Ra recorded in Egypt

3000 BC

Ra – sun god of Ancient Egypt

HI STORY

how various civilisations worshipped sun gods throughout history to read, discuss and retell myths from other countries.

1500 BC

1 AD

660 bc

Worship of Helios recorded in Greece

The Ancient Egyptians were very religious people. They worshipped hundreds of deities (gods), and the sun god Ra was one of the most important. They believed that Ra had created the universe. He ruled over everything in the world and the underworld, including the other gods. Ra was depicted in human form with a falcon’s head crowned by the sun disc. During the daytime, he rode across the sky in a golden ship, bringing sunlight and warmth, and causing crops to grow. Every evening, he fought and defeated his brother and enemy, the snake Apep, who loved chaos and wanted to destroy Ra and his creations. At night Ra went down to the underworld, bringing light and air to the souls who lived there. In some myths, human beings were said to have been made from Ra’s tears. The Egyptians called themselves the ‘Cattle of Ra’. (Cattle were very valuable in Egypt!) The pharaohs claimed to be sons and daughters of Ra and built solar temples and pyramids to honour him. Solar temple Strand: Story Strand unit: Myths and legends Key skills: Time and chronology, cause and effect, using evidence

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SunGods

Helios – sun god of Ancient Greece In Ancient Greek religion, Helios was the god of the sun. He was also the god of sight. He was said to be ‘all seeing’ and to watch all happenings on Earth. His mother and father were the gods Theia and Hyperion. He had two sisters: Selene, goddess of the moon, and Eos, goddess of the dawn. Helios was said to drive a horse-drawn chariot across the sky from east to west each day, bringing light and warmth across the world. His horses were named Pyrois (‘The Fiery One’), Aeos (‘He Who Turns the Sky’), Aethon (‘Blazing’) and Phlegon (‘Burning’). A statue of the sun god Helios known as the Colossus of Rhodes, was one of the Seven Wonders of the Ancient World. The statue was built on the Greek island of Rhodes in 280 BC and stood 33 m tall (just over one-third the height of the Statue of Liberty). It was destroyed in an earthquake in 226 BC.

Amaterasu – sun goddess of Japan

Amaterasu is the sun goddess in Shinto, which is Japan’s oldest religion. Her name translates as ‘Shines from Heaven’. Her parents, Izanagi and Izanami, created Japan by inviting it to rise from the ocean. Since the 7th century BC, the emperors of Japan haved traced their ancestry to Amaterasu. It is believed that this gives them the divine right to rule. Amaterasu was born from her father Izanagi’s left eye. Her brother Tsukuyomi (moon god) was born from his right eye, while her brother Susanoo (storm god) was born from his nose. Izanagi put Amaterasu in charge of the heavens, where she provided sunlight for the world and caused crops to grow. However, Susanoo often used his powers to destroy her work. One time, after he had destroyed her fields, she hid in a cave in anger.

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Interactive activity

SunGods

The world was thrown into darkness. So the other gods came to try to persuade Amaterasu to leave her cave. They brought her a gift of roosters and hung a mirror and and jewels from a tree outside the cave, but she would not emerge. Eventually, she began to miss the outside world. She emerged from the cave one day when she heard the sounds of laughter and roosters crowing. Just beyond the cave, she saw a magnificent sun goddess and went to investigate. Too late, she realised that she was seeing her own reflection in the mirror. The other gods quickly sealed up the entrance to the cave so that she could not go back into hiding. She continued to shine her light each day from that day on.

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Japan is traditionally known as the Land of the Rising Sun. The Japanese flag is made up of a red circle, symbolising the sun, set against a white background.

Why did ancient civilisations worship the sun? Who was Ra? What did Ra create? Describe Helios and his role. Who was Amaterasu and why was she important? Why, do you think, was the sun seen as a god? Name three similarities you can find between the sun gods in this lesson.

1 List five important facts about two of the following sun gods: Helios, Ra, Amaterasu. 2 Pair work: Design your own sun god. He or she should have a name, a power, a role, a family and a home, all of which you must describe. 3 Group work: Design a poster about Ra, Helios or Amaterasu. Do further research into how they were depicted in art. Research myths about them and their family members. Include a timeline showing when each of these gods were worshipped. Present your work to the class. Revision quiz

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Theme: TheRelationship BetweenAnimals andPeople Poster

PowerPoint

31 Forestry inIreland GEOGRAPHY

what the process of forestry is why and how forests are protected how horses and people can work together in forestry. biodiversity, canopy, conserve, fell, forestry, horse logging, nature reserve, saplings, woodland Forestry is the practice of planting and managing forests. As a growing industry in Ireland, it creates employment. It can also benefit the environment and wildlife. In Ireland, there are laws in place to protect biodiversity in our forests because plants and animals depend on us to respect their habitats.

Forest management and protection

Forest cover in Ireland 2020

Forest once covered 80% of Ireland. Over the centuries, it was nearly all destroyed by people felling (cutting down) trees for timber to build ships, houses and furniture, and to Woodlands are smaller clear land for farming. By 1900, than forests and their Ireland’s forest cover had fallen to canopy is less thick. 1%. By 2020, it had increased to 11%. The government has plans to further increase it to 17% by 2035. It has also commited to conserving Ireland’s native woodlands.

Management Coillte is a forestry business that is partly owned by the Irish state. It employs around 12,000 people. It manages (plants, tends and harvests) forests owned by the state. Around 20% of these forests are protected and must be left undisturbed. Forestry cycle

1 Planting

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2 Growing

3 Managing

4 Harvesting

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

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Forestry inIreland

Nature reserves The National Parks and Wildlife Service manages areas in Ireland that have been designated as nature reserves, including certain woodlands. These areas are protected. They are also popular local attractions for walking, hiking and recreation. Sustainability The Forest Service provides grants to farmers to plant trees on their land and promotes sustainable Glengarriff Woods Nature Reserve, Co. Cork forestry. In a sustainably managed forest, there are trees of different species and ages. Whenever trees are felled, new saplings are planted. Strict laws have been put in place to protect the quality of waterways in forests to prevent pollution and to limit the Saplings number of trees that can be felled. Logging is the business of felling trees and cutting timber. Horse logging was a common forestry technique in the past that used horses to transport felled trees. Today, horses have been replaced with track machines and tractors. However, horse logging is making a comeback. Horses can travel through forests without damaging them and they do not burn fossil fuels!

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What is forestry? Describe why the forest cover in Ireland decreased over the centuries. What is the difference between a forest and a woodland? What is Coillte? In a sustainable forest, what happens after trees are felled? Do you think that having and managing sustainable forests in Ireland is important? Why or why not? 7 Is horse logging a sustainable forestry technique, in your opinion?

1 List the ways in which forests are important to life on Earth. 2 Think, pair, share: Discuss ideas for increasing forest cover in Ireland. Make a plan for ways that you and your class could encourage the planting of more trees in your local area. 3 Group work: Prepare an argument for or against the motion ‘We need to plant more forests in Ireland’. Compete in a debate against other teams in your class.

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Theme: TheRelationship BetweenAnimals andPeople Video

SCI ENCE

32 Deforestation about deforestation and the reasons why it is happening how deforestation affects the environment how deforestation affects the Amazon. cash crop, deforestation, humid, slash-and-burn, tropical rainforest Deforestation is the long-term or permanent removal or clearing of forests to use the land for human activities. Every decade, 1.3 million km2 of forest is cleared around the world.

Reasons for deforestation

As the world’s population increases, more and more land is needed for housing, industry and farming. In some cases, deforested land is used as farmland. In other cases, deforested land is used for growing cash crops, which are products that are sold for profit abroad, such as coffee, tea, cocoa, sugarcane, spices and cotton.

Deforestation techniques

Coffee crop

Logging and slash-and-burn are two techniques used for clearing forests. Logging uses machinery to clear large areas of forest quickly. During slashand-burn, large trees are cut down and the land is then set on fire to kill all remaining plants. The fire leaves behind ash, which makes the soil fertile enough to grow crops. Typically, the soil is then overused until it is too exhausted to grow anything.

Impacts of deforestation on the environment

Climate change During photosynthesis, plants absorb carbon dioxide from the air and release oxygen. In trees, this carbon gets stored in the wood. When a tree dies and decomposes, the carbon is released into the atmosphere over roughly seven years.

During slash-and-burn deforestation, the burning of wood instantly releases large amounts of carbon dioxide into the atmosphere, which contributes to global warming. During logging, machines that burn fossil fuel are used, which also contributes to global warming. Before and after deforestation

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Strand: Environmental awareness and care Strand unit: Environmental awareness; Science and the environment Key skills: Questioning, predicting, investigating and experimenting, interpreting, recording and communicating

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Interactive activity

Soil erosion Tree roots help to anchor the soil and stop it from getting blown away by the wind or washed away during heavy rainfall. If soil gets washed away, it runs into rivers and lakes, which can cause flooding or affect the quality of drinking water locally. Habitat loss Forests provide habitats for many species of plants and animals. Habitat loss can lead to extinction of species.

Deforestation

Some companies are trying to reverse the effects of deforestation by planting trees for every product sold. Others say that they are committed to using resources that have not come from areas where logging or slash-and-burn techniques were used.

The Amazon Rainforest

C A SE S T U DY

Area: 5.5 million m2 (The UK and Ireland could fit into it 17 times over!) Continent: South America Countries: Brazil, Bolivia, Peru, Ecuador, Columbia, Venezuela, Guyana, Suriname, French Guiana Biodiversity: One of the most biodiverse ecosystems in the world – home to 80,000 different species of plants and 10 million different species of animals. Rate of deforestation: Between 15% and 17% has already been cleared. The World Wildlife Fund (WWF) predicts this could increase to 25% by 2030 at the current rate of deforestation. The Amazon Rainforest is the world’s largest tropical rainforest. It rains here almost every day. Because the climate at the equator is hot, the rainwater quickly evaporates. However, the tree canopy acts like a roof or lid, trapping water vapour close to the ground and making the air humid. In August 2019, over 2 million acres of rainforest were destroyed by fires. These fires are thought to have been started by people using the slash-and-burn technique to clear land for farming. Since 1970, 80% of land deforested in the Amazon has been used for grazing cattle. International food companies buy the land and pay local farmers (poorly) to rear cattle for beef.

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Deforestation

We are going to make our own ‘rainforest in a jar’ to show how water can be recycled in this environment.

Recreating tropical rainforest conditions

The Amazon is the world’s largest medicine cabinet! More than 25% of the world’s medicines are made using just 1% of its plant species. Imagine how many more discoveries might be made in the future!

Equipment: jar with lid, flower or vegetable seeds, potting soil, gravel, water, small piece of sandpaper, piece of moss (optional) Action: ● Line the bottom of the jar with gravel. ● Sprinkle a 2 cm layer of potting soil on top of the gravel. ● Pour enough water over the potting soil so that it is moist but not soaking wet. ● Gently rub the seeds with the sandpaper to aid water absorption. ● Drop the seeds and moss (if using) into the jar. ● Put the lid on the jar and place it in a sunny spot. Watch your rainforest grow! Look for condensation on the sides of the jar. This is the same process that keeps the air in a tropical rainforest humid.

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What is deforestation? What two techniques are used for clearing forests? How is deforestation linked to climate change? Which countries does the Amazon Rainforest cover? Describe the biodiversity of the Amazon Rainforest’s ecosystem. How, do you think, could a take-away beefburger possibly be linked to deforestation? 7 How would long-term deforestation in the Amazon Rainforest affect the world, do you think?

1 Outline the reasons why deforestation takes place. 2 Pair work: Do research online on cattle ranches in the Amazon Rainforest for which large areas of land have been cleared for grazing animals. Present your findings in a poster. 3 Group work: Do research online into companies that work to protect forests. Complete a project outlining what their work involves and what we can do to support them.

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Theme: TheRelationship BetweenAnimals andPeople Video

33 HorseRacing inthePast HI STORY

about chariot racing in the past how horse racing became a popular sport in Ireland how the Curragh became a centre for training and racing. dam, domesticated, equine, invest, nomadic, sire, steeple, steeplechase, thoroughbreds The relationship between humans and horses dates back thousands of years. Horses feature in the cave paintings at Lascaux in France, which are estimated to be up to 20,000 years old. The first horses were tamed in 4,500 BC by nomadic tribes in Asia. In Ancient Ireland, horses and cattle were the main sources of wealth.

From chariot racing to flat racing

Chariot racing at the Circus Maximus

Paintings at Lascaux

The earliest known record of chariot racing (when horses pulled humans in chariots) took place in 624 BC in Ancient Greece. Wild horses were captured, domesticated and trained to compete in the races. The Circus Maximus, a huge course for chariot racing in Ancient Rome, was built in the early 6th century BC.

Fionn Mac Cumhaill and the Fianna were said to have raced chariots across a ‘cuireach’ (an Old Irish word for a race course) in Ireland in the 3rd century AD. The race was located at what is now the Curragh, Co. Kildare. This is mentioned in the Celtic text Togail Bruidne Dá Derga, written in the 8th or 9th century. Other texts such as the Book of Leinster (compiled in the 12th century), also mention chariot races held there. Over time, horse racing ‘on the flat’ (when humans rode on horses’ backs over a distance on flat ground), slowly overtook chariot racing as a more popular sport in Ireland. Races were held for entertainment on fair days around the country. ‘Equine’ is the word used to describe a member of the horse family. It comes from the Latin word ‘equus’, meaning ‘horse’.

Fionn Mac Cumhaill and the Fianna racing chariots Strand: Local studies Strand unit: Games and pastimes in the past Key skills: Time and chronology, cause and effect, using evidence, synthesis and communication, change and continuity

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HorseRacing inthePast

Racing at the Curragh

During the 17th century, the wealthy people of Dublin went to the Curragh to hunt with their hounds and falcons. There are records of races being held for their entertainment, such as one that took place between horses owned by Lord Digby and the Earl of Ormond in 1634. King Charles II of England promoted racing at the time by offering support and prize money. There are still royal prizes to be won at both the Curragh and the Down Royal racecourse in Northern Ireland. This has led to horse racing becoming known as the ‘sport of kings’.

Steeplechase

In 1752, a new type of race was invented after a famous race was held in Cork between two neighbours, Mr O’Callaghan and Mr Blake. The race started at the steeple of Buttevant Church and finished at the steeple of Doneraile Church, a distance of about 6 km. This race involved jumping as well as racing on the flat. It became known as the steeplechase and is one of the most popular forms of racing today.

Scenes from a Steeplechase, painting by Henry Thomas Alken, c.1845

By the end of the 18th century, racing was so popular that an organisation called the Turf Club was set up to oversee the rules and regulations for racing.

Breeding

Horses that were naturally suited to running were used to breed other horses. The father of a racehorse is known as the sire and the mother is known as the dam. In the 18th century, Thomas Connolly and Denis Bowes Daly, both involved with the Turf Club, started to invest a lot of money in breeding. They were in a competition with one another to see who could breed the best horses. Birdcatcher, a horse bred by Bowes Daly, became known as one of the greatest-ever Irish sires because he fathered so many winning horses. Over time, Irish-bred racehorses became known for their speed and strength. These horses are called thoroughbreds and their lineage can be traced right back to a particular sire and dam.

Birdcatcher with Jockey Up, painting by Samuel Spode, 1858

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Interactive activity

HorseRacing inthePast

Three racehorses from the 17th and 18th centuries will forever be famous in the racing world. Their names were Darley Arabian, Byerley Turk and Godolphin Arabian. They became the ancestors of almost all of the thoroughbreds in the world. They were the original thoroughbreds who fathered male horses who, in turn, went on to father more male horses. The lineage of almost every thoroughbred alive today can be traced back to one of these horses!

The Curragh today

Horse racing remains a hugely popular sport in Ireland to this day. The Curragh is well known as a centre for training as well as a venue for racing. More than one-quarter of Irish-trained horses are trained at stud farms operating around the Curragh, including the National Stud. These horses regularly win major international races. Racehorse training at the Curragh

1 When and where were horses first tamed? 2 In which century and where was Fionn Mac Cumhaill said to have taken part in chariot racing? 3 Explain the difference between wild and domesticated horses. 4 What happened in the 17th century that encouraged the development of horse racing? 5 How is steeplechasing different from flat racing? 6 Name two people involved in the early days of horse breeding in Ireland. Why were their activities important to the development of the horse breeding industry here? 7 Why, do you think, is it important for racehorses to be thoroughbreds?

1 What is your experience of horses? Have you ever been to the races or gone horse riding? If not, would you like to? Why or why not? 2 Pair work: Choose either the racecourse at Tramore, Co. Waterford or the one at Bellewstown, Co. Meath. Research its history and compile a fact file on it. 3 Group work: Research the history of chariot racing at the Circus Maximus in ancient times. Put together a presentation to share your findings with another class.

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GEOGRAPHY

34 LifeAlong theCoast about Sherkin Island and its flora and fauna about tourist attractions on Sherkin Island how to carry out an audit of your local area. accessible, audit, automated, mainland As an island, Ireland has many communities of people living in coastal areas and on smaller islands. Over time, people have developed customs and ways of living that are linked to the natural environment. For example, on an island, this might include fishing and tourism.

Settlement

It takes just ten minutes to get to Sherkin Island by ferry, making it one of the most accessible islands in Ireland. Just over 100 people currently live here, in homes ranging from old farmhouses to modern houses. There are a number of farms with cattle or sheep. The island has a number of holiday homes, two pubs, a hotel, a B&B, a community centre, a coffee shop and a church. Social events and classes are held at a community centre, which is beside the island’s library.

Sherkin Island

FAC T F I L E Name in Irish: Inis Arcáin Location: South-west of Co. Cork, close to the small fishing village of Baltimore Population: 100 people Size: 4.8 km long, 2.4 km wide Transport: Ferry from Baltimore; bus service from the ferry; cars and bicycles

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LifeAlong theCoast

Challenges for the community

In 2016, 124 years after it was founded, the primary school on the island closed. Now children must travel by ferry to Baltimore and then take a bus to school. This has made it hard for families with children to stay on the island. During the summer months, there are ten ferry sailings per day. However, after the tourist Sherkin Island ferry season ends, there are fewer sailings. There is no supermarket, Garda station, fire station or medical centre. A Public Health Nurse from the mainland visits people in need of medical care. In emergencies, an air ambulance can fly patients to the hospital in Cork City by helicopter.

Flora and fauna

The number of people staying on the island increases in the summer months, when visitors come to enjoy its natural beauty. Many plants such as fuchsia, bluebells and gorse bloom on the roadsides, in the fields and at the water’s edge. Animal lovers can take a boat tour offering them the chance to spot dolphins, seals, basking sharks, minke whales, humpback whales and fin whales. For birdwatchers, the island is home to many species, including gannets, cuckoos, oystercatchers and curlews.

Fuchsia

Humpback whale

Oystercatcher

Tourist attractions

The busiest time of the year to visit is during the Sherkin Regatta, which is a rowing festival held in July or August. The festivities include children’s activities, live music and food stalls. Quite a few artists live on the island. Some artists open their studios to visitors. Using a trail map, visitors can do a tour of these studios. Along the way, they might stop off at the automated lighthouse, which is looked after by the locals. They can visit a Celtic fort dating back to 600 BC, or the ruins of O’Driscoll Castle or the Sherkin Friary, both of which were built in the 15th century AD. They can also try their hand at fishing.

Sherkin Friary

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Auditing your locality

Carry out an audit of your locality using the headings and prompts below.

Settlement and community ● ● ● ●

Is it an urban, a rural, a coastal or an island community? What kinds of homes are there? (Housing estates, terraced houses, detached houses, bungalows, apartments) What kinds of services are there? (Library, school, nursing home, community centre, medical centre, Garda station, fire station) Are there any historical buildings or places of interest? (Castle, park, playground)

Landscape ● ● ●

What are the natural features? (River, lake, mountains, cliffs, beach, island) What are the local fauna? (Farm animals, wild animals) What are the local flora? (Plants, flowers, trees)

People at work ●

Where do people in the locality work? (Farms, factories, shops, a quarry)

Transport ● ●

How do people travel in the locality? (Ferry, train, bus, taxi, car, bicycle) Are there any features of a transport system in your locality? (A bridge, a harbour, a tunnel) 1 2 3 4 5 6 7

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Describe Sherkin Island’s location. How can tourists travel around the island? What activities can animal lovers do when they visit the island? When is the busiest time to visit the island? What evidence is there of settlement on the island in the 1400s? Why, do you think, did the school close in 2016? Why do people choose to live on the island in spite of the challenges, do you think?

1 Explain how life on Sherkin Island differs from life in your locality. 2 Pair work: Research how you could travel from your locality to Sherkin Island using public transport. 3 Group work: Imagine you work for a travel agent. Design a brochure to promote tourism on Sherkin Island, outlining its natural features, historical and cultural attractions and places to stay.

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Theme: TheRelationship BetweenAnimals andPeople Video

35 Pollutionof theOcean SCI ENCE

how climate change and pollution are affecting the ocean why marine debris and microplastics are such a problem what solutions science is offering. algae, biodegradeable, bioplastic, coral reef, fertiliser, kelp, marine, microplastics, pesticide, plankton, polyps Around 71% of the Earth’s surface is covered in water. Scientists estimate that 50–80% of the oxygen on the planet is produced by plankton living in the ocean. Plankton is made up of billions of tiny organisms that float in the water, including aquatic plants called algae. Algae produce oxygen (which we need to breathe) during photosynthesis.

Seawater can look green when it contains a lot of plankton, especially algae

Climate change and ocean life

Polyps

Coral reefs provide a habitat for about 25% of all marine species. Coral is made up of tiny animals called polyps that eat algae. Polyps’ bodies have a hard casing made of minerals. When they die, the hard parts of their bodies form a foundation for new polyps to live on. Coral reefs have developed in this way over millions of years. The Great Barrier Reef, off the coast of Australia, is over 2,600 km long and can be seen from outer space. Between 2016 and 2017, half of its coral died due to climate change. The algae died because the water got too warm, Coral reef causing the coral to starve.

Pollution of the ocean

Oil spills Man-made pollution causes a lot of problems for animals in the ocean. Animals depend on their feathers or fur to stay warm. If oil leaks into the ocean from an oil tanker, a pipeline or an offshore oil well, it can coat the feathers of seabirds and the fur of seals and otters, causing them to die of the cold. Animals can also get very ill if they swallow oil.

Strand: Environmental awareness and care Strand unit: Environmental awareness; Science and the environment Key skills: Questioning, recording and communicating, exploring, evaluating

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Pelican covered in oil from an oil spill

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Marine debris Marine debris is rubbish that ends up in the ocean due to poor waste management and littering. It is carried to the ocean by rivers or dumped there by boats. Fishing nets, plastic bottles, six-pack rings and plastic bags are common marine debris. Fish and seabirds can get caught up in six pack rings and die. Sea turtles often mistake plastic bags for jellyfish, and get very ill after nibbling on them. Chemicals Some pollution is caused by fertiliser and pesticide from farms and gardens leaking into waterways and ending up in the ocean. The chemicals they contain cause algae blooms to grow in the sea. This is an excessive growth of algae on the surface of the water.

The Great Pacific Garbage Patch is a collection of marine debris floating off the west coast of the USA that covers an area of about 1.6 million km2.

Algae blooms affect the ecosystem in the ocean below. Thick algae blocks sunlight from underwater plants and reduces the amount of food available to animals. Microplastics Microplastics are tiny pieces of plastic. They can be found in shampoo, in toothpaste and in synthetic fabrics such as nylon. They are also created when larger pieces of plastic in the environment break down. They enter the food chain when fish swallow them and absorb the chemicals in their bodies. When we then eat the affected fish, microplastics may have an affect on our health.

Kelp is a kind of large seaweed. This large, green-brown algae needs sunlight for photosynthesis, just like plants growing on land. In coastal waters, kelp forests provide a habitat for thousands of species of animals, including sea stars, jellyfish and crabs. Kelp is also a food source for many small species of fish.

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Interactive activity

What is science doing to help?

Scientists are working on ways to clean up the plastics in our oceans. One way uses long floating barriers that allow water to flow underneath and trap plastics on top. These are better than nets as they do not trap fish.

Pollutionof theOcean

In 2019, 18-year-old Fionn Ferreira from Co. Cork won the Google Science Fair grand prize for his work on microplastics. He invented a method to remove 85-92% of microplastics from water.

Scientists are also developing bioplastic from organic waste such as plant material, which is not poisonous to animals. Each year, over 150 million tonnes of organic waste is produced by cities. This could be used to make bioplastic.

What can I do to help? We can all help to prevent the pollution of the ocean by using less plastic. We are encouraged to use biodegradable plastic, which breaks down in soil, but if it gets disposed of incorrectly and reaches the ocean, the temperature of the water in some regions is too cold for it to break down. Think of one thing that you can do to use less single-use plastic and start today! We all also have a responsibility not to litter. Litter can blow into rivers and end up in the ocean, where it can harm or kill animals. 1 2 3 4 5 6 7

How does the ocean help to support life on Earth? How can oil spills affect animals? Explain how marine debris ends up in the ocean. What effect can fertiliser and pesticide have on the ocean? Give two examples of plastic items that harm animals in the ocean. Why is it a problem if microplastics end up in the food chain, do you think? How, do you think, do microplastics in shampoo, toothpaste and synthetic fabrics end up in the ocean?

1 Write a list of the ways in which you use single-use plastic in your daily life. What changes could you make to reduce the amount of single-use plastic that you use? 2 Pair work: Choose fish, sea turtles or seabirds. Research how ocean pollution affects these animals and design a poster to educate younger children about the issue. 3 Group work: Research one of the following approaches to reducing plastic waste: reusable travel mugs, refillable water bottles, plastic bag charges or banning plastic straws. Put together a presentation to share your findings with the class.

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Theme: TheRelationship BetweenAnimals andPeople Video

HI STORY

36 PigeonPost about the role of pigeons in ancient times for communication how pigeons were used during wartime how pigeons have been recognised for their efforts. aeronaut, allies, ammunition, barrage, canister, fanciers, homing pigeon, intercept, loft, navigate, relay posts, siege, telegraph Although often seen as a nuisance in towns and cities, the pigeon is one of the most significant animals in history. For thousands of years, before the invention of the telegraph, the radio, telephones or email, pigeons were used to deliver messages in a little canister attached to their leg or back. We call this ‘pigeon post’.

Homing pigeons

Homing pigeons are trained to find their way home again, no matter how far away they travel. They use the Earth’s magnetic field to navigate their way to their destination. Their average flying speed is around 97 km/h and they can travel up to 1,100 km in a single day. Today, pigeon racing is a sport, but in the past pigeons were used as messengers and played very important roles in the outcome of historic events such as wars. In fact, war pigeons have saved many lives.

Pigeons in ancient times

According to hieroglyphs dating back to around 3000 BC, the Ancient Egyptians trained pigeons to deliver messages home. They were even able to send messages this way during voyages at sea. Beginning with the first Olympic Games in 776 BC, the Ancient Greeks used pigeons to carry messages from Athens to the other cities, announcing the names of the winners. Cities whose athletes had been successful were able to organise celebrations for the athletes’ return.

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Strand: Continuity and change over time Strand unit: Communications Key skills: Time and chronology, cause and effect, change and continuity,

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Interactive activity

PigeonPost

Hadrian’s Villa, built in Tivoli in AD 117 for Roman Emperor Hadrian, contains a mosaic that shows doves (a smaller type of pigeon) drinking water from an expensive looking bowl. Perhaps they were parched after delivering the emperor’s post all day! In the 13th century AD, Mongol Emperor Genghis Khan built pigeon relay posts across Asia and Eastern Europe so that he could quickly learn news about his empire.

War pigeons

One of the biggest uses of pigeon post happened during the Siege of Paris (AD 1870–1871) in the Franco-Prussian War. The Prussian (German) Army had surrounded Paris, trapping its residents inside the city. The people of Paris used hot-air balloons to deliver messages to places outside of Paris. However, it was too difficult for the aeronauts (pilots) to fly back into Paris because hot-air balloons were very tricky to steer. So the aeronauts began to bring basketloads of homing pigeons with them so that the pigeons could deliver messages back to people in Paris. It is estimated that more than 60,000 messages were delivered to Paris by pigeons during the four-month siege. The Prussian Army used hawks to try to intercept the pigeons, but in most cases the brave pigeons got past them! Pigeons were extremely useful during World War I because they could carry messages from one country to another, and between troops stationed on different battlefields. An estimated 100,000 pigeons were used throughout the war. They were kept in cages inside tanks and trenches or in mobile lofts (pigeon houses).

British mobile pigeon loft in World War I

Usually, three copies of a message were sent via three different pigeons to increase the chances of the message reaching the intended recipient. This meant around 95% of messages successfully arrived at their destination.

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PigeonPost

Cher Ami, war hero

During World War I, more than 550 American soldiers were trapped behind enemy lines without food or ammunition ammunition. They began to be fired upon by their allies allies, who mistook them for the enemy.

The first pigeon was shot down by the Germans. The second pigeon was also shot down.

Soldiers who tried to escape with a message were captured or killed by the Germans. With only 194 men left alive, the American officer decided to send pigeons with messages..

The third pigeon was named Cher Ami. She was shot in the chest, and lost both an eye and a leg, but she successfully delivered her message.

Her message read, ‘We are along the road parallel to 276.4. Our own artillery is dropping a barrage directly on us. For heaven’s sake stop it.’

With that message, Cher Ami saved 194 lives.

Cher Ami was awarded the Croix de Guerre (Military Cross) medal for her brave service in 1918. She died in 1919 from her wounds.

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Pigeons today

Today, pigeon post has been replaced by radio, email, instant messaging and telephones. Pigeon fanciers still breed and train homing pigeons to carry messages as a pastime and pigeon racing is also still popular. Releasing pigeons became an official part of the Olympic Games opening ceremony in 1920. More recently, white pigeons (known as release doves) are used because doves are a symbol of peace.

Olympic Games opening ceremony, Tokyo, Japan, 1964

1 2 3 4 5 6

What is pigeon post? What do pigeons use to navigate their way? What did the Greeks use pigeons for? How were pigeons used during wartime? Who was Cher Ami? Why, do you think, was it important to Genghis Khan to quickly hear of any news in his empire? 7 Why is pigeon post not really used any more, do you think?

1 List five ways in which pigeon post was valuable throughout history. 2 Pair work: Do further research on the use of pigeons throughout history and make a timeline on an A3 sheet of paper. Add pictures and fun facts to your timeline. 3 Group work: Imagine you are setting up a pigeon post office. Design a TV advertisement to promote your business. Decide who will be the director, the narrator and the actors. Practise performing your advertisement and then present it to the class. Revision quiz

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Theme: Clothing Poster

Video

37 TheScienceof Fabrics SCI ENCE

how fabric is made how fabrics are chosen for their properties to investigate the properties of stretchiness and elasticity. bamboo, dye, elastic, elasticity, jute, loungewear, petroleum, synthetic, textiles, weave, yarn Archaeologists think that people began trying to weave plant fibres into textiles (cloth or woven fabric) in order to make clothing in the Stone Age. Since then, our knowledge and technology to make textiles has continued to expand and develop. The three main categories of raw materials used to make fabric are animal fibres (silk, wool), plant fibres (cotton, jute, flax, bamboo) and synthetic fibres (polyester, nylon, rayon, acrylic).

Cotton plant ready to be harvested

How fabric is made 1

Spin the fibres into yarn, or thread.

Weave the yarn into fabric.

Clean the fabric to remove dirt and debris.

Spinning machines

Treat the fabric with chemicals to remove oils and wax that naturally occur in most fibres.

Stretch and then dye the fabric.

The fabric is ready to be cut and sewn to make garments.

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Industrial looms for weaving cotton

Stretching and dying fabric

Sewing

Strand: Materials Strand unit: Materials and change Key skills: Questioning, recording and communicating, exploring, evaluating, analysing

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Experiment video

TheScienceof Fabrics

Properties of fabrics

Fabrics are chosen for the properties that make them suitable for particular kinds of garments. For example, a raincoat must be made of a waterproof fabric. For cold weather, it might also need to be lined with a fabric that is warm. Loungewear (clothing designed to be worn at home) is usually made of a soft, stretchy fabric. Without stretchiness, clothing is a lot less comfortable and more likely to rip or fray. Elasticity is an important property in sportswear. It allows a jersey to cling tightly to the body so that there is no loose material slowing down movement. Swimwear, tights and leggings would all be very challenging to wear without elasticity! Most synthetic fibres are made using petroleum (oil). During the 20th century, new fabrics were invented through blending synthetic fibres with natural fibres such as cotton. These fabrics have improved properties such as strength, durability or smoothness. Lycra, a synthetic fibre invented in 1959, is often added to a fabric to make it elastic.

Do you know the difference between stretchiness and elasticity? Both stretchy and elastic materials stretch, but elastic materials will snap back to their original shape!

Let’s find out which fabrics are stretchy/not stretchy and if any are elastic.

Testing for stretchiness and elasticity

Equipment: 20 cm  5 cm strip of linen/cotton, knitted wool, polyester, Lycra, velvet, cotton jersey, silk and nylon fabric, weights (10 g, 30 g), empty yoghurt carton, paper clips, sharp pencil, measuring tape, string Action: ● On your worksheet, make a prediction about whether each strip of fabric is stretchy, elastic or neither before you start testing. List the fabrics 1 to 8 in order of how much you think they will stretch. Tick the fabrics you think are elastic. ● Check to ensure that the strips of fabric are all the same length. Measure each strip of fabric before stretching. This is to check if a material that stretches goes back to its original length. If so, it is elastic. ● Poke a small hole at the bottom of each strip using a sharp pencil. ● Open a paper clip and shape it into an ‘S’ hook. Hook it through the hole in the first strip of fabric that you want to test. Be careful with sharp tools. PCM 18

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TheScienceof Fabrics

●

Poke two facing holes in the yoghurt carton, using the end of a paper clip. Thread a length of string through the two holes and tie the ends in a knot to make a handle. Place a 10 g weight inside the carton. Attach the ‘S’ hook to the carton handle. Lift the carton by lifting the other end of the fabric. Observe what happens to the strip of fabric. Remove the carton and measure the strip of material to see if it has returned to its original length (there is no need to measure it if the material did not stretch). Record your findings on your worksheet. Repeat the test with the 30 g weight on each strip of fabric. Were any of the materials stretched too much by the weights? How do you know this?

Bamboo clothing has become popular in recent years. Bamboo is a giant, woody grass. It grows quickly and does not need pesticides to thrive. It is seen as a sustainable alternative to cotton, as long as chemicals are not used to extract fibres from the plant.

1 What development allowed humans to wear clothing made from textiles? It is thought to have started in the Stone Age. 2 What are the three categories of raw materials used to make textiles? 3 Name three types of plant used to make fabric. 4 Name two advantages of synthetic fibres in fabric. 5 What does ‘elasticity’ mean? 6 Why is it beneficial for sportswear to be lightweight? 7 Are there times when it would be a bad thing for a fabric to be stretchy? Why or why not?

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1 Examine a piece of clothing you are wearing today. Observe how the fibres are woven together. Describe how the material feels. Does it feel stretchy? Soft? Rough? Do you think it is natural or man-made? 2 Think, pair, share: Imagine that all of your clothing had to be made from only one type of fabric! Which fabric would you choose? Would it be soft? Stretchy? Waterproof? Give three reasons why you chose it. 3 Group work: Research the most suitable fabrics for the following items: bed sheets, carpet, thermal socks, running clothes, sofa cover, ski jacket. Consider properties such as weight, waterproofness, softness, stretchiness, elasticity, insulation and durability.

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Theme: Clothing PowerPoint

38 Clothing ThroughtheAges HI STORY

how clothing has changed in Ireland from the Vikings to today to identify influences that have caused fashion to change over time. bonnet, crochet, flax, homespun, lace, linen, mass-produced, trends, tweed, unisex Clothing can provide clues about people’s lives. Wealthy people’s clothing was made of good quality fabrics, which could last for centuries. So we know more about wealthy people’s clothing than poor people’s clothing from the past.

Early and Viking Ireland

Wool and flax (used to make linen) were common materials for clothing in early Ireland because they were locally available. Viking men and women wore a léine, or tunic, made of linen, sometimes with a leather belt. Women often wore a dress on top. Both men and women wore a cloak made of wool or animal skins, with a copper, bronze or gold brooch.

Medieval times

Our knowledge of men’s clothing in medieval times comes mostly from writings about war. They wore a léine, an inar (jacket), a pair of trius (tight trousers) and a brat (cloak). Women did not fight in wars, so we know less about their clothing. It is thought that they wore a long léine, and over that, a dress, as well as a bonnet or headscarf.

A dress thought to be from the 13th century was discovered by a farmer in a bog in Moy, Co. Clare in 1931. It is known as the Moy Gown and is thought to have had buttons down the front and short sleeves.

18th century

Most Irish people lived in rural areas and wore clothing made from homespun linen, wool or tweed. Towns and cities had woollen mills, where machines were used to spin fibres into yarn and to weave yarn into fabric. Poor people made their own clothing. Tailors and seamstresses made clothing for wealthy people, who also wore imported furs, ribbons and silk stockings. Strand: Continuity and change over time Strand unit: Clothes Skills: Time and chronology, cause and effect, change and continuity, using evidence, synthesis and communication, empathy

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Clothing ThroughtheAges

19th century

Clothing was made of locally woven fabrics, but people also learned of new fashion trends from magazines and newspapers. Wealthy women wore a long skirt or dress. They wore layers of undergarments under their skirt to create a certain shape. Wealthy men wore a top hat, gloves, a suit with coat-tails, a shirt and a waistcoat. Improvements in manufacturing and transport led to a boom for the Irish clothing industry. Irish lace and crochet became famous in the late 19th century.

Early 20th century

The early 20th century saw the first department stores selling ‘ready-to-wear’ clothing. Fashionable women wore a suit with a wool jacket and a long skirt, while men wore a three- or two-piece suit with wide trousers. Both wore hats. In the 1920s, women’s clothing became more relaxed and looser, and skirts became a bit shorter. The trench coat, or ‘mac’, and the Aran jumper became very popular in the 1930s. A couple on holiday, 1920s

The Aran jumper The Aran jumper is named after the Aran Islands off the coast of Galway, where it was first made. This hand-knitted, woollen jumper was originally made for fishermen, to keep them warm and dry at sea. It is unique because of its tight cable stitching, with diamond and honeycomb patterns. An American film released in 1934 called Man of Aran introduced Aran jumpers to the world. They quickly grew in popularity.

After World War II

The war resulted in fabric shortages in the 1940s and 1950s. This meant that clothes became more functional and used less fabric. Women’s suits had a skirt and jacket. Men wore suits and belted overcoats made of sturdy fabric such as tweed. Irish designers such as Sybil Connolly became internationally renowned in the 1950s (see Chapter 42).

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A couple in 1950

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Interactive activity

Clothing ThroughtheAges

1960s and 1970s

Television programmes and films were watched by more and more people, and fashion became heavily influenced by Hollywood. The miniskirt was very popular with younger women. Men’s clothing became more colourful, with bright patterns. Unisex garments such as jeans became fashionable. Advances in science and technology resulted in synthetic fabrics, which could be washed and dried quickly. By the 1980s, clothing was mass-produced and so became much cheaper to buy.

Today

1970s fashion

Since the 1990s, mass-production of clothing has increased and online shopping has taken off. Shopping for clothing is now quicker, easier and cheaper than in the past. This is called fast fashion. In recent years, people have become aware of the impact fast fashion is having on the environment. Many people now buy sustainably produced clothing, shop in second-hand shops, or mend and make clothing for themselves.

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Why is there not much evidence of clothing from early Ireland? What two materials were used to make clothing in early Ireland? Describe the clothing that Viking men and women wore. How did people find out about new fashion trends in the 19th century? Why were Aran jumpers first made? Why did World War II result in fabric shortages, do you think? What, do you think, are the biggest influences on fashion trends today?

1 List five differences between clothing in the past and clothing that you wear today. 2 Pair work: Design a pattern for an Aran jumper design that represents you and your partner’s interests and hobbies. 3 Group work: Design a picture timeline showing changing fashions through time. Mark the century or decade beside the photo/picture/drawing of the fashion at that time.

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Theme: Clothing Video

GEOGRAPHY

39 Garment Manufacturing why many clothing factories are located in Asia the working conditions in clothing factories abroad. consumers, ethical, exporter, fibres, garment manufacturing, labour, minimum wage, profit, protest, workforce, working conditions, woven The process of cutting, sewing, assembling and finishing items of clothing is known as garment manufacturing. In the past, our clothing was generally made in Ireland or Europe. Today many of our clothes comes from further afield. Check the label on your jumper or coat to see where it was made.

China, Bangladesh and Vietnam are the three largest exporters of clothing in the world.

Why are so many of our clothes made in Asia? Access to materials Plant fibres that are woven into fabric (such as cotton) are commonly grown in Asia. Rather than transporting fabric around the world, it is cheaper to manufacture clothing where the raw materials are.

Nearly 25 million tonnes of cotton is produced annually worldwide. India and China are the world’s two largest producers of cotton.

Large workforce Many countries in Asia have very large populations. This means there are many people looking for jobs. Having access to a large workforce means that large quantities of clothing can be manufactured quickly. Cheap labour The cheaper the labour, the less it costs for garments to be made. In Ireland in 2021, the minimum wage is roughly €10 per hour. Some countries do not have laws about minimum wage. Others have a very low minimum wage. Countries with a large workforce may also have lower wages because lots of people are looking for jobs. There are fewer opportunities for better paid jobs.

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Strand: Human environments Strand unit: People and other lands Key skills: Using pictures, maps and globe, questioning, observing, analysing, recording and communicating

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Garment Manufacturing

Working hours In Ireland, the standard working week is 40 hours. In some countries, many factory workers work over 12 hours a day, six days a week. Higher profits Clothing brands may choose garment manufacturers that pay lower wages so they can make higher profits. For example, a T-shirt on sale for €20 in the shops might have cost only €2 to make. The cheaper the cost of manufacturing, the higher the profit the clothing brand can make. But then there are questions about whether this is an ethical way to do business.

Bangladesh Bangladesh is the second-largest exporter of clothing in the world after China. There are almost 5,000 garment manufacturers in Bangladesh, employing over 3 million people.

Hi, my name is Sampa and I work in a garment factory in Dhaka, the capital city of Bangladesh. I sew jeans that are sold in shops in Europe and the USA. I moved to Dhaka from a small village when I was 15 years old because I needed to earn money to support my family. I work 12 hours a day, six days a week and earn 8,000 taka (€85) a month. This is barely enough to live on.

C A SE S T U DY

About 85% of the clothing industry workers are women and girls. The Garment factory in Dhaka legal minimum age of employment in Bangladesh is 14, but 12- and 13-year-olds are allowed to work for up to 42 hours a week. Do you think that consumers (people who buy goods) can do anything to help improve working conditions in factories?

A few years ago, the other factory workers and I protested over our low wages. We were given a small increase, but not enough to make a real difference. Our working conditions are very hard. There are 65 other women working in the same room. It is cramped and hot. Our backs hurt from sitting at the machines for hours without a break.

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Garment Manufacturing

Interactive activity

On 24 April, 2013, tragedy struck in Dhaka, Bangladesh. The eight-storey Rana Plaza building suddenly collapsed. It housed a number of garment factories. The building was originally only four storeys tall, but the owners built on an extra four storeys. To save money, they did this without reinforcing the foundations. Eventually, it collapsed under the weight. Approximately 2,500 people were injured, but more than 1,100 were killed. Do you think the owners cared about the safety of the workers? What should they have done to protect the workers?

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What three countries are the largest exporters of clothing in the world? Why do some factories in Asia have access to a large workforce? What does ‘minimum wage’ mean? What is a consumer? Describe the working conditions at Sampa’s workplace in Dhaka. What effects could very long working hours have on the workers, do you think? Do you think one day off a week is enough? 7 What difference, do you think, would a good education have made in Sampa’s life?

1 List five reasons why clothing brands use garment factories in Asia to produce their clothing. 2 Pair work: Look at Bangladesh on a map of the world. Calculate the distance clothing must travel from there to Ireland. Apart from flying, what other modes of transport are needed? 3 Group work: Come up with three ways in which consumers can help to change the practice of underpaying workers in poorer countries. Present your ideas to the class.

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Theme: Clothing

about thermal insulation and conduction to investigate properties of fabrics and their suitability for certain conditions about vacuum and air insulation.

SCI ENCE

40 Keeping Warmand Staying Cool

PowerPoint

breathable, conduction, hollow, insulation, thermal conductor, thermal insulator, vacuum Fashion designers need to understand the properties of materials in order to choose fabrics for different garments. It is useful for us to know about these too, so that we can choose the correct clothing for different types of weather!

Thermal insulators and conductors

Materials that prevent heat from passing through them are called thermal insulators. They keep warm objects warm for longer. Fabrics such as wool and fleece are good thermal insulators. Thermal conductors are materials that allow heat to easily pass through them. Conduction is when heat moves from one object to another. Some synthetic fabrics are designed to be good thermal conductors, such as those used for sportswear.

Keeping warm

The best fabrics for cold weather stop heat escaping from your body. They do this because they are thick and tightly woven and/or have properties that provide good thermal insulation. Winter jackets are often designed with three layers of fabric with different properties. The lining tends to be soft and breathable, the middle layer is an insulating material to trap heat, and the outer layer provides a barrier against the wind and rain.

Wool is made up of thick woven fibres that trap heat, preventing it from escaping your body.

Flannel is a soft, tightlywoven cotton fabric with a fuzzy surface that traps air and provides good insulation.

Fleece is a synthetic fabric with lots of tiny air pockets that provide good insulation.

Strand: Materials Strand unit: Materials and change Key skills: Questioning, recording and communicating, exploring, evaluating, observing, analysing, exploring, planning, making, evaluating

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Keeping WarmandStaying Cool

In 2019, scientists at the University of Maryland, USA invented a ‘smart’ synthetic fabric that can regulate heat! The fibres in the fabric are activated by temperature and humidity. If conditions are warm and moist, the fabric releases body heat, but if conditions become cooler and drier, the fabric traps body heat and prevents it from escaping.

Staying cool

The best fabrics for warm, humid weather are lightweight and breathable. They conduct heat, or allow heat to escape from your body. They do this by letting air circulate next to your skin and allowing moisture to evaporate.

Cotton jersey is a thin, stretchy fabric that is well known for breathability. T-shirts are made of this.

Chambray is a cotton fabric that looks like denim, but is much more lightweight and breathable.

Linen is a lightweight, breathable fabric that absorbs moisture, but dries quickly, keeping you cool.

We are going to test a range of fabrics to see which are good at stopping heat from escaping from glasses of warm water.

Which fabrics are good insulators?

Equipment: six identical glasses, elastic bands, timer, water, thermometer, piece of wool, cotton jersey, denim, fleece, nylon and silk fabric (the fabric pieces should all be the same size and should be the height of the glass and be able to wrap fully around the glass once) Action: ● Make a prediction about each fabric before you begin. ● Fill each glass with warm water. ● Wrap each glass with a different piece of fabric and secure it with elastic bands. ● Set the timer to five minutes and wait. ● Test the temperature in each glass using a thermometer. ● Record your findings on your worksheet. ● Repeat the test one more time to make sure you get the same result. You will need to get some more warm water! ● Which fabric was the best insulator? Which was the worst?

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PCM 19

06/04/2021 12:06

Interactive activity

Keeping WarmandStaying Cool

Air insulation

Did you know that air is a good insulator? One of the reasons a polar bear can keep warm in the Arctic is because its fur contains long, hollow (air-filled) guard hairs that protect its thick undercoat. The air inside the guard hairs provides a layer of insulation, slowing down the transfer of body heat. Fabrics with insulating properties work in a similar way. Their fibres are woven together in such a way that the fabric contains millions of tiny air pockets.

Vacuum insulation

Stainless steel is a material that is known to be a very good conductor of heat, so how is it possible that a stainless steel flask can keep your tea hot? The answer lies in the empty space between the two layers of stainless steel used to make the flask. In this space, there is no air! This is called a vacuum. A vacuum slows down the transfer of heat. Let’s designandmake

In groups, we are going to design and make a headband or beanie hat for winter that has two different properties.

Designing a garment Equipment: a selection of squares of fabric such as felt, fleece, towelling, cotton and wool, fabric scissors, fabric glue, Velcro, soft cardboard (optional) Problems: Which garment would be easiest to make? What properties does it need (such as stretchiness, softness, flexibility, insulation)? Will you use cardboard as a base to stick the fabric to, or stick the fabric together directly? Do the squares need to overlap? How can it be completed without sewing? How will you get it to close over? How much time do you have? Plan: Assign roles. Brainstorm ideas for designs and look up more online. When you have worked out a plan, draw a simple diagram showing how it will look. Make: Work together to make your garment. Troubleshooting: Will it be durable enough to be taken on and off multiple times? Evaluate: Is it a success? Why or why not? What could be improved?

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Theme: Clothing Video

GEOGRAPHY

41 Throw-away Fashion to identify how the clothing industry impacts the environment how we can reduce throw-away fashion as individuals and as communities. disposable, donate, incinerated, outdated, polluter, refashion, repurpose We are all consumers of the clothing. Even if we do not care about the latest fashion trends, people all over the world need clothing. Today, over 100 billion garments are produced each year, and that number keeps rising.

Slow fashion

In the past, many people made their own clothing using fabrics and materials that were available locally, such as linen and wool. If a coat got torn, its owner simply repaired it. If a dress became outdated, its owner often cut it up and refashioned it in a more modern design. People were able to do these things because the necessary skills were passed down through generations. It was very important to them that nothing was wasted. Even garments that were too worn to be repaired or refashioned were cut up and used to patch other clothing or repurposed as cloths for cleaning. Wool has been woven in Ireland since the Bronze Age. The earliest known piece of woollen cloth was found in Co. Antrim and dates from around 750 BC. Irish woollen cloth has been exported for sale in other countries since medieval times.

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Fast fashion

Nowadays, most of us lack the skills or the time to make our own clothing. It is far easier just to buy what we need. Most clothing is much cheaper now than it was in the past. This means many people do not bother to repair a garment when it gets torn, the zipper breaks or a button falls off. Added to this, the fashion industry introduces new fashion trends twice a year, every year. This means that people want the latest style, but almost as soon as they get it, something newer comes along!

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

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Throw-away Fashion

Throw-away culture

Garment factories in Asia produce thousands of items daily for European and North American shops. A lot of this clothing is cheaply made. Some is of such poor quality that after a few washes, it becomes shabby or even starts to fall apart. Consumers have become used to this and just keep buying more. We live in a throwaway culture that sees clothing as disposable – something intended to be used for a short time and thrown away. Would we see clothing differently if it were more expensive to buy?

Impacts of the clothing industry on the environment

Fast fashion has huge impacts on the environment. The clothing industry is the second largest polluter in the world after the oil industry, and here’s how:

The clothing industry produces 10% of greenhouse gases contributing to global warming. Transporting clothing between continents by air or sea involves burning large amounts of fossil fuels.

The clothing industry is the second largest consumer of water after agriculture. About 6 billion pairs of jeans are made every year. It takes over 7,500 litres of water to produce just one pair.

The clothing industry is responsible for 20% of industrial water pollution worldwide. Polluted water dumped by unregulated factories ends up in the ocean.

Washing our synthetic clothing causes 500,000 tonnes of microplastic fibres to be released into the ocean each year – the equivalent of 50 billion plastic bottles.

It is estimated that over 70 million trees are cut down each year to clear land for growing cotton and other materials used in clothing.

Only 25% of clothing currently gets recycled. The rest is incinerated or goes to landfill. Natural materials such as cotton can take up to five years to decompose in landfill, but synthetic fabrics such as polyester can take up to 200 years.

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Throw-away Fashion

What you can do to reduce throw-away fashion Ask yourself if you want a new garment only because of a fashion trend. Will you wear it many times? Will you still wear it next year? Donate your unwanted clothing to a charity shop. While you are there, see if there is any ‘previously loved’ clothing that you might like to buy for yourself!

Around 95% of clothing can be recycled at recycling centres. Some department stores accept old clothing for recycling too.

Buy locally produced clothing if possible, to cut down on long-distance transport. The two main textiles produced in Ireland are wool and linen.

Buy good quality garments and look after them so that they can be passed down to siblings, cousins or neighbours.

Refashion your old clothing! Start small by: cutting old jeans into shorts; making a bag or headband; braiding strips of fabric to make a belt… or anything else!

1 Describe the difference between ‘slow fashion’ and ‘fast fashion’. 2 What does the fashion industry do to make people want to keep buying new clothing? 3 Name one way the clothing industry contributes to global warming. 4 Name two ways the clothing industry causes pollution of the ocean. 5 Why is landfill a bad option when disposing of clothing? 6 How is today’s fast fashion different from the slow fashion of the past? 7 Why, do you think, do most of us lack the skills or the time to make our own clothing nowadays?

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1 Describe one change you could make to help reduce throw-away fashion. 2 Pair work: Research and write a report on a refashioning initiative such as the Redress Design Award or the Global Change Award. Use the report template provided. 3 Group work: Design an information campaign for your school, educating others about throw-away fashion and the damage it is doing to the environment.

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Theme: Clothing PowerPoint

42 SybilConnolly HI STORY

about the life, work and legacy of Sybil Connolly what made her designs unique and popular. apprenticeship, brand, durable, embroidered, pioneer, pleated Before a garment is made, a fashion designer designs its shape and structure, and chooses the fabric and other materials that will be used to make it. Sybil Connolly was the first Irish fashion designer to become world-famous.

Early life

Sybil Connolly

1945

Designs Aer Lingus cabin crew uniform

1921

Sybil Connolly is born in Wales

1938

Apprenticeship as a dressmaker

1920

1953

Her design features on cover of Life magazine

1940

1936

Family moves to Co. Waterford

1940

Starts job with Richard Alan

1960

1952

Becomes chief designer at Richard Alan

2000

1998

Connolly dies in Dublin

Sybil Connolly was born in Swansea, Wales on 24 January 1921. Her mother was Welsh and her father was Irish. She had two sisters. In 1936, her father died and the family moved to Co. Waterford, where her father was from. When Connolly was 17, she moved to London to start an apprenticeship at a dressmaking shop owned by two Irish brothers, Jim and Comerford Bradley. In 1940, she returned to Dublin, where she started to work at a well-known Irish clothing brand named Richard Alan.

Connolly’s designs take off – literally!

In 1945, Connolly designed the first Aer Lingus cabin crew uniform. It was brown and had a military style. She designed a second uniform in 1948. It was green, the colour that is still associated with Aer Lingus today. In 1952, Connolly became the chief designer at Richard Alan. Her first major fashion show was held on the grounds of Dunsany Castle, Co. Meath in 1953. The fashion editor of the magazine Harper’s Bazaar brought American fashion buyers and journalists to the show. A few months later, one of Connolly’s outfits featured on the cover of a popular magazine in the USA, Life. Its tagline was ‘Irish invade fashion world’. Strand: Story Strand unit: Stories from the lives of people in the past Skills: Time and chronology, cause and effect, change and continuity, using evidence, synthesis and communication, empathy

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Aer Lingus uniform, 1948

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SybilConnolly

Traditional fabrics meet modern designs

As chief designer at Richard Alan, Connolly started to use traditional Irish fabrics to make exciting new outfits. She was inspired by Irish people, traditions and culture. She once said, ‘Irish fabrics are enough to bring the fashion world to our doorstep, but the world will come all the faster if the fabrics are shown to the best advantage.’ Up until then, Irish fabrics had been used only to make plainer, everyday clothing. Connolly used them to make ballgowns and clothes with modern designs.

Connolly’s favourite fabrics

Wool skirt Lace dress

Lace is a delicate fabric made of embroidered net. Connolly liked lace that was made by hand in Carrickmacross, Co. Monaghan.

Tweed jacket

Tweed is a woven wool material that was usually green or brown in colour, and very warm and durable. Connolly used Donegal tweed.

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Pleated handkerchief linen dress

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Wool is a fabric made from the fleece of sheep. Connolly used báinín wool, a wool that was traditionally used to make Aran jumpers.

Dress with crochet ribbon

Crocheted fabric is made of looped yarns to create a pattern. Connolly often used it as a decorative material.

One of Connolly’s favourite fabrics was pleated handkerchief linen that was made in Ireland. Handkerchief linen is more delicate than regular linen.

Connolly was very religious and had a priest bless each of her new collections before showing it to the public. She hated trousers and refused to put them in her collections.

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SybilConnolly

Celebrity following

Throughout the 1950s and 1960s, wealthy people and celebrities came to Dublin to buy clothes from Connolly. Her clothing was made to order for the customer. She also regularly visited the USA, and designed an evening gown for the First Lady (wife of the US president) Jackie Kennedy’s White House portrait in 1970.

Later life and legacy

As fashion changed over time, Connolly did not want to change her style. She once said that ‘good fashion never Portrait of First Lady Jackie Kennedy needs to change’. In her later years, she designed household items such as crystal glassware and table linens.

Sybil Connolly at her fashion house in Dublin, 1965

Connolly died in Dublin in May 1998 at the age of 77. She has been described as a pioneer in Irish fashion. She was always loyal to her Irish roots and used Irish fabrics. She has inspired many fashion designers working in Ireland today.

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What did Sybil Connolly become world-famous for? What caused Connolly and her family to move to Ireland in 1936? Where did Connolly learn the craft of dressmaking? Where was Connolly’s first fashion show held? Name five Irish fabrics that Connolly used in her designs? Why was it important for Connolly to use Irish fabrics for her designs, do you think? 7 Why, do you think, did Connolly refuse to change her style even though fashion trends were changing?

1 Explain what you think was meant by the tagline, ‘Irish invade fashion world’. 2 Pair work: Make a timeline with photographs or illustrations showing Connolly’s life and works. 3 Group work: Choose another Irish fashion designer and do a research project on their life. Present your findings to the class. Revision quiz

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EuropeMap

Arctic Ocean

Arc tic

Circ le

ICELAND Reykjavik

FINLAND SWEDEN NORWAY

Atlantic Ocean

Edinburgh North Sea

Belfast Dublin IRELAND

UNITED KINGDOM London

Copenhagen

BELGIUM

English Channel

Stockholm

DENMARK

NETHERLANDS

Bay of Biscay

FRANCE Lyon

Munich 2 3

Lisbon

Madrid

ANDORRA Barcelona

SPAIN

Prague

Moscow

Kiev

POLAND

Volgograd

UKRAINE

CZECHIA Vienna

SLOVAKIA MOLDOVA Bratislava Chișinău Budapest HUNGARY ROMANIA

4 Zagreb Belgrade CROATIA 5 SERBIA 9

Milan

St Petersburg

BELARUS

Warsaw

AUSTRIA

MONACO PORTUGAL

Tallinn ESTONIA

Riga LATVIA Baltic Sea LITHUANIAVilnius RUSSIA Minsk

Berlin

GERMANY

Paris

RUSSIA

Helsinki

Oslo

ITALY 10 Rome

6 7 Skopje Tirana 8 ALBANIA

Bucharest

Caspian Sea Black Sea

BULGARIA

Sofia

Istanbul TURKEY

GREECE Gibraltar (UK)

Rhodes

Crete

MALTA Mediterranean Sea

AFRICA

0 km

ASIA

Athens CYPRUS

250 km 500 km 750 km 1000 km 1250 km 1500 km

Capital city Major city Border Disputed border Coastline

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LUXEMBOURG SWITZERLAND LIECHTENSTEIN SLOVENIA BOSNIA & HERZEGOVINA

6 7 8 9 10

MONTENEGRO KOSOVO MACEDONIA SAN MARINO VATICAN CITY

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FranceMap NETHERLANDS

UNITED KINGDOM Calais English Channel

LUXEMBOURG

Hauts-de-France

GERMANY

Le Havre R. Seine

BELGIUM

Lille

Paris

Normandy

Grand Est

Île-de-France Brittany

Strasbourg

R. Seine Pays de la Loire R. Loire

R. Loire CentreVal de Loire

Nantes

BourgogneFrance-Comté Dijon

Atlantic Ocean

SWITZERLAND

R. Loire

FRANCE Nouvelle-Aquitaine

Lyon

Auvergne-Rhône-Alpes

ITALY

Bordeaux

Provence-Alpes- Nice Côte d’Azur Monaco Marseilles Cannes

Occitanie Toulouse

Mediterranean Sea

SPAIN

0 km

ANDORRA

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Corsica

Capital city Major city Major river Border Coastline

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Theme: EuropeanNeighbours Poster

Video

GEOGRAPHY

43 France to locate some landmarks and physical features of France on a map about places of historical interest in France about French culture and art. borders, democratic, equality, fraternity, liberty, masterpiece, monarch, region, temperate France is a democratic country with a president as the head of state. Its last official monarch was Napoleon III, who was emperor until 1870. France has a rich history and culture of art, fashion, food and sport, making it a popular tourist destination. France borders 8 countries. It is divided into 13 regions.

The Palace of Versailles was the main royal palace from 1682 until the French Revolution began in 1789. The Eiffel Tower, Paris was built for the World’s Fair in 1889.

Mont-Saint-Michel Abbey, Normandy was completed in 1523. It is cut off from the mainland when the tide is high. Its longest river is the Loire.

Mont Blanc is in the Alps mountain range. At 4,809 m, it is the tallest mountain in France and all of Europe.

The Atlantic Ocean is to the west. The Mediterranean Sea is to the south-east.

Marseille is the second largest city after Paris.

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The Côte d’Azur is a popular holiday destination. It has many hotels and restaurants.

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

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Audio

France

FAC T F I L E Capital: Paris Continent: Europe Population: 65 million Official language: French (It is also an official language in 28 other countries.) Currency: euro French phrases Hello! … Bonjour! How are you? … Ça va? My name is_____. … Je m’appelle _____. I am nine/ten years old. … J’ai neuf/dix ans. I am Irish. … Je suis irlandais(e). I speak English. … Je parle l’anglais.

Climate: mostly temperate – cool winter; mild summer National motto: ‘Liberty, equality, fraternity’ Flag:

The formal greeting in France is a handshake, but friends usually greet each other with a kiss on both cheeks.

Culture and art

In France, the Tuesday before Lent begins is known as Mardi Gras, which means ‘Fat Tuesday’. This day is celebrated with a carnival and a feast before Lent begins! Schoolchildren eat crêpes (thin pancakes) and dress up in costumes. On 14 July, the French celebrate their national holday, Bastille Day, to remember the Storming of the Bastille in 1789.

Mardi Gras parade, Nice

The French Revolution was a period of time when the people of France overthrew the monarchy and took control of the government. It began when an angry mob stormed the Bastille, a royal fortress and prison in Paris, and released its prisoners.

Many famous artists in history were French, including Claude Monet and Henri Matisse. The Louvre in Paris is the world’s largest art museum. Many famous masterpieces are housed here, including the Mona Lisa by Leonardo da Vinci and the Venus de Milo, an Ancient Greek sculpture by Alexandros of Antioch.

Louvre Museum

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France

Interactive activity

Founded in 1946, the Cannes Film Festival is held in May each year to show new films and documentaries. Many Irish films have won awards at this festival. France also has a tradition of folk music and dance that can be traced back to Celtic times.

Fashion

Fashion is a huge industry in France and brings billions of euro to the country’s economy every year. Paris is considered to be the fashion capital of the world. Its designers set trends that the rest of the world follows. French fashion brands include Chanel, Louis Vuitton, Dior and Chloé. Paris Fashion Week is held twice a year. Here, brands present their newest clothes to reporters from all around the world.

Fashion show during Paris Fashion Week

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How tall is France’s tallest mountain and where is it found? What is the capital city of France? What is the population of France? What is Mardi Gras? Name the famous art museum in Paris and one famous piece of art housed there. 6 What, in your opinion, makes France a popular tourist destination? 7 Why, do you think, is French an official language in 28 other countries?

1 Use an atlas to help you find and list the eight countries through which the Alps mountain range stretches. 2 Pair work: Design an advertisement encouraging tourists to visit France. It should include information about landmarks and places of historical interest that tourists are likely to enjoy. 3 Group work: Make a PowerPoint presentation, video or poster about a famous French landmark. Explain where it is located, its importance to the French people, why it was built and its uses over time. Present your project to the class and explain your findings.

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Theme: EuropeanNeighbours Audio

44 FranceandIreland GEOGRAPHY

what daily life is like in France about education, transport, agriculture and sport in France to compare and contrast similarities and differences between France and Ireland. baguette, boulangerie, embassy, patisserie, ratatouille, sector, secular France is almost eight times the size of Ireland. At 65 million, its population is around 13 times greater than that of the Republic of Ireland’s (almost 5 million). Even so, the two countries share many similarities.

Bonjour, je m’appelle Victoire. I go to school in Lille, France. We do not wear school uniforms here and most of our schools are secular, so religion is not taught. My school day starts at 8.30 am and finishes at 4.30 pm. We get a two-hour lunch break, plus two small breaks. Some of my classmates go home for lunch, but most of us go to the school canteen for a four-course lunch. Our school system is slightly different to yours. After primary school, we spend three years at middle school, and then three years at lycée, or secondary school. Then we take a set of state examinations called le Bac, which is a lot like the Leaving Certificate.

Comparing children’s typical meals in France and Ireland France

Ireland

Breakfast Orange juice, fruit, cereal or freshly baked bread or croissants with spreads As above, but we also enjoy a ‘full Irish’ breakfast.

Lunch Usually the main meal of the day 1 Starter (onion soup) 2 Main course (chicken and ratatouille) 3 Cheese and bread 4 Dessert (fruit or ice cream) Usually a lighter meal 1 Sandwich (ham) 2 Snacks (fruit and cheese)

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

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Dinner Usually a lighter meal (salmon with a green salad)

Usually the main meal of the day (chicken with potatoes and vegetables )

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PowerPoint

FranceandIreland

Climate

Ireland has a temperate climate, with cool winters and mild summers – just like most of France. However, the south of France has a Mediterranean climate, with warm temperatures and sunshine nearly all year round.

Europe

Both Ireland and France are members of the European Union (EU). France was one of its founding members in 1957, along with Germany, Italy, Belgium, Luxembourg and the Netherlands. Ireland joined the EU in 1973. The currency in both Ireland and France is the euro. There is an Irish embassy in Paris and a French embassy in Dublin.

European Union flag

Transport

Rosslare-to-Cherbourg ferry

To travel from Ireland to France, you need go by boat or aeroplane. There is a direct ferry between Rosslare and Cherbourg in France. You can also take the ferry to the UK and then travel to France by road or rail via an underwater tunnel called the Channel Tunnel.

Farming and food

Farming is an important sector in both France and Ireland. France produces thousands of varieties of cheese using cow’s, goat’s and sheep’s milk. It exports cheese, meat, wine and cereals to countries around the world. Ireland also has a large dairy industry. Many farms produce milk for butter and cheese.

French brie cheese

Baking is a large industry in France, with over 10 billion baguettes baked each day. The French like to buy bread daily at their the local bakery, or boulangerie. For pastries and cakes, they go to their local patisserie. In Ireland, we buy most of our bread at the supermarket, so we do not have a large number of small local bakeries.

Boulangerie

Pastries on display at a patisserie

Ireland and France export a lot of the same kinds of products, for example, dairy products, meat, medicine and machinery.

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Interactive activity

FranceandIreland

Sport Rugby and soccer are very popular with the French. Their national soccer team won the FIFA World Cup in 1998 and 2018. The Tour de France cycling race takes place over 23 days in France every year. Irish cyclist Stephen Roche won the Tour de France in 1987. The Irish also have a strong interest in rugby and soccer but are equally interested in our national sports, Gaelic football, hurling and camogie.

Tour de France

News media

Le Monde is a French daily newspaper reporting news from France and the world. In Ireland, The Irish Times and Irish Independent are two widely-read daily newspapers. France and Ireland each has a national television broadcaster that is funded by the state and airs news and entertainment programmes. The French national broadcaster is called France TV. In Ireland we have RTÉ.

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What is the name given to a French secondary school? What kind of climate does most of France have? When did France and Ireland each join the EU? What kind of sports are popular in France? What is Le Monde? List five similarities between France and Ireland. List five differences between France and Ireland.

1 List five things that France is known for around the world. 2 Think, pair, share: Compare and contrast Victoire’s school day with your own. Would you prefer to go to school in France or Ireland? Write a list of at least five positives and negatives for each. 3 Group work: Choose another European country to research. Make a PowerPoint presentation, video or poster about it, pointing out any similarities or differences to Ireland. Present your findings to the class.

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Theme: EuropeanNeighbours Animation

45 TheNormans HI STORY

where the Normans came from why the Normans came to Ireland about evidence of the Normans in Ireland. bawn, chain mail, clans, conical, conquered, drawbridge, estate, keep, knight, loop window, moat, motte and bailey The Normans were originally Vikings who settled in Normandy, France in the 10th century AD. In 1066, the Normans conquered England at the Battle of Hastings. Their leader, William the Conqueror, then became King of England. During the 12th century, groups of Norman soldiers came to Ireland from England and settled here.

What brought Norman soldiers to Ireland?

Bré

ifn

Connachta

Airgialla

Southern Uí Néill

Lagin

Mumu

aige Osr

In the 12th century, Irish society was made up of many clans that spoke Gaelic and practised Irish customs. They all had their own leader or king and frequently battled each other over land and power. In 1166, Diarmuid MacMurrough was King of Leinster. His lands had been taken by his rivals Tiernan O’Rourke, King of Bréifne, and Rory O’Connor, High King of Ireland. Diarmuid travelled to England to ask the Norman King Henry II of England for help. Henry agreed to send soldiers to Ireland in 1169.

Ulaid

Northern Uí Néill

Ireland’s clans in the 12th century

A deal with Strongbow

The Marriage of Strongbow and Aoife, by Daniel Maclise, 1854

In 1170, Henry sent more Norman troops, led by Richard de Clare, known as Strongbow. Strongbow agreed to help Diarmuid regain his kingdom on the condition that he would marry Diarmuid’s daughter Aoife and become King of Leinster upon Diarmuid’s death. Diarmuid agreed and together they captured Waterford and Dublin. Strongbow married Aoife and became King of Leinster when Diarmuid died in 1171.

The Normans recognised the King of England as their ruler rather than the local clan leader. They spoke a few languages, including French, English and Welsh.

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TheNormans

A deal with King Henry II

After Strongbow’s success in Ireland, the Irish clan leaders worried that King Henry II would send more Norman soldiers to take over their lands. So some of the leaders made a deal with Henry, making him Lord of Ireland. However, as Lord of Ireland, Henry gifted the Kingdom of Meath, which was Ireland’s fifth province at the time, to a Norman lord named Hugh de Lacy. Now that de Lacy controlled Meath and Strongbow controlled Leinster, the Normans held power in much of the east of Ireland. They gifted estates to other Norman lords in order to keep control of this large area.

Norman soldiers – knights and bowmen Knights were very important and well respected. They rode into battle on a horse. For protection, they wore a long, iron-mesh tunic known as chain mail. They carried a sword and a large shield. They wore an iron conical helmet. Bowmen were soldiers who were skilled with a bow and arrows. This skill was very effective in battle and in defending Norman homes.

Knight and bowman

Evidence of the Normans in Ireland

Motte and bailey

The ruins of many Norman stone castles can be seen in Ireland today. However, these took a long time to build, so when a lord was gifted an estate, he quickly built a structure called a motte and bailey to claim the land as his own and defend it. It was constructed using local materials such as timber and mud.

The motte was a hill or a man-made mound with a flat top. Evidence of motteand-bailey mounds can still be found in Ireland. A wooden building called a keep was built on the motte. This was where the Norman lord lived. The bailey was a courtyard surrounded by a wooden fence and a ditch. The lord’s soldiers, servants, cooks and craftspeople lived in wooden homes constructed on the bailey.

How castles were built for defence

Once the Norman lord had settled in, a stone castle and wall was built to replace the motte and bailey. The Normans brought the skill of building cut-stone castles to Ireland. Their own craftspeople built the castles at first and then went on to train the local Irish in this skill.

Trim Castle

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TheNormans

Interactive activity

A castle was often built on high ground to make it easier to defend. A tall stone wall called a bawn was built around the castle. A moat was dug into the ground around the castle. A nearby stream or river was sometimes diverted to the moat, filling it with water and making it difficult for enemies to cross. The castle was accessed by a drawbridge. Bowmen defended the castle by shooting arrows through loop windows at enemies as they approached.

Norman legacy

Many Normans married Irish people and started families. Their surnames gradually spread throughout the country. Norman surnames include Butler, Walsh, Nugent, Fitzgibbon, Fitzgerald, Lyons, Griffith, Joyce, White, Barry, Morrissey, Campion, Savage, Roche, Power, Rice, Sinnott, Plunkett, D’Arcy, Fleming and Prendergast. Do you know people with these surnames?

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In what century did the Normans arrive in Ireland? Why did Diarmuid MacMurrough need help from King Henry II of England? What agreement did Strongbow and Diarmuid have? Why did the Irish clan leaders make King Henry II Lord of Ireland? When did Strongbow become King of Leinster? Do you think it was a good idea for Diarmuid to invite the Normans to help him? Why or why not? 7 Describe how a castle was a good defensive structure for the Normans.

1 Make a timeline of dates mentioned in the chapter, starting with an important event in 1066. 2 Think, pair, share: Write a list of three things that you think might have changed in Ireland when the Normans arrived, and three things that might have stayed the same. 3 Group work: Research ruins of Norman castles in your county. Use the questions on your worksheet to guide your research.

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Theme: EuropeanNeighbours

How theNormans 46 ChangedIreland

Video

HI STORY

about settlement in Norman Ireland what kind of work ordinary people in Norman Ireland did about inventions and new customs that were put in place by the Normans. artisan, bailiff, crop rotation, fallow, feudal system, furrow, Gothic, monastery, oxen, peasant, stonemason, tanner Many changes took place in Ireland after the arrival of the Normans in 1169. Society was organised in a new way, villages grew into towns, and new inventions were introduced.

Norman society

The Normans introduced a new social system in Ireland called the feudal system. Here’s how the feudal society was organised: The King of England owned all lands and made the laws. A lord ruled over the land he was given by the king. A bishop (head priest) or an abbot (head monk) ran the local church. A knight who fought for a lord was sometimes given land in return for his loyalty. A bailiff was a type of judge who oversaw law and order. A village priest performed Mass, weddings and funerals. Artisans such as tanners, carpenters and stonemasons had shops in the town. Peasants were poor people who farmed the lord’s land.

Clothing

A person’s clothing showed their position in society. Peasants made their own clothing using rough, dull-coloured linen or wool cloth. Lords and ladies wore clothing made by tailors and seamstresses, using finely woven, dyed and decorated fabrics. A lady wore a headdress called a wimple, which covered her head, neck and the sides of her face. Strand: Life, society, work and culture in the past Strand unit: Life in Norman Ireland Key skills: Time and chronology, cause and effect, using evidence, synthesis and communication, empathy

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How theNormans ChangedIreland

Growth of towns

People began building their homes close to the walls of Norman castles for protection. These settlements grew into small towns, including Kilkenny, Trim and Carrickfergus. Fairs were held in the towns for trading goods and crafts. Ireland had been a Christian country for around 700 years, but the arrival of the Normans brought orders of Franciscan and Dominican monks. Monasteries and cathedrals were built in the Gothic style that was common in Europe.

Improvements to farming

St Patrick’s Cathedral, Dublin

The Normans married Irish people and began to speak the Irish language. In 1366, King Edward III of England introduced a set of laws called the Statutes of Kilkenny, which banned the Normans from speaking Irish, adopting Irish customs or marrying an Irish person. Many Normans ignored these laws.

The Normans introduced new farming methods. Crop farming had traditionally been carried out using hand tools such as the shovel, sickle and scythe. The Normans introduced the use of the heavy plough and the wheeled plough, which were pulled by oxen and used to dig furrows in the soil for sowing seeds. They also introduced crop rotation. This involved rotating crops in three-year cycles to improve the quality of the soil. For example, in year one, a field was sown with rye or winter wheat. In year two, it was sown with spring oats or barley. In year three, the soil was left fallow – allowed to rest and build up nutrients. The cycle began again the following year. Previously, the Irish left their cattle outdoors to graze in the fields all year round, even though there was little grass growth in the winter months. The Normans introduced the practice of keeping cattle indoors during winter. In summer, they cut grass using a scythe and then left it to dry into hay. The hay was stored and used as winter feed for the cattle.

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Interactive activity

How theNormans ChangedIreland

The lives of peasants

They lived on a simple diet of bread, beans, peas and root vegetables. Occasionally they had eggs, chicken, fish or meat. There was no clean running water. In their free time, such as on church holidays, peasants enjoyed music, dancing and singing. They also played games such as noughts and crosses, draughts or wrestling, which they had learned from the Normans.

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C A SE S T U DY

Life for a peasant family in Norman Ireland was not easy. Farming was hard work and they were required to do a certain amount of unpaid work for their lord, called boon work. They lived on their lord’s estate, in a hut with just one room, an earthen floor and mud walls. It was damp and draughty, even though it had no windows.

What new social system did the Normans introduce to Ireland? Apart from a lord, who else did the king give land to in the feudal system? Describe the clothing of a wealthy Norman lady. List three examples of Norman towns in Ireland. Name two orders of monks that came to Ireland during Norman times. Identify three ways in which life in Ireland changed due to the Normans. Why did the King of England not want the Normans to adopt Irish customs, do you think?

1 Draw and label a three-part diagram explaining the practice of crop rotation. 2 Think, pair, share: Describe three ways in which the Normans influenced life in Ireland. What evidence do we have of their influence? 3 Group work: Research a town that grew outside the walls of a Norman castle. What evidence is there of this being a Norman town? Is the castle still standing?

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Theme: Sound Poster

Video

SCI ENCE

47 How SoundIs Made how sound is produced by vibrations to investigate ways to produce sound, control loudness and change pitch to design and make a musical instrument. brass, demonstration, duration, keyboard, percussion, pitch, string, tempo, vibrations, volume, woodwind Sound is produced by vibrations. Every time you talk or sing, the vocal chords in your throat vibrate and produce sound. Try pressing your hand gently against your throat and speaking – can you feel your vocal chords vibrate?

Sound waves

When a bell is rung, the metal vibrates. The vibrations from the metal create sound waves. If you are close enough, the sound waves will reach your eardrums. Your eardrums then vibrate and send signals to your brain. This is how you hear sound. eardrum

The way sound waves travel in the air is similar to what happens when you throw a stone into a pool of water – a ripple, or series of waves, is made on the surface of the water. The waves keep expanding outwards until they run out of energy.

Properties of sound

The sound of a jackhammer (for example, in roadworks) is loud and fast; birdsong is high-pitched; the rustling of leaves is quiet. Properties of sounds can be to do with volume (loud or quiet), distance (far away or nearby), duration (long or short), tempo (fast or slow) or pitch (high or low tone).

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How SoundIs Made

Volume control

Many machines, such as electronic devices, produce sounds. Many have a button that allows you to control the volume. What is the benefit of this? Think about how you would feel if you were trying to fall asleep, but your older sibling’s mobile phone kept beeping loudly. Unwanted noise can be very annoying! Being exposed to very loud sounds over a long period of time can also damage our hearing. This is why workers wear protective earmuffs while they are operating loud machinery.

Wearing earmuffs to protect ears from the sound of the jackhammer

Investigation 1 – Methods of producing sound In groups, we are going to investigate a range of objects to find different methods of producing sound. Objects: kitchen roll tube, yoghurt tub, empty can, straw, elastic band, sheet of paper Action: ● Choose a number of methods that you can use to produce sounds using each object. Examples include blowing, plucking, crumpling, tearing or banging the object. ● Carry out investigations to see if the objects listed above can be used to produce sounds, using your chosen methods. Record your findings on the worksheet provided.

Investigation 2 – Volume In groups, we are going to investigate what we can do to control the volume of sound. Objects: elastic bands, straws, scissors, two different sized cans, tuning fork Equipment: towel, stack of paper, textbook, box of tissues, desk, bookshelf Action: ● Think about methods to use the equipment to control the volume of the sounds produced by the objects. Make a prediction for each object before you start. ● What can you do to make the volume higher? What can you do to make it lower? ● Record what worked best on the worksheet provided. PCM 22

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Experiment video

How SoundIs Made

Pitch

Music is made up of sounds with a repeating pattern. Our ears detect the pitch of musical notes – how high or low they are. Fast vibrations produce a high note. Slow vibrations produce a low note. Singers’ voices have different pitches – some can sing higher than others

Have you ever tapped or blown across the mouth of a bottle containing liquid? Did you hear a sound? Your teacher will do a short demonstration to show you what happens when you tap or blow across the mouth of three bottles containing different amounts of liquid.

Exploring pitch

Your teacher has just shown you some ways to change the pitch of sounds. Let’s experiment with different objects to see how we can change the pitch of the sound we can make with them. Objects: straws, scissors, elastic bands of different thicknesses, jug of water, two glasses, two glass bottles, two coffee cans (big and small), metal tin, balloon Action: ● Make a prediction about how you can change the pitch of the sound made with each set of objects. ● Select one object and make a sound with it by plucking, hitting or blowing. ● Experiment to see what you can do to make the pitch higher and what you can do to make it lower. Repeat with each object. ● Record what worked best on your worksheet.

Sound is caused by a solid, liquid or gas vibrating. When you blow into a bottle, the air inside the bottle vibrates, making a sound. The smaller the amount of air, the higher the note it produces because the vibrations move faster in a smaller space. When you tap a bottle, the glass vibrates. The shorter the height of the bottle, the higher the note it produces because the vibrations move faster in a smaller space.

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How SoundIs Made

Musical instruments

Musical instruments give musicians a great deal of control over such things as volume and pitch. This is down to the way they are both designed and played. Instruments are divided into categories: string, woodwind, brass, percussion and keyboard. In what ways do musicians get instruments to make sounds by blowing, plucking, hitting or pressing (similar to what you did in your investigations)?

This school orchestra includes a guitar and violin (string), a recorder (woodwind) trumpets (brass) and drums (percussion)

Knowledge of how sound works helps us to understand how instruments work. Stringed instruments are played by strumming, plucking or bowing the strings. You can control the pitch by pressing down on the strings with your fingers. This temporarily changes the length of the strings and so they vibrate differently. When you shorten the length of the strings, you shorten the distance the vibration has to travel. This makes the vibrations faster, which raises the pitch. Also, thick strings produce different sounds to thin ones. Based on your investigations, how do you think woodwind and percussion instruments work? Let’s designandmake

In groups, we are going to design and make a simple instrument that can produce both a quiet sound and a loud sound, as well as two different pitches. Think about what you have learned from the earlier investigations. Before you begin to make your instrument, draw a plan and decide what materials you will use.

Design and make a simple instrument Suggested materials: containers (yoghurt/ice cream tubs, cans, boxes), fabric, cling film, dried beans or peas/gravel/beads, kitchen or toilet roll tubes, construction paper, scissors, glue, cotton wool balls, baking parchment, strong sticky tape, straws, pencils, string

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Theme: Sound PowerPoint

SCI ENCE

48 TheNatureof Sound to recognise sounds in the environment and identify their use or purpose to explore how sound travels to explore materials through which sound travels. communication, environmental, medium Sound is used for communication (for example, when people talk to each other). Sounds can also remind us to do something or let us know that something is going to happen. Can you think of any other uses or purposes of sound? Let’s investigate

In pairs, we are going to go on a ‘sound walk’ to investigate the sounds that can be heard outside the school.

Exploring sounds in the environment

Action: ● With your partner, discuss the sounds you think you will hear outside the school. ● Take a walk around the grounds of your school and listen. Write down the descriptions of the sounds you hear and/or use a recording device to record them. ● Stop at several locations. Close your eyes and concentrate on listening. Can you identify which sounds are environmental (made by nature) and which are made by humans? Can you identify reasons for the sounds (for example, communication)? ● Consider the properties of each sound that you hear (volume, distance, duration, tempo, pitch). ● Record your findings on your worksheet. ● Choose one sound to share with your class. Describe it, for example, its volume, duration or purpose. PCM 25

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TheNatureof Sound

How sound travels

Sound waves must travel though a medium. This can be a solid, a liquid or a gas (air). Sound cannot travel through a vacuum (where there is no air). Which medium do you think sound travels through best?

In pairs, we are going to investigate how sound differs when it travels through your finger (solid) and air (gas).

Exploring how sound travels through different mediums

Action: ● Hold your right index finger about 5 cm away from your right ear. Your partner should scratch that finger gently with their own index finger. Make a mental note of how loud the sound is. ● Place your right index finger on your right ear. Your partner should scratch your finger again. What do you notice about the sound this time? ● Swap roles and repeat the activity. ● Does sound travel better through a solid (your finger) or a gas (air)?

In pairs, we are going to investigate a range of solid materials to see which one sound travels through best.

Which solid material does sound travel through best?

Equipment: clock (or clock app) that makes a ticking sound, solid materials (wood, plastic, metal, cardboard) Action: ● You and your partner should hold up a solid material (such as the lid of a biscuit tin or a large piece of cardboard) between you. ● One person should hold the ticking clock against the solid material. The other should press their ear against the material and listen to the sound of the ticking, then record how loud or soft it was by scoring between 1 and 4 on your worksheet. ● Swap roles and compare notes. Repeat the activity with the other solid materials. Which does the sound travel through best? Can you think of any reason why? Do you both agree? PCM 26

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Revision quiz

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WorldMap

TIC OC ARCTIC OCEA

GREENLAND (Denmark) RUSSIA

USA ICELAND

CANADA

IRELAND

UNITED UNITED KINGDOM KINGDOM

PORTUGAL

UNITED STATES OF AMERICA

FRANCE 26

SPAIN

Azores (Port.) MOROCCO

CUBA

MEXICO

BELIZE

EL SALVADOR

NICARAGUA TRINIDAD AND TOBAGO

PANAMA

GUYANA

OCEAN

COLOMBIA Galapagos Islands (Ecuador)

SURINAME

VENEZUELA

ALI

BURKINA BURKINA FASO

COTE D’IVOIRE

EQU

E S

ATLANTIC

BRAZIL

French Polynesia

Society Islands (Fr.)

LIBERIA

PERU

Cook Islands (NZ)

SIERRA LEONE

FRENCH GUIANA

ECUADOR

Marquesas Islands (Fr.)

SAMOA

SENEGAL THE GAMBIA GUINEA-BISSAU GUINEA

OCEAN

KIRIBATI

American Samoa (USA)

MALI

BENIN TOGO

COSTA RICA

MAURITANIA CAPE VERDE

GHANA

PACIFIC

GUATEMALA

HONDURAS

ATLANTIC

Puerto Rico (USA)

JAMAICA

ALGERIA

WESTERN SAHARA

DOMINICAN REPUBLIC

HAITI

Hawaiian Islands (USA)

EQUATOR

THE BAHAMAS

TROPIC OF CANCER

Tuamoto Islands

OCEAN

BOLIVIA

Tahiti TONGA CHILE

Pitcairn Island (UK)

PA RA GU AY

Easter Island (Chile) URUGUAY ARGENTINA

800

1600

2400

3200

4000 km

ANTARCTIC CIRCLE

Falkland Islands (UK)

South Georgia & South Sandwich Islands (UK)

SOUTHER SOUTHERN

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UNITED UNITED KINGDOM KINGDOM

FRANCE 11 26

RUSSIA

20 21 22 23 BELARUS POLAND

UKRAINE 8 19 10 ROMANIA 12 13 14 24 15 16 BULGARIA 25 18 ITALY 17 6

KAZAKHSTAN

GREECE

MONGOLIA GEORGIA ARMENIA

SYRIA CYPRUS LEBANON ISRAEL JORDAN

KIS

LIBYA

IRAQ

EGYPT

NORTH KOREA SOUTH KOREA

IRAN PAKISTAN

NEPAL

PACIFIC OCEAN

BHUTAN BANGLADESH

INDIA

MYANMAR

AN OM

TAIWAN LAOS

THAILAND

E YEM

M TNA

ERITREA

JAPAN

CHINA

BAHRAIN QATAR UNITED ARAB SAUDI EMIRATES ARABIA

SUDAN

CHAD

TAN

KYRGYZSTAN TAJIKISTAN

Northern Mariana Islands (USA)

VIE

NIGER

TA N

ENIS

AFGHANISTAN

BURKINA BURKINA ASO ASO

PHILIPPINES

MARSHALL ISLANDS

CAMBODIA

DJIBOUTI

BENIN TOGO

NIGERIA SOUTH SUDAN

CENTRAL AFRICAN REPUBLIC

MALAYSIA

M AL

CAMEROON EQUATORIAL GUINEA CONGO GABON

MALDIVES

UGANDA

BRUNEI FED. STATES OF MICRONESIA

SINGAPORE

EQUATOR

KENYA DEMOCRATIC REPUBLIC OF THE CONGO

RWANDA BURUNDI

INDIAN

MALAWI

OCEAN

NAMIBIA

ZIMBABWE

QU E

ZAMBIA

COMOROS

BOTSWANA

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

PAPUA NEW GUINEA

SOLOMON ISLANDS

EAST TIMOR (Timor-Leste)

VANUATU

KIRIBATI TUVALU

FIJI

New Caledonia (Fr.)

MAURITIUS

TROPIC OF CAPRICORN

ESWATINI (SWAZILAND) SOUTH AFRICA

NAURU

INDONESIA

SEYCHELLES

TANZANIA

ANGOLA

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PALAU

SRI LANKA

ETHIOPIA

GHANA

OIRE

TUR

KUWAIT

ALGERIA

ALI

AZERBAIJAN

C AR

MALI

TURKEY

TUNISIA

MAD AGA S

AIN

ARCTIC CIRCLE

EN ED

1 2 GERMANY 3 4 7

FINLAND

RW AY

TIC TIC OCEAN OCEAN

AUSTRALIA

LESOTHO

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

NEW ZEALAND

Border Disputed border

Iles Kerguelen (Fr)

Coastline

OUTHERN SOUTHERN OCEAN OCEAN ANTARCTICA

ANTARCTICA

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Theme: GrowthandChange Poster

Video

GEOGRAPHY

49 GrowthandChangeinIndia about the location of India and some of its natural features about food, clothing, employment and religion in India about social and political change in India. Buddhism, dhoti, Hindu, independence, monsoon, Muslim, partitioned, peninsula, protest, pulses, sari, Sikhism, subcontinent, telecoms Did you know that one-sixth of the world’s population lives in India? Located in South Asia, India is the seventh largest country in the world by area. The name ‘India’ comes from the Indus River, whose source is high up in the Himalayas.

Natural features

The Himalayas mountain range is the third largest area of ice and snow in the world, after Antarctica and the Arctic. It has around 15,000 glaciers.

The Ganges is the longest river.

The Indian subcontinent is a peninsula. Three bodies of water surround it.

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There is a vast tropical evergreen rainforest in the north-east of the country.

India has a hot, tropical climate with monsoon rain (persistent and heavy) from June to September. This leads to flooding every year. The soil of the Great Plains is rich in silt deposited by the floodwaters of rivers running off the Himalayas. This makes it very fertile. The Great Plains is one of the most intensely farmed areas in the world.

Strand: Human environments Strand unit: People and other lands Key skills: A sense of place, questioning, observing, analysing, recording and communicating

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GrowthandChangeinIndia

India

FAC T F I L E Capital: New Delhi Continent: Asia Official language: Hindi (21 other languages are spoken) Currency: rupee

Population: 1.3 billion Climate: tropical monsoon Flag:

Food

Many Indian people are vegetarian. Staple foods include rice, lentils, bread and dairy products. Some regions are known for hot and spicy food. Rogan josh, a type of lamb curry, is popular in the north. A typical meal might also include samosas, which are fried pastry parcels with a spiced filling, and roti, a type of flatbread used to scoop up the sauce in a curry. Most people eat using the fingers of their right hand.

Traditional clothing

When dressing in traditional clothing, women often wear a sari made from colourful cotton or silk. A sari is a length of fabric wrapped around the body and draped across the shoulder. Men wear a dhoti, a length of fabric wrapped around the hips and pulled through the legs. These traditional outfits are well suited to the hot, humid climate.

Employment

Agriculture employs more than half of all Indians. The main crops are rice, wheat, maize, sugarcane and cotton. India is the world’s largest producer of spices, pulses and milk. India’s economy is growing fast. It has a large, educated, English-speaking workforce. Many people are employed in telecoms call centres. A person ringing their mobile network’s helpline one day in Ireland may speak to a worker in India!

Religion

India does not have an official religion, because its laws give people the right to practise any religion they choose. Both Buddhism and Sikhism began in India. However, 80% of the population are Hindu, while 14% are Muslim.

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GrowthandChangeinIndia

Interactive activity

Social and political change in India

In the 15th century, European merchant sailors travelled to India and began setting up trading companies. Indian goods such as spices, silk and tea were exported to Europe. In 1858, Britain took control of India. British rule there became known as the Raj. During the Raj, schools were set up to teach Indian children to speak English and learn the British curriculum. Mahatma Gandhi was an activist who, in 1930, began campaigning for an end to British rule. He led an independence movement in India through a peaceful form of political protest. In 1947, India finally won its independence. After Mahatma Gandhi the Raj ended, India was partitioned into two separate countries: Pakistan, mostly populated by Muslims, and India, mostly populated by Hindus. Since then, India and Pakistan have gone to war three times over disputes about the location of their border. India’s population is the second largest in the world after China. China’s population reached 1 billion in 1980. India’s reached 1 billion in 1997. However, India’s population is growing faster than China’s and it is projected to overtake it around 2026.

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Where is India located? Name two countries it shares a border with. What makes the Great Plains good land for agriculture? Describe traditional Indian clothing. What is the main religion in India? Why is India a good country to do business in, do you think? Why did people like Mahatma Gandhi campaign for an end to the Raj in India, do you think? 7 In what ways, do you think, was British rule in India similar to that in Ireland?

1 List ten facts you have learned about India. 2 Pair work: Research Mahatma Gandhi. Design a PowerPoint presentation or a poster to display your findings under the headings: Birth, Education, Profession, Famous for, Death, Interesting facts. 3 Group work: Research a tourist attraction in India, for example, the Ganges River or the Taj Mahal. Design a brochure telling tourists why this is a must-see attraction.

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Theme: GrowthandChange PowerPoint

about the common characteristics of insects about three-stage and four-stage life cycles to design and make a bug hotel. abdomen, cocoon, infancy, larva, lifespan, metamorphosis, nymph, pollinate, pupa, solitary, thorax, transformed

SCI ENCE

50 LifeCycles

When humans are born, we are tiny versions of what we will become when we grow up. Our life cycle takes us through five stages: infancy, childhood, youth, middle age and old age. As we grow, our basic shape stays more or less the same. Some animals, such as insects, have a very different life cycle to us.

Common characteristics of insects

Minibeasts are small creatures. Insects are a group of animals with specific characteristics. There are more than 900,000 different types of insects, including bees, ants, butterflies, flies and beetles. They might have different body shapes, but share some or all of the following characteristics: 1 Insects start off life as an egg.

2 They have three pairs of legs – six legs in total. (Yes,

spiders have eight legs, but they are not insects!) They use their legs to walk and to land safely when flying. wings

abdomen thorax wings Dragonfly

head

thorax

abdomen

head

thorax

Ladybird

3 Their body is made up of three parts: a head, a thorax and an abdomen. Their legs are attached to their thorax.

wings

abdomen

Mosquito

4 Most have a hard shell, which acts as a skeleton.

5 Most have

wings and are able to fly.

The life cycle of insects

Depending on the type of insect, it will have either a four-stage life cycle (egg, larva, pupa, adult) or a three-stage life cycle (egg, nymph, adult). In many types, the entire life cycle lasts about 30 days. Strand: Living things Strand unit: Plants and animals Key skills: Questioning, recording and communicating, analysing, exploring, planning, making, evaluating

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LifeCycles

2 Larva A worm-like

Four-stage life cycle

creature called a larva hatches from the egg. Larvae have long bodies and most have many pairs of legs. Caterpillars, maggots and grubs are all larvae.

1 Egg The female lays her eggs close to a food source and wraps them in a sticky, protective coating. Many insects lay their eggs on the underside of leaves.

3 Pupa The larva spins a

protective cocoon around itself, or grows a hard shell. Inside, it becomes a pupa. The pupa sleeps and undergoes a process called metamorphosis, during which it is transformed into an adult.

4 Adult The adult

emerges from the cocoon. It hunts, eats and looks for a mate. The cycle starts all over again when the female lays her eggs.

Life cycle of a butterfly

Mayflies have one of the shortest lifespans of all insects. They live for one day. Splendour beetles have one of the longest lifespans - up to 30 years.

Three-stage life cycle

egg

nymph

adult

Mayfly

Life cycle of a grasshopper

Insects with a three-stage life cycle include dragonflies, cockroaches and grasshoppers. Their life cycle skips the larval stage. From each egg, there hatches a nymph, which usually looks like a smaller version of the adult insect. A nymph does not go through a pupal stage, but instead sheds its skin several times while it grows and develops its wings. This is called an incomplete metamorphosis.

The need for insects

Insects play an essential role in nature. Beetles, for example, recycle nutrients in the soil by breaking down dead plants and animals, making the soil more fertile. Bees pollinate plants – including almost all of our crops – causing fruit and seeds to develop.

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Interactive activity

LifeCycles

In Ireland, one-third of bees are in danger due to habitat loss. The growth of towns and cities means it is harder for bees to find food (from flowers) and safe places to nest. Most bees in Ireland are solitary – they live alone rather than in a hive. Bug hotels provide a safe place for solitary bees to hibernate during winter. Let’s designandmake

We are going to design and make a bug hotel. Equipment: clear plastic 5-litre bottle (no lid), scissors, magnifying glass Packing materials: pine or fir cones, dried leaves, twigs, straw or hay, two or three medium-sized smooth stones, toilet roll and kitchen roll tubes Action: ● Ask your teacher to help you cut out a large opening on the side of the bottle. ● Fill the bottle with layers of the packing materials. ● Place the bottle close to some bushes, wildflowers or a flower bed. ● Check on it after a few weeks, using a magnifying glass to see if you have got any guests. Be sure to handle it carefully so as not to scare them off!

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List the five stages in the human life cycle. Describe the common characteristics of insects. Explain what happens to an insect in a four-stage life cycle. Why is a three-stage lifecycle described as an ‘incomplete metamorphosis’? Why are bug hotels important? How, do you think, does the practice of paving gardens affect bees? Think of two things that you could do to increase the numbers of insects in your garden or on your balcony or terrace.

1 Write a list of all of the insects you can think of. Tick the ones you have seen in real life. 2 Pair work: Research insects that undergo complete and incomplete metamorphosis. Draw a table to show your results. 3 Group work: Choose any insect. Research its habitat, food sources and life cycle, and find out what other insects it is related to. Present your findings to the class.

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Theme: GrowthandChange Video

SCI ENCE

51 Our Brainy Brain about the parts of the brain and each of their functions about how the nervous system works how emotions are controlled by the brain rather than by the heart. brainstem, cerebellum, cerebrum, lobes, nervous system, neurons, neuroscientist, sensations, spinal cord The brain is one of many organs in the body. It is protected by the skull and controls all of the vital functions in the body. It receives signals from the body and responds by sending signals to the body, telling it what to do. It enables us to think, remember, speak, move and experience emotions.

Cerebrum

The cerebrum is the largest part of the brain and is made up of a left hemisphere and a right hemisphere. Each hemisphere has four lobes (parts). Left hemisphere: controls the muscles on the right side of the body.

Right hemisphere: controls the muscles on the left side. Cerebrum from above

Parietal lobe: gives meaning to sensations of pain, heat, cold or pressure.

Frontal lobe: the largest lobe, in charge of planning, parts of speech and controlling emotions.

Occipital lobe: receives sensory information from the eyes, allowing us to see.

Temporal lobe: associated with hearing, facial recognition and memory. Cerebrum from the side

Neuroscientists study the brain. Until recently, the left hemisphere was thought to influence functions such as speaking, reasoning and calculating. The right was thought to be associated with creativity, music and art. Neuroscientists now say that the two hemispheres are not really separate after all because there is constant communication between them.

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Strand: Living things Strand unit: Human life Key skills: Questioning, recording and communicating, exploring, evaluating, analysing

07/04/2021 15:14

Interactive activity

Our Brainy Brain

Cerebellum and brainstem Cerebellum: the area of the brain that deals with posture, balance and coordination. Do you remember learning to ride a bicycle without stabilisers? This was your cerebellum in action. How does a surfer stay balanced on a surfboard? It is due to their cerebellum!

[reuse SESE-4-5002 small with labels:

Brainstem: links the brain to the spinal cord, which runs the length of the spine (neck and back). The brainstem controls the actions that your body needs to function, including heartbeat, breathing and digestion.

Nervous system

The brain is the ‘boss’ of the body and it is helped by its ‘assistants’, the spinal cord and the nerves. Together, these three parts make up the nervous system. Nerves branch off from the spinal cord and extend to every part of the body. They are made up of millions of cells called neurons, which have tiny branchlike endings that connect with each other. These connections enable the nerves to send messages back and forth between the brain and the body.

spinal cord

brain

nerves

When you place your hand under running water, a message is transmitted from your skin (via your nerves and spinal cord) all the way to your Nervous system brain, telling your brain how hot or cold the water is. If the water is too hot, your brain transmits a message (via your spinal cord and nerves) to the muscles in your arm, telling them to pull your hand away immediately. All of this happens in less than a second!

Growing and changing

You were born with all of the neurons you will ever need. As you grow, your neurons work very hard because so much learning is taking place. Your senses are constantly sending messages to your brain about new experiences. Neuroscientists used to think that the brain was fully developed by the early teens, but now they say that it does not stop developing until the mid-20s or early 30s.

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Our Brainy Brain

Emotions

You have probably heard someone say that their heart is broken over something sad. Although feelings such as sadness, joy, fear and excitement are felt in the body, it is actually the brain that controls emotions. Whether you are feeling sad because your friend cannot come out to play, annoyed because your little brother has been messing with your belongings or happy because it is the weekend, that emotion is controlled by your brain.

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An average adult brain weighs about 1.3 kg, contains about 100 billion neurons and 169,000 km of blood vessels, and produces enough electricity to power a light bulb! Neurons can send signals at speeds of up to 321 km/hr, making the brain as effective as the fastest computer.

What is the largest part of the brain? Which hemisphere controls the muscles on the left side of the body? Name the four lobes in each hemisphere. What problems might you have if your cerebellum was not doing its job? Why is the brainstem so important? Explain how messages are transmitted within the nervous system. Why, do you think, do people talk about their heart instead of their brain when discussing their emotions?

1 Write the parts of the brain that you use for each of the following activities: doing your homework, riding a scooter, walking up the stairs, reading a book, speaking to a friend. 2 Think, pair, share: Write about the lobes of the cerebrum, giving examples of how each one helps you in everyday life. Compare your ideas with those of your partner. Did you write the same things? 3 Group work: Playing memory games can improve brain functions such as attention, concentration and focus. Design a memory game with full instructions. After you have tried it out, swap games with another group and try playing theirs.

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Theme: GrowthandChange PowerPoint

52 LifeinIrelandinthe1990s HI STORY

what it was like growing up in Ireland in the 1990s about the Celtic Tiger, sport and technology in Ireland in the 1990s about the technology of the 1990s. Celtic Tiger, decade, economic boom, floppy disk, multinational, property The 1990s were the decade that saw the start of the Celtic Tiger, a period of economic growth that brought great change to Ireland. They were also a time of sporting and musical success stories for Ireland.

1995

1990

Sonia O’Sullivan wins gold in the 5,000 m race at the World Championships

Mobile phone and internet use grow; Ireland qualifies for soccer World Cup

1990

1994

Celtic Tiger begins; Ireland qualifies for soccer World Cup

1996

Nintendo 64 is launched

1998

DVD is launched

1998

2000

1999

Science and drama are introduced in primary school

Hi, my name is Sarah. I grew up in Dublin in the 1990s. When I was in 4th Class, I used to spend hours listening to the ‘Top 40 Countdown’ of the music chart on the radio, waiting for my favourite songs to come on. For my 10th birthday I got my firstever CD. It was a Spice Girls album, which I had to listen to on my parents’ CD player in the sitting room. I also got a Tamagotchi, which was a battery-operated digital pet. The aim was to keep it ‘alive’. If you did not feed it or look after it, it would die. At school, there were 36 girls in my class. The teacher wrote on a blackboard in chalk. On Fridays, we had a spelling test and a handwriting competition, and we were also allowed to use the computer room. The computers were slow and had no internet. Computer files were saved on a floppy disk that we inserted into a slot on the computer. I loved Fridays as I got £1 pocket money from my parents! Strand: Life, society, work and culture in the past Strand unit: Life in Ireland since the 1950s Key skills: Time and chronology, cause and effect, using evidence, empathy

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Spice Girls

Tamagotchi

Floppy disk

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LifeinIrelandinthe1990s

The Celtic Tiger

Between 1994 and 2007, Ireland experienced an economic boom known as the Celtic Tiger. Ireland went from being one of the poorest countries in Europe to being one of the wealthiest. Multinational companies opened offices in Ireland. Soon, there were plenty of well-paid jobs. There was also a building boom. Many new homes and offices were built because property prices increased a lot.

The Google office in Dublin opened in 2003

Life for young people in the 1990s

More Irish pupils than ever before finished secondary school and went on to college. Fashionable clothes for girls were an oversized jumper worn with leggings. Oversized t-shirts, combat trousers and baseball caps were popular for boys. Denim jackets, jeans and Doc Marten boots were popular with teenagers.

Sport

In 1990, the Irish soccer team qualified for the FIFA World Cup (‘Italia 90’) for the first time in history. They made it to the quarter finals, but were knocked out by Italy. When they returned home, hundreds of thousands of fans lined the streets of Dublin to cheer as they drove past in an open-top bus. They qualified again in 1994. Track and field athlete Sonia O’Sullivan won several medals for Ireland. Competing in the 5,000 m race, she won gold at the World Championships in 1995 and silver at the Olympic Games in 2000.

Technology

Sonia O’Sullivan

People watched films on video cassette tapes. When you finished watching a film, you had to rewind the tape back to start. Video rental shops were very popular. They charged customers a small fee to rent a video for a couple of days.

Television, video player and video cassette tapes

PlayStation and Nintendo 64 consoles were launched in the mid-1990s. DVD was introduced to Ireland in 1998 and the average DVD player cost around £600.

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LifeinIrelandinthe1990s

Mobile phones became widely used during the 1990s. Before then, people had only landline telephones. Use of the internet on home computers took off around the same time. Each time you went online, your computer had to connect to the internet via a telephone line. It made a loud dialling sound and took minutes to connect.

Landline telephone, 1990s Mobile phone, 1998

Entertainment

The 1990s were a golden age for Irish talent. At the Eurovision Song Contest, Ireland won four times within a five-year period, and a record three times in a row. Ireland hosted the Eurovision Song Contest in 1994 and Riverdance was introduced to the world Ireland’s currency for the first time during the interval. It was a modern changed from the Irish take on traditional Irish punt to the euro in 2002. The same year, a dancing with new moves tax levy was placed on and electrifying music. plastic bags. Before then, Riverdance went on to plastic bags were given become a very popular away for free in shops. show performed in theatres around the world. Riverdance

1 2 3 4

What was the Celtic Tiger and when did it take place? What happened for the Irish soccer team in 1990? Who is Sonia O’Sullivan? How did people watch films at home in the 1990s (apart from when they were on television)? 5 What were popular games consoles in the 1990s? 6 Why, do you think, has Ireland not won the Eurovision Song Contest since the 1990s? 7 Imagine you are on the streets of Dublin celebrating the Irish team coming back from the ‘Italia 90’ FIFA World Cup. Write a paragraph explaining what you see and how you feel when you see the players pass by. 1 Write down five facts about life in the 1990s. 2 Think, pair, share: Make a list of differences between your school days now and Sarah’s school days in the 1990s. 3 Group work: Make a video or design a poster documenting life in the 1990s. Include facts about daily life, technology, entertainment, sport and money.

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Theme: GrowthandChange PowerPoint

GEOGRAPHY

53 Changing Settlements how settlement patterns in Ireland have changed since the 1970s how the use of buildings and land can change over the years why it is important to conserve buildings. complexes, conservation, habitation, modified, occupants, reclaimed, regeneration, retail, suburbs, tenement Settlement patterns in the Republic of Ireland have changed a lot since 1970. In 1970, the population was less than 3 million. By 2020, just three decades later, it was almost 5 million. As a result, our towns and cities have expanded too.

Settlement patterns in Ireland Rural areas In the 1980s, many bungalows were built in rural Ireland. Nowadays, a large number of new homes built in rural Ireland are two-storey houses. Why do you think this is? Urban areas Apartment complexes are built in urban areas to meet a high demand for housing. The need for retail properties (shops) and office units in urban areas increases Old buildings in Dublin modified for shops and offices alongside population growth. Many old houses in town and city centres have been modified for these purposes. Suburbs In the 1970s, many housing estates with three- or four-bedroom semi-detached houses were built in the suburbs. Since the 2000s, housing estates often include Mixed housing estate with houses a mix of apartments, terraced, and apartments, Co. Dublin semi-detached and detached houses. This caters for a variety of residents such as single occupants, couples, groups of students/young professionals or families.

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Rural bungalow, 1980s

Two-storey house, 2010s

During the Celtic Tiger, builders began to build housing estates in rural areas. However, when the Celtic Tiger ended, many builders went out of business. Unfinished estates were abandoned. They became known as ‘ghost estates’.

Strand: Human environments Strand unit: People living and working in the local area; People living and working in a contrasting part of Ireland Key skills: A sense of space, a sense of place, using maps, observing, questioning, predicting, estimating and measuring, recording and communicating

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Changing Settlements

14 Henrietta Street, Dublin

The house was sold in 1876. The new owner 14 Henrietta Street divided the house into 19 tenement flats. He rented these out to families (often a family to one room). By 1911, there were more than 100 people living there. It was cold and damp and had no electricity or indoor toilets. In the 1970s, it was deemed unsuitable for habitation.

Reconstruction of a single-room tenement flat

Old buildings tell us a lot about how people lived in the past. The protection, or conservation, of old buildings helps to preserve a sense of identity and character in our towns and cities. The Department of Tourism, Culture, Arts, Gaeltacht, Sport and Media offers grants to help with the costs involved in conservation efforts.

Have you ever taken a ferry from Dublin to England, Wales or France? Dublin Port is located in Dublin Docklands and was established in 1707. In those days in Ireland, goods could only be imported and exported by sea, so the port was very busy. In the late 18th century, areas of land around the port were gradually drained, or reclaimed from the sea, to allow for expansion of the port.

C A SE S T U DY

Dublin Docklands

In areas we now know as Dublin’s suburbs, Dublin City Council built new settlements for the people who were living at 14 Henrietta Street and in other tenements in the city centre. Donnycarney was one such suburb. These days, 14 Henrietta Street is a museum. The other houses on the street are used as offices or holiday apartments.

C A SE S T U DY

14 Henrietta Street is a five-storey Georgian house that was built in the 18th century for a nobleman and his family. In the 19th century, the house was divided into offices. These were rented to members of the legal profession.

Dublin Port today

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Changing Settlements

By the 1980s, the shipping trade in Ireland was greatly reduced and the docklands area had become very run-down. During the Celtic Tiger in the 1990s, demand for homes and offices in the city centre rose. The government decided to repurpose land in the docklands for housing and businesses, and regeneration of the area got underway.

Interactive activity

Dublin Docklands, 1972

Today, Dublin Docklands is home to the International Financial Services Centre (IFSC), 3Arena, Bord Gáis Energy Theatre, Convention Centre Dublin and a number of large hotels and apartment and office complexes. Bord Gáis Energy Theatre, a hotel and offices in Dublin Docklands today

1 What has changed about settlement in rural Ireland since the 1980s? 2 Why are some new housing estates built with a mix of different types of houses and apartments? 3 What is a ‘ghost estate’? 4 What did Dublin City Council do for the final residents of 14 Henrietta Street when it was deemed unsafe for them to live there? 5 Why did the government decide to repurpose land in Dublin Docklands? 6 Is the conservation of old buildings important, in your opinion? Why or why not? 7 Why, do you think, do buinesses want their offices to be located in towns and city centres?

1 What style of home do you live in? What types of homes are in your area? 2 Think, pair, share: Can you think of two advantages and two disadvantages to regenerating an area like the Dublin Docklands and building many office buildings and apartments? 3 Group work: First look up a map of your local area online. Draw a settlement map of the locality around your home or school. Label the different types of homes and other buildings in the locality.

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Theme: GrowthandChange Video

54 Tír nanÓg HI STORY

about the legend of Oisín and the land of Tír na nÓg what oral history is. blissful, oral history, paradise, remainder The tale that follows is an Irish legend that has been passed down through generations and is part of our oral history. It is about Tír na nÓg (Land of the Young), a magical island off the west coast of Ireland in ancient times. Tír na nÓg, it was said, was a paradise. People who lived there neither aged nor died. They led a blissful life and never felt sadness. Fionn and his son Oisín liked to go hunting early in the morning. One day, they saw a beautiful woman riding a white horse.

Hello, I am Niamh, daughter of the King of Tír na nÓg.

In ancient times in Ireland, the Fianna were warriors who protected the High King of Ireland. Their leader was Fionn Mac Cumhaill.

Niamh told them about her homeland, Tír na nÓg. Oisín and Niamh found themselves falling deeply in love. So Niamh asked Oisín to come away with her.

Fionn feared he might never see his son again, but Oisín agreed to go with Niamh. They galloped over land and sea until they reached the golden shores of Tír na nÓg.

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

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Tír nanÓg

Oisín and Niamh got married and were very happy.

Niamh reluctantly agreed and loaned him her magical white horse for the journey. Before he left, she gave him a warning.

You must not set foot on Irish soil. If you do, you will never be able to return here.

But over time, Oisín began to miss his father and the Fianna. He asked Niamh if he could visit Ireland. He came across men who were moving a large stone. As he leaned over to help them, his saddle broke and he fell to the ground. He instantly aged 300 years and became a very old man.

Back in Ireland, Oisín was shocked at the changes he saw. He discovered that he had been gone for more than 300 years.

The horse bolted back to Tír na nÓg. Oisín was deeply saddened that he could not return to Niamh. He was also heartbroken that his father and the Fianna had died long ago.

How can this be?

He spent the remainder of his life sharing stories about the Fianna - their adventures, hunts and feasts. He also spoke of a beautiful princess named Niamh and the magical land of Tír na nÓg.

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Tír nanÓg

Oral history

Oral history is the collection and study of stories about important people and events that has been passed down through generations by word of mouth. Tír na nÓg features in many Irish legends. Various legends describe ways of getting there, including disappearing into a mist while travelling by sea. The development of technology such as recording devices, computers and the internet has made it a lot easier for oral histories to be saved for future generations. Oral histories often provide us with personal perspectives on historical events. In each retelling of a story, the details can change.

Technology such as smart phones and computers can be used to record oral histories

In 2020, University College Dublin launched an oral history project to explore and record the lives and experiences of people in Ireland during Covid-19.

What was Tír na nÓg and where was it? Why did Fionn not want his son to leave with Niamh? Where did Niamh take Oisín? What warning did Niamh give Oisín before he returned to Ireland? What had happened in the 300 years that Oisín had been away from Ireland? 6 Why might Oisín have wanted to return to Ireland, do you think? 7 Do you think it is important for Irish legends to be passed on to younger generations? Why or why not?

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1 List the characters mentioned in the legend and describe them in as much detail as you can. 2 Think, pair, share: Think of another Irish legend and analyse any similarities it shares with the legend of Tír na nÓg. Do you see a common theme? Are there any recurring characters? 3 Group work: Each ask a member of your family if they know an Irish legend, or a legend from another country. If they do, ask them to retell it. Then, share the legend with your group. Vote to decide which one is the best. Research your chosen legend online. Present it in a PowerPoint or poster presentation to the class, with pictures where possible. Revision quiz

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Theme: Hearty Exercise Poster

Video

HI STORY

55 TheHistory of Hurling about the origins of hurling in Ireland the story of Cú Chulainn how hurling has changed over time in Ireland. commemorate, compensation, mandatory, yowl Did you know that hurling is one of the oldest and fastest field sports in the world? It has been played for so long in Ireland that it features in Irish mythology. It dates back more than 2,000 years, and its popularity continues to the present day.

Cú Chulainn

As the legend goes, there was a boy named Setanta who was very strong. He lived with his uncle, King Conor of Ulster. Conor was invited to a banquet at his blacksmith Culann’s house one night and he invited Setanta to join him. Setanta had a game of hurling to play, but he told his uncle that he would come to the banquet afterwards. The banquet began. Unaware that Setanta was coming, Culann released his famously ferocious hound to guard the house. When Setanta arrived, the giant hound sped towards him. In a flash, Setanta swung his hurley and drove a sliotar into the animal’s throat. A high-pitched yowl was heard. King Conor realised that Setanta should have been there by now. He ran outside, expecting to find his nephew lying dead. Instead he found the unfortunate hound. Culann was devastated at the death of his loyal companion and protector. Even though Setanta had no choice but to kill the hound or die himself, he vowed to take the hound’s place and become Culann’s protector. He became known as Cú Chulainn – the Hound of Culann.

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Strand: Local studies Strand unit: Games and pastimes in the past Key skills: Time and chronology, cause and effect, synthesis and communication, empathy

07/04/2021 12:36

TheHistory of Hurling

Early hurling

Early versions of hurling had no rules! Matches were a wild fight for the sliotar, often ending in serious injuries. The winning team was determined by the first goal scored. There was no limit to the number of players on a team. There was also no such thing as a foul. Some of the earliest surviving references to take back game are found in Irish laws from the 7th and 8th centuries. These laws mention compensation for injuries that happened while playing hurling. In AD 1366, Norman King Edward III of England banned hurling in the Statutes of Kilkenny. The statutes stated: ‘The said land of Ireland use not henceforth the games which men call hurling, with great clubs and ball upon the ground, but they apply and accustom themselves to use and throw lances, and other gentle games which pertain to arms.’ However, even though playing hurling got a person punished and possibly sent to jail, the sport still survived!

Hurling as a sport

Hurling has gone through a lot of changes since it began. In the 1870s, hurling or ‘hurley’ as it was more commonly known, became popular in Ireland as a regulated sport, especially among wealthier people. Several hurley clubs were set up across Ireland. In 1884, the Gaelic Athletic Association (GAA) was set up. The GAA put formal rules in place for the game. There are now GAA clubs throughout the country, each with its own club colours.

Hurling today

Hurling match between Offaly and Kilkenny, 1955

A hurling match lasts for 70 minutes. A team has 15 players. Each player plays a certain position on the team. The team with the highest score at the end of the match wins. A referee oversees the action to make sure that the rules are followed. The GAA governs the rules and ensures that the game is played in a fair and safe manner. In 2010, helmets with facial guards became mandatory. There have been variations in the shape of the hurley, or camán, over the years, but today’s hurleys are made of wood from the base of the ash tree. This is the strongest and safest material for a hurley.

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TheHistory of Hurling

Interactive activity

Tipperary playing Kilkenny in the All-Ireland Hurling final, 2019

Once a year, the All-Ireland Hurling Championship takes place. The final is held in Croke Park, usually in late August. It is the highlight of the hurling calendar and tickets to the big match sell out fast. The first AllIreland Hurling final in Croke Park was held in March 1896. Tipperary beat Kilkenny that year. In 2020, Kilkenny held the title for highest number of All-Ireland wins.

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The Liam MacCarthy Cup is awarded to the winners of the All-Ireland Hurling Championship. It was first awarded in 1923 to commemorate Liam MacCarthy for playing an important role in setting up the GAA in London.

How old is hurling believed to be? Describe the story of Cú Chulainn. When were formal rules introduced in hurling? What is a hurley made of? When and where does the All-Ireland Hurling Final usually take place? Why, do you think, did the Norman King of England ban hurling? How is hurling today different to hurling in the past?

1 Write down five facts that you have learned about hurling and its history. 2 Pair work: Use the comic strip template provided to draw a comic strip of the story of Cú Chulainn. Make sure that the events are in the correct sequence. Include text and speech bubbles. 3 Group work: Invent a new Irish sport, similar to hurling. Make up clear rules of the game and instructions for playing, and give details of any equipment needed. Present your new sport to the rest of the class.

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Theme: Hearty Exercise Video

56 TheTrials of theFianna HI STORY

about the myth of the Fianna about the seven trials to join the Fianna. agility, dowry, flexible, intellect, trial The Fianna were elite warriors in Irish mythology. Their job was to protect and defend the high kings of Ireland. For half of the year they were nomads: travelling across the land, hunting and fighting by day; telling stories, feasting and sleeping below the stars at night. For the other half of the year they were housed and fed by families. It was a great honour to have a noble warrior stay in one’s home.

The Trials of the Fianna Fionn Mac Cumhaill was one of the greatest leaders of the Fianna. To make sure that he had the best warriors, he set out seven trials that each man had to pass to join the Fianna. He wanted warriors who could live by the motto of the Fianna:

A warrior had to promise to protect Ireland and make the Fianna his first priority.

Once he joined the Fianna, he was in it for life. His family had to agree to let him leave home, and go and live with the clan.

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

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Truth in our hearts, strength in our arms, honesty in our speech!

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TheTrials of theFianna

The first trial was a test of intellect and knowledge. He had to learn 12 books of poetry and write his own poems.

He had to stand in a hole, buried up to the knees. Armed with a stick and a shield, he had to defend himself against nine men with spears. If he got injured, he failed.

As a test of his agility agility, he was chased through a forest by a group of warriors. He had to escape unharmed. If his clothes got torn or his braid got loose, he failed.

He had to be able to leap high enough to jump over a branch at forehead height.

He had to be flexible enough to pass below a branch at knee height without touching it.

He had to be able to run at full speed while removing a thorn from his foot without slowing his pace.

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Interactive activity

TheTrials of theFianna

Finally, he faced nine men in battle. If his weapon arm began to tremble from tiredness, he failed.

Once he had successfully passed the trials, he joined the Fianna. He pledged to marry a woman without a dowry and be gentle to all women. He promised to put the needs of others above his own needs, and always stand and fight enemies.

Fionn Mac Cumhaill’s home and training ground for the Fianna was the Hill of Allen in Co. Kildare. Today, Aylmer’s Folly; which was built in 1863, stands atop this hill.

1 2 3 4 5 6

Who were the Fianna? How many trials were undertaken to become a member of the Fianna? What was the motto by which the Fianna lived? Describe the trials that were undertaken by candidates. Who did the Fianna pledge to marry? Imagine that you are leaving your family to join the Fianna. Write a paragraph about what you will have to do to join and how you are feeling. 7 Which trial, do you think, was the most important and why? Would that skill be important for today’s soldiers?

1 List the qualities and skills shared by all members of the Fianna. 2 Think, pair, share: Make up seven trials for modern-day candidates wishing to join the Fianna of the 21st century. What strengths and qualities should they be tested on? What skills should they possess? 3 Group work: Represent the legend of the seven trials of the Fianna by designing a poster, acting it out, or making a video or PowerPoint presentation. Share your representation with the class.

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Theme: Hearty Exercise Video

SCI ENCE

57 TheHeart why the heart is the key organ in the circulatory system how the circulatory system works why exercise is important for a healthy heart. aorta, artery, blood vessels, capillaries, circulatory system, contracting, pulmonary, pulse, valve, vein The heart is the key organ in the circulatory system. It pumps blood around the body, delivering oxygen and nutrients to every cell.

Exercising the heart

Muscles need oxygen in order to work. Oxygen is delivered to them by the blood. When you exercise, your muscles need more oxygen than usual. Your heart beats faster to pump blood (and oxygen) to the muscles. Regular exercise helps the heart get stronger so it does not need to beat as fast. It is also good for your bones, muscles and mental health. Children should exercise for at least an hour every day.

Structure of the heart

The heart is located in the chest, behind the ribs and between the lungs. It has two sections, right and left. Each section has an upper and a lower chamber. Valves prevent blood from flowing backwards. The walls of the heart are made of very strong muscle. By repeatedly contracting (squeezing) and relaxing, the heart pumps blood around the body around 90 times a minute if you are a child, and 70 times a minute if you are an adult.

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aorta

pulmonary artery

pulmonary vein upper right chamber

upper left chamber valve

valve lower right chamber

lower left chamber

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

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Interactive activity

TheHeart

The journey of blood around the body 1 Blood enters the upper right

2 The blood is pumped from

chamber of the heart through two large veins. It then flows into the lower right chamber through a valve, which stops it from flowing backwards.

the lower right chamber into the pulmonary artery, and on to the lungs, where it absorbs oxygen. The oxygenrich blood flows back to the heart and enters the upper left chamber through the pulmonary vein.

3 It flows into the upper left

heart lung liver

chamber and is pumped out through the aorta, which is the largest artery in the body. Oxygen-rich blood is delivered to the body by the arteries.

vein (blue) artery (red) lung

4 At the point where the

blood has finished its journey, tiny blood vessels called capillaries connect the arteries with the veins. kidneys bladder

to heart

from heart

5 Blood

capillaries

carrying carbon dioxide (waste) is carried back to the heart through the veins.

artery

vein

8 The journey of blood around the body takes

6 On its way to

the heart, it goes to the lungs. The carbon dioxide gets released into the lungs, and then gets breathed out.

7 Blood also carries

other waste in the body and drops it off at the organ whose job it is to get rid of it, such as the kidneys or liver.

just one minute. It then starts its journey all over again at the heart. Pretty amazing!

On average, if all of the blood vessels in the body were joined end to end, they would stretch about 100,000 km. That is around twoand-a half-times the distance around the Earth!

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TheHeart

Experiment video

In pairs, we are going to recreate the pumping action of the heart.

How the heart acts as a pump

Equipment: wide-mouth plastic jar, balloons, skewer, two flexible straws, sticky tape, scissors, water, basin Action: ● Half fill the jar with water. ● Cut the neck off the balloon and put the neck aside. ● Stretch the balloon tightly over the mouth of the jar until it lies flat. ● Using the skewer, poke two holes into the stretched balloon, 5 cm apart. ● Insert a straw into each hole. The straws should fit securely in the holes so that no air can get in or out around them. (If a hole is too big, start again with a new balloon.) ● Slide the uncut end of the balloon neck onto the top of one of the straws and secure it well with sticky tape. The cut end should form a flap. Bend the straw down. This will be your ‘valve’. ● Place the jar into a basin to catch any water. ● Press down and release the centre of the balloon over the jar several times. ● Does water move through the straws? ● Take off the ‘valve’ and repeat without it in place. Does the valve affect the way the water flows?

We are going to investigate how our heart rate changes with exercise. Plenty of space is needed to carry out this investigation.

How exercise affects our heart rate

Equipment: stopwatch, skipping rope Action: ● Check your resting pulse (heart rate) before starting any activities. Place three fingers of your left hand on the side of your throat. Press gently and you will feel your pulse. Using the stopwatch, count the beats for 30 seconds. Multiply that number by 2 to get your pulse. ● Perform the following activity for 30 seconds: walking, running, skipping, climbing stairs. After each activity, take your pulse and record it on your worksheet. Rest a minute between each activity to make it a fair test. Repeat the activities for one minute, then three minutes.

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Theme: Weather andClimate Poster

Video

58 ClimateChange GEOGRAPHY

what climate change is and what causes it about the effects of climate change on the world about ways in which society is tackling climate change. carbon footprint, drought, flooding, geoengineering, greenhouse gases, incentives, sea levels What is the difference between weather and climate? Weather describes the conditions in a place on a specific day. Climate describes weather patterns over a long period of time (typically 30 years or longer). The location of a country determines its climate.

What is climate change?

Climate change describes changes in temperature and rainfall in a region over a long period of time. The Earth’s climate has naturally warmed up since the last ice age ended thousands of years ago. However, in the past 100 years, the Earth’s climate has warmed up at a much faster rate than normal.

What causes climate change?

Climate change is a result of both natural causes and human activities. The human activities include population growth, deforestation and the use of fossil fuels (coal, oil and natural gas). This has led to more greenhouse gases (carbon dioxide or CO2, and other gases) being released into the atmosphere. They get trapped there and surround the Earth like a blanket, keeping the heat in and gradually warming it up.

Smog covering Beijing, China

The effects of climate change

Melting of ice caps In the Arctic and Antarctica, ice is melting at a fast rate. Animals such as polar bears rely on the ice for hunting for food like seals, so many are dying from starvation. Rising sea levels As the ice melts, it causes sea levels to rise, resulting in flooding. Venice, a city of canals in Italy, has seen record flooding in the past decade.

Strand: Environmental awareness and care Strand unit: Environmental awareness; Caring for the environment Key skills: A sense of place, questioning, observing, predicting, analysing

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ClimateChange

Changing weather As the Earth warms up, weather patterns are changing. Some places are experiencing more storms, hurricanes and greater amounts of rainfall than ever before. Others are experiencing more heatwaves and droughts.

Paris Agreement

Drought in California, USA

In 2015, representatives from 197 countries around the world (including Ireland) signed the Paris Agreement organised by the United Nations (UN). By signing this agreement, they have commited to helping prevent climate change. This involves reducing the amount of fossil fuels burned, promoting the use of renewable energy in homes and businesses, and educating citizens on the importance of recycling.

Carbon footprint

A carbon footprint is the amount of carbon dioxide one human releases into the atmosphere. Everyday activities such as charging a mobile phone and watching television contribute to your carbon footprint. Recycling, saving energy, cycling and taking public transport can help to keep your carbon footprint low. Some people choose to go on holidays in Ireland instead of flying overseas, because aeroplanes burn huge amounts of fossil fuel.

Transport

Cities around the world are encouraging residents to travel by public transport. Bus corridors have been established for buses to travel in and out of city centres without getting stuck in traffic. The more people use public transport instead of driving individual cars, the more we cut down on greenhouse gases in the atmosphere. Cycle lanes also encourage people to travel by bicycle, electric bicycle or scooter. Cycle lane in Dublin

The science of geoengineering looks for solutions to tackle climate change using technology on a huge scale. For example, geoengineers are looking at ways to remove carbon dioxide from the air. This can include planting trees to absorb CO2, or removing CO2 from the air using chemicals or machines.

Reforestation

Machinery to capture carbon from the air

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ClimateChange

Copenhagen, the world’s most bicycle-friendly city

C A SE S T U DY

Copenhagen, the capital city of Denmark, has invested a lot of money to promote cycling as the city’s main means of transport. Its cycle lanes are wide enough to fit two or three bicycles side by side. The city has 17 bridges around the harbour and over canals that are just for cyclists. It also has 12 supercykelsti, or cycle highways, which provide a fast cycle route for long-distance traffic. The government has made the cost of parking a car in the city very expensive, to encourage residents to cycle. Some 62% of trips to work and school are now taken by bicycle. Most residents of Copenhagen do not even own cars now!

Electric cars

The Irish government hopes to have all new petrol and diesel cars off the road by 2030. It has introduced incentives to encourage people to buy electric cars. An electric car is charged by plugging it into a charge point. This can be installed in homes. There are also fast charge points to be found at petrol stations and car parks. 1 2 3 4 5 6

Describe what climate change is. Name two causes of climate change that are caused by human activities. Name three fossil fuels. What is geoengineering? Describe three ways in which Copenhagen is cycle-friendly. Do you think geoengineering measures are important to tackle climate change? Why or why not? 7 How, do you think, are electric cars good for the environment?

1 Write down five changes you could make in your daily life to reduce your carbon footprint. 2 Think, pair, share: Find out about another way in which the science of geoengineering is looking for solutions to tackle climate change. Present your findings to the class in a medium of your choice. 3 Group work: Research more ways in which governments are tackling climate change. For example, this could be through promoting sustainable living, using less plastic, buying long-wearing clothing.

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Theme: Weather andClimate PowerPoint

GEOGRAPHY

59 ExtremeClimates the features of some extreme climates around the world how plants, animals and humans are adapted to these climates.

arid, cacti, gale-force, Inuit, lichens, stagnant, succulents Ireland has a wet, temperate climate, with mild temperatures. Some other parts of the world have more extreme climates. Let’s find out how plants, animals and humans are adapted to life in these places.

Arid climate

Deserts have an arid climate. They are the driest places on Earth. They receive less than 25 cm of rain a year. It is very hot during the day, but cool at night because of the lack of cloud cover. There is very little moisture, so clouds rarely form.

Cactus

The Sahara Desert is the largest hot desert in the world

Plants The most common desert plants are cacti and succulents. When it rains (which is rare), they store water in their stem. They grow slowly to conserve water and food. They have deep roots that are spread out to absorb water from a wide area.

Animals Desert predators hunt at night when it is cooler, and sleep in the shade during the day to conserve energy. The camel can drink around 100 litres at one time and then go up to seven months without drinking water again.

Bedouin man

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Arabian camel Humans People who live in the desert often paint their house white to reflect the sun’s rays and keep the interior as cool as possible. They also avoid physical work during the hottest hours of the day (around noon). The Bedouin are a group of nomads who travel the deserts of North Africa and the Middle East. They live in tents, which they insulate with animal hair to keep them cool during the day and warm at night.

Strand: Natural environments Strand unit: Weather, climate and atmosphere Key skills: A sense of place, maps and globes, questioning, observing, predicting, analysing

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ExtremeClimates

Polar climate

Both Antarctica and the Arctic have a polar climate. Plants, animals and humans living there must survive freezing temperatures, gale-force winds, snowstorms and little daylight in winter.

Reindeer moss

Plants Few plants can grow in a polar climate. The soil lacks nutrients because it is too cold for organic material to break down. Moss, lichens and algae are adapted to these conditions: moss can grow in the poorest of soil; lichens can grow on bare rock; and algae can grow in cold water and ice. In southern regions of the Arctic, low shrubs can grow in sheltered spots between rocks.

Animals Animals such as the polar bear and Arctic fox have thick fur and a layer of body fat beneath their skin to insulate their bodies. The polar bear hunts seals on large ice sheets. The Arctic fox does not live near the sea, so it survives on small rodents found inland.

Inuit boy and igloo made of packed snow

Polar bear

Arctic fox

Humans The Inuit are a people who live in Arctic regions. Traditionally, they wore clothing made from animal skins and furs to keep them warm. They gathered wild berries and edible seaweed, and hunted animals such as Arctic foxes and seals. They travelled on snowmobiles or dog sleds while hunting and built igloos for shelter. Many of these customs are still practised today.

Tropical monsoon climate

A monsoon is a seasonal, rain-bearing wind that blows from the ocean to the land for one season of the year. The moisture that it absorbs over the ocean gets released as rainfall over the land. India is an example of a country with this climate. It experiences a hot, dry season from March to May; a monsoon season Tropical monsoon regions with heavy rainfall from June to September; a mostly dry period from October to December, and a cool, dry season from January to February.

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Interactive activity

ExtremeClimates

Plants Many of the trees in India are deciduous. They shed their leaves during the dry season to prevent loss of water through leaves. They have long roots to tap water sources deep under the ground. Their leaves regrow quickly during the monsoon season. The rain brings much-needed nutrients to the soil after at least six months of drought. This helps plants to flourish fast.

Asian elephants

Animals Many animals in India, such as Asian elephants, prefer to live on grassy plains at the edge of jungles. During the drought, they frequently walk long distances to river valleys in search of water. They return to their preferred habitat once the rainy season starts. Insects such as mosquitoes thrive in the monsoon season because they breed in stagnant (standing) water, such as that found in puddles.

Humans The monsoon season has both positive and negative effects on human life. Crops can be planted and wells are filled for the months ahead. Water is used to generate hydroelectricity to power homes and factories. However, heavy rainfall can also cause landslides and flash flooding, and flood water can spread diseases. 1 2 3 4 5 6 7

Trees in India during the drought season

Flooding in India

What type of climate does Ireland have? In a typical year, what is the maximum annual rainfall in a desert? Describe how succulents survive in an arid climate. What helps polar animals to keep warm in winter? How do people in India benefit from the monsoon season? Which type of climate do you think is the harshest and why? How, do you think, might climate change affect the places mentioned in the lesson?

1 List the ways in which humans cope with the extreme climates discussed in the lesson. 2 Think, pair, share: Write a quiz with questions based on the lesson. Swap quizzes with another pair and see how you get on. 3 Group work: Do research about three additional plants and animals living in either a desert or a polar region. Find out the ways in which they are adapted to life there. Use the report template provided to help you write a report on your findings.

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Theme: Weather andClimate PowerPoint

60 City Microclimates SCI ENCE

what microclimates are and how they occur about city microclimates and urban heat islands how human activity causes temperature, wind, cloud and rain differences in cities. energy efficient, guerilla gardening, microclimate, non-reflective, smog Picture this: you are walking in a park on a summer’s day; the weather is warm, with a dry breeze; you go into a wooded area of the park and notice that it is cooler and the air feels a little damp. That is an example of a microclimate, which is the climate of a very small area that differs from the climate of the surrounding area.

Landscape

Landscape plays a role in climate. Areas of high land such as mountainous regions are colder and windier than areas of low land. Human activity changes the landscape when towns and cities are built. More than half the world’s population lives in cities. Cities have microclimates as a direct result of human activity.

Water

Malaga, Spain – the city is kept cooler in the summer and warmer in the winter by the sea

Santiago, Chile – the city has a very different climate to the mountains surrounding it

Water bodies have an impact on climate. Water absorbs and releases heat more slowly than land does. Ocean temperatures increase slowly in spring and decrease slowly in autumn. This keeps temperatures fairly constant. The same effect happens close to other large water bodies such as lakes and rivers.

Soil

Soil affects climate in many ways. Forests contain rich soil that holds lots of water and makes the air humid. Trees and other plants also hold lots of water, as well as heat. When a forest is cleared in order to build on the land, soil gets replaced by concrete. Rainwater flows into drainage systems instead of being absorbed by soil and plant roots, leaving built environments prone to flooding during heavy rainfall. Strand: Environmental awareness and care Strand unit: Environmental awareness Key skills: Questioning, recording and communicating, exploring, evaluating, analysing

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City Microclimates

Temperature

Average temperatures in cities tend to be 1–2°C higher in winter and 5°C higher in summer than in surrounding rural areas. These warmer urban areas are called urban heat islands. The higher temperatures are caused by human activity: ●

Road surfaces use non-reflective materials that absorb heat.

●

Buildings absorb heat from the sun and release it into the atmosphere.

●

Heat is generated by central heating systems in homes and other buildings during winter. This gets released into the atmosphere while the buildings cool down overnight.

●

Factories produce a lot of heat.

In Melbourne, Australia, the average temperature is over 1°C higher than in surrounding rual areas. Tokyo, Japan has seen average temperatures rise by over 3°C over the past 100 years. Higher temperatures increase the likelihood of thunderstorms. It also causes snow to fall mainly as sleet, resulting in fewer snow days for children in cities!

Cloud and rain

Thunderstorm in Tokyo, Japan

Scientists have found that it is cloudier in the afternoons in London and Paris in spring and summer because the higher temperatures there lead to more evaporation. Added to this, smoke from cars and factories produces smog, which further traps heat and sits in the sky as low-lying cloud. This Cloud cover over London, UK causes air pollution, which is a serious health risk. Most cities tend to have a greater number of dry days than rural areas, but when it does rain, the rainfall is heavier.

Wind

Cities tend to be less windy than rural areas because buildings provide some shelter from the wind. However, there are some exceptions. Chicago, USA was built beside a huge lake called Lake Michigan. It was laid out in a grid pattern, with long streets and tall buildings. This produces a wind tunnel effect, making the wind blow faster and colder through the streets. Chicago is nicknamed the Windy City!

Aerial view of Chicago, USA showing the grid pattern of the city

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City Microclimates

Designing better cities

Nowadays, architects and urban planners think about microclimates when they are designing urban developments. They combine energy-efficient technologies with awareness of how buildings affect their surroundings. One of the main causes of microclimates in cities is the lack of bare soil and vegetation. Urban developments are now designed to include with more green zones such as parks and gardens. This makes them a far more pleasant place to live and work. Central Park in New York City, USA

1 2 3 4 5

In order to reduce the temperature in some cities, roads, car parks and the roofs of buildings are given a reflective grey coating. This helps to lower the air temperature in summer.

What are microclimates? List four things that help form microclimates? What is an urban heat island? List three human activities that cause higher temperatures. List one important thing that architects and urban planners can do to help reduce the effect of a microclimate? 6 What, in your opinion, can homeowners in the city do with their garden to help reduce the effect of a microclimate? 7 Imagine you live in a large city. What small things could you do to help reduce the effect of a microclimate? (Hints: central heating, transport)

1 Write about a place where you noticed a microclimate of any kind. This could be a sheltered spot on the beach or a wooded area of your local park. What, do you think, helped form this microclimate? 2 Pair work: Look up Met Éireann’s website and read the five-day weather forecasts for the cities of Dublin, Cork, Galway and Belfast. What differences can you find between them? What do these cities have in common in terms of landscape and water bodies? 3 Group work: Research either guerilla gardening or community gardening. Do a presentation on what you have learned and share it with the class. Revision quiz

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A B C D E F

Glossary

A abdomen: 1. the part of the human body between the chest, or thorax, and the hips; 2. the rear part of the body of an insect

absorb: to take in or soak up

accessible: able to be reached

I J K L M N O P Q R S T

adapted: describes a plant or an animal that is well suited to living in a certain environment aeronaut: pilot of a hot-air balloon afterlife: life after death, believed to exist by many religions

allies: troops from different countries fighting on the same side of a war against a common enemy

algae: aquatic plants, including seaweeds

altitude: the height of an object or a point above sea level ammunition: bullets and explosives such as grenades amphitheatre: an open-air theatre with tiers of seating built in a semicircle around the stage area

Roman amphitheatre

ancestor: a person from whom one is descended and who lived several generations ago

aorta: the largest artery in the body

apprenticeship: time spent learning a trade from a skilled employer

W X

Algae on the surface of a lake

Y Z

arid: extremely dry

alloy: a new type of metal made by mixing two or more types of metal

agility: the ability to move easily and quickly agriculture: the practice of farming, including planting crops and raising farm animals

architect: a person who designs buildings and oversees construction

aquatic: living or growing in or on water

The desert is an arid landscape

arithmetic: maths artefact: an object made by people, which is usually of historical interest artery: a blood vessel that carries blood away from the heart artificial (light source): a light source that is powered by electricity artisan: worker in a skilled trade atom: a tiny particle that is the building block of everything in the universe

Atom

audit: a careful inspection

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Glossary

automated: managed by a machine rather than a human avalanche: mass of snow, ice and rocks falling rapidly down a mountainside

bawn: a defensive wall surrounding a castle beam: a long, narrow piece of wood or metal bedrock: solid rock below the soil biblical: describes something to do with the Bible bill: a bird’s beak

Avalanche

axis: an imaginary pole through the Earth’s centre on which it rotates axle: a bar on which a wheel turns

B baguette: a long, narrow loaf of bread with a crisp crust

bill

biodegradable: able to be broken down by living organisms such as bacteria biodiversity: describes the variety of life on Earth bioplastic: a type of biodegradable plastic made from organic material blissful: full of joy

Baguette

bailiff: a judge who oversaw law and order on behalf of the monarch bamboo: a tall plant belonging to the grass family with a woody, hollow stem barrage: a heavy firing of weapons during a battle

blizzard: heavy snowstorm that lasts a long time blood vessels: the tubes in the body through which blood flows bog: wetland with peaty soil

bonnet: a woman’s or child’s hat that is tied under the chin

borders: shares a border with

boulangerie: the French word for a bakery that specialises in bread

brainstem: the part of the brain that joins the brain to the spinal cord

F H

brand: fashion house where fashion designers work

brass: musical wind instruments made of brass, a yellow metal

J L M N

The trumpet is a brass instrument

breathable: describes a fabric that allows air to reach the skin and sweat to evaporate

O P Q R

brittle: describes a material that can snap and break easily

Buddhism: an Asian religion, founded in the 6th century BC that emphasises karma

buoyancy: the ability to float in liquid buoyant: describes something that floats in liquid

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A B C D E F G H

Glossary

busking: when a swan spreads its wings and hisses in response to a threat

C cacao: a tree whose seeds/beans are used to make chocolate

I J

M N O P Q R S T U V

Cocoa pods hanging on a cacao tree

cacti: (plural of ‘cactus’) a group of desert plants that can store water in their stems and are characterised by their spikey spines canister: a cylindrical container, usually made of metal canopic jars: jars used in Ancient Egypt to store the internal organs of a mummy canopy: the highest layer of branches in a forest

W X Y

carbon footprint: the amount of carbon dioxide released into the atmosphere as a result of the activities of one person cardinal directions: the four main directions – north, south, east and west caretaker: a person employed to look after a building

K L

capillaries: tiny blood vessels that connect the arteries with the veins

Rainforest canopy in the Amazon

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cash crop: crop that is grown to be sold abroad for profit, rather than for use by the grower

census: an official count of a country’s population cerebellum: the part of the brain at the back of the skull cerebrum: the largest part of the brain, made up of the left and right hemispheres

left hemisphere

right hemisphere Cerebrum

ceremony: a series of acts carried out to honour a special occasion chain mail: flexible armour made up of small iron rings looped together

Cotton is grown as a cash crop

catechism: a religion lesson Celtic: describes things to do with the Celts, a group of people who lived across Europe in ancient times and shared similar languages and art

chaos: a state of complete confusion or disorder characteristics: qualities or traits chariot: a two-wheeled vehicle pulled by horses, which is driven in a standing position

Celtic Tiger: a period of economic growth from 1994 to 2007 that brought great change to Ireland Roman chariot

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Glossary

charity: an organisation that helps to raise money for those in need chemical process: a process that involves a chemical reaction between two materials that changes the materials and creates a new material called a compound chlorophyll: a green pigment in leaves that traps light energy from sunlight circulatory system: the system that moves blood through the body, made up of the heart and the blood vessels citizenship: being a member of a country or society civilisation: a particular society clans: families or groups of people with a common ancestor clay: very fine particles of rock that cause water to drain very slowly through soil cloakroom: a room where coats, hats, and other outdoor clothing can be stored clutch: a group of eggs cob: a male swan

cocoon: a silky case spun by the larvae of many insects to protect themselves

compostable: describes a material that can break down in a compost system conduction: when heat moves from one object to another

Butterfly cocoon

conical: shaped like a cone

commemorate: to celebrate a person or an event commercial: describes an activity that is done to make money, such as a business commoners: ordinary or common people who are not members of the nobility communication: sharing information community: 1. a group of people who live close together or have shared interests; 2. a particular area and its inhabitants

B C D E F G H I J K

A traffic cone is conical

conker: the seed of the horse-chestnut tree, which can be used to play a game called ‘conkers’

conquered: took control by force

conservation: the protection and repair of buildings of historical interest

compensation: something awarded to a person to make up for loss or injury

conserve: protect from loss, waste or destruction

complexes: groups of similar buildings

consumers: people who buy goods

components: the different parts of something

contracting: squeezing

composition: essay

convert: to change from one form or state to another

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A B C D E F G H I J

Glossary

coral reef: an underwater ecosystem made up of the hard skeletons of tiny sea animals called polyps. Coral reefs are found in warm, shallow seas around the world.

crochet: a needlework technique in which a hooked needle and yarn are used to make a loose, open fabric

M N

Q R S

Crochet

crop rotation: rotating crops in three-year cycles to prevent the soil from losing nutrients crystals: pieces of a substance that has changed from a liquid to a solid

T U V W X Y

Cygnet

D dam: the mother of a racehorse darn: to mend a hole or tear in an item of clothing

cygnet: a young swan

crevasse: deep, open crack in a glacier

currency: the system of money used in a country

death mask: a model of a person’s face made after they have died, used in Ancient Egypt for the spirit to recognise the body in the afterlife decade: a period of ten years beginning with a year ending in 0 decaying: rotting, or breaking down deciduous: a tree or shrub that sheds its leaves in autumn and grows new leaves in spring

Salt crystals

culture: the language, customs, ideas and art of a particular group of people

Deciduous trees lose their leaves in autumn

decompose: to break down by rotting, or decaying defence mechanism: an automatic reaction of the body, which it uses to protect itself deforestation: the removal or clearing of forests to use the land for human activities deities: gods and goddesses democratic: describes a society in which the people elect the government, and the government respects to the wishes of the people demonstration: an activity to show how something works density: how light or heavy something is, in relation to its size or volume (Think of two bowls of the same size; one made of glass, the other made of plastic. The glass bowl is heavier than the plastic bowl because glass is denser than plastic. The glass bowl will sink in water, but the plastic bowl will float.) descendants: people who come from a particular set of ancestors

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descent: the act of moving downwards designated: appointed or named as destination: the place to which someone is going or something has been sent

domesticated: an animal tamed and kept as a pet or on a farm

Dogs are domesticated animals

dhoti: a traditional garment worn by male Hindus in India

donate: to give money or goods in order to help a cause or charity

displacement: the way in which a floating or sinking object pushes water aside

dowry: the money or property brought by a bride to her husband on their marriage

disposable: describes something intended to be used for a short time and thrown away

drawbridge: a bridge over a moat. The drawbridge had hinges at one end, allowing it to be raised or lowered by pulling or releasing a pair of chains.

dissolve: to mix with or melt completely in liquid

droplets: tiny drops of liquid

Tablet dissolving in water

drought: a continuous period of dry weather, leading to a shortage of water

divine right: the belief that a king or queen has been given the right to rule by the gods

duration: the length of time that something continues for

dye: to add colour by soaking in a special solution

E economic boom: a period of fast economic growth resulting in greater wealth economy: the system of how a government makes money and spends it on things that the country needs elastic: describes something that returns to its original shape after being stretched or squeezed elasticity: a property that allows a material to return to its original shape after being stretched or squeezed election: the process of choosing members of the government by voting

distance: the length of space between two points Drought

durable: describes something that is able to withstand a lot of wear

embalming: preserving a dead body from decay, using spices or chemicals embassy: the official residence or offices of an ambassador, who works as a representative sent to a foreign country

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A B

Glossary

embroidered: decorated with needlework

C D E F G H I J K L M N O P Q R S T

A fox design embroidered by sewing machine

emits: sends out or gives off

engineering: designing or building engines, machines, buildings or bridges environmental: belonging to the natural world equality: characterised by equal rights and opportunities equator: an imaginary line around the Earth, halfway between the North and South Poles equine: to do with horses

estate: large area of land belonging to a landowner

evergreen: a tree, shrub or other plant that keeps its green leaves throughout the year

energy efficient: describes a device or building that uses little energy to provide the power it needs

U W

evaporation: the process in which a heated liquid changes to a gas (e.g. when heated water changes to water vapour)

ethical: morally good or correct

F fabric: cloth produced by is weaving or knitting fibres fallow: describes farmland that is left for a period of time without crops being sown, in order to let the soil become more fertile through natural processes fanciers: people who breed an animal as a hobby

Evergreen trees keep their leaves all year long

expand: to make larger or wider

fell: to cut down a tree

exploration: the act of investigating or examining exporter: a country that sells the goods it produces abroad extension: a room added to existing buildings extinct: no longer in existence

Felling a tree

felled: to have cut down trees fertiliser: a natural or chemical substance added to the soil to make it better for growing plants or crops

The dodo is an extinct species

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feudal system: the main social system in medieval Europe, in which lords (the nobility) were given lands by the monarch in exchange for military service. Peasant farmers had to live on their lord’s land and give him a share of their produce.

flexible: the capability of bending easily, or being bent easily, and not breaking flooding: an overflow of water onto land that is not normally under water

fundraiser: an event held to raise money for a cause or charity

furrow: a long, narrow trench in the ground made by a plough for planting seeds

C E F G H I

Flooding on a road

The layers of the feudal system in Ireland, with the king at the top and peasants at the bottom

fibres: small, thin threads taken from plant tissue filter: a device used to remove dirt or other solids from liquids filtering: the process of separating solid particles from a liquid through a filter fixed: unmoving flax: a plant from whose stem fibres are used to make linen

floppy disk: a thin plastic case containing a magnetic disk for storing computer data foothills: low hills at the base of a mountain or mountain range force: power, energy or physical strength forestry: the practice of planting and managing forests fraternity: characterised by friendship and supporting one another frostbite: injury to the body tissues caused by exposure to extreme cold fulcrum: the point against which a lever turns or is supported full rotation: one complete turn

Flax flowers

Ploughed furrows in a field

J K

G gale-force: describes very strong winds garment manufacturing: the process of cutting, sewing, assembling and finishing items of clothing geoengineering: a science that looks for solutions to tackle climate change geologist: a scientist who studies rocks glacier: large, slowmoving mass or river of ice, formed by compacted snow and found in a cold region

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A B C

Glossary

gondola: long, narrow boat that is steered using a single oar

H habitation: living in habitats: the natural environments of animals or plants

E F G H I J K L M N O P Q R S T U V W

hibernation: spending the winter in a dormant state to save energy hieroglyphs: pictures representing a letter or word, used in Ancient Egypt

Gondola in Venice

Gothic: a style of architecture characterised by pointed arches and large windows, which was popular in Europe in the 12th–16th centuries gravity: the force by which a planet draws objects towards its centre. It is because of gravity that we do not float off the ground towards outer space! greenhouse gases: gases that contribute to the greenhouse effect and global warming guerrilla gardening: growing plants without permission on land that belongs to someone else or on public land, with the aim of improving the environment

Orangutan in its natural habitat, the rainforest, Borneo

harvest: ripe crops collected from the fields headmaster: a man employed as a school principal hedgerow: mixed hedge of wild shrubs and trees usually found at the edge of roads and fields hedge school: an illegal school for Catholic children that was secretly held in a barn, house or field in Ireland during the 18th century hemisphere: one of two halves of the Earth, above or below the equator

historical: describes something to do with history, or past events hollow: describes something with an airfilled space on the inside homespun: made or spun at home by non-professionals homing pigeon: pigeon trained to find its way home again, no matter how far away it travels

Homing pigeon

horizons: the layers in a vertical section of soil

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Hindu: to do with Hinduism, a major religion in India

herbivore: an animal that only feeds on plants

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Ancient Egyptian hieroglyphs

Cows are herbivores

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Glossary

horse logging: a common forestry technique in the past, in which horses were used to transport felled trees humid: describes moist/ damp air containing a high amount of water vapour humus: a thin layer of dark-coloured decaying plant and animal material on the surface of the soil

incinerated: destroyed by burning incinerator: a furnace for burning refuse inclined plane: sloping surface, or ramp, up which a heavy load can be moved more easily incubate: to keep eggs warm until they hatch

identify: to figure out who or what someone or something is illuminate: to light up, or make bright with light imported: brought in from another country

invest: to spend money developing an idea or a plan irreversible: describes a process that cannot be undone

independence: being free from outside control industry: an activity in which people are employed

Inuit: the indigenous (original) people of Greenland, Canada and Alaska

infancy: babyhood ingredients: items in a mixture inkwell: small pot for ink, fitted into a hole in a desk insoluble: describes a solid substance that cannot dissolve in liquid

intellect: a person’s mental abilities

incentives: reasons to do something, such as benefits or rewards

intercept: to obstruct or prevent someone/ something from reaching their destination

C D E F G H J

Cooking eggs is an irreversible change; they cannot return to being raw

K L M

J journey: a trip from one place to another jute: a rough, strong fibre from the stem of the jute plant

N O P Q R S T

insulation: a property that allows a material to insulate by trapping heat

impurities: dirt or pollutants in a substance such as water

insulating: describes something that traps heat Bananas do not grow in Ireland, they are imported

U Jute shopping bag

K keep: a wooden building where a Norman lord lived before he built a castle

V W X Y Z 213

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A B C

Glossary

kelp: a large greenbrown species of seaweed

L labour: work, especially physical work

lace: a fine, open fabric made of cotton or silk

E F G

Kelp

kerb: the edge of a footpath

key: a list of symbols for features of interest shown on a map

J K L

landfill: a site where refuse gets buried in pits larva: a young insect that looks nothing like the adult insect

A caterpillar is the larva of a butterfly

legacy: something that was created by people in the past that is still used today

Q R S T U V W

The piano is a keyboard instrument

knight: soldier who wore chain mail and rode into battle on horseback. Knights sometimes became noblemen after fighting for their lord in many battles. kohl: a black powder used as eye make-up

X Y Z

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linen: a fabric woven from flax fibres and used to make clothing litter: rubbish left outdoors rather than put in the bin

load: the thing that is carried or moved

limestone: a rock formed from plant and animal remains

livestock: farm animals such as cattle, sheep or pigs

keyboard: a musical instrument with keys, e.g. a piano

lifespan: the length of time for which a human or an animal lives

lever: simple machine used to help us to move things

The handle of the hammer becomes a lever when used to pull out a nail

liberty: characterised by freedom from harsh restrictions

lobes: parts of the cerebrum loft: a pigeon house loincloth: a piece of clothing made from a single piece of fabric wrapped around the hips and through the legs loop window: narrow window in Norman castles through which soldiers could shoot arrows at attackers. It was narrow enough to stop attackers from climbing inside with the use of ladders.

lichens: a grey, green or yellow plant-like organism that grows on rocks, walls and trees Loop window

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Glossary

masterpiece: outstanding work of art

lore: traditional knowledge loungewear: comfortable clothing designed to be worn at home

metamorphosis: a process of sudden dramatic change, or transformation

luminous: describes an object that generates its own light lycée: a French secondary school

The Mona Lisa by Leonardo da Vinci is a masterpiece in the Louvre Museum, Paris

mate: to come together for breeding

M mainland: the main land mass of a country or continent, not including nearby islands maize: a cereal plant that grows corn or sweetcorn on a cob

Field of maize

maternal: to do with your mother’s side of the family matt: describes something with a surface that does not reflect light matter: anything that can take up space is made of matter, which is a combination of particles such as molecules and atoms, and which can exist in three states: solid, liquid or gas

mandatory: compulsory, something you have to do

medicinal: describes a substance that has healing properties

marine: to do with the sea

medium: a substance through which waves of energy can travel

mass-produced: when goods are produced in large quantities through the use of machines or assembly lines

Mesoamerican: relates to a historical and cultural region in North America and Central America

melanin: a brown to black pigment produced by skin cells when the skin is exposed to ultraviolet rays from the sun

microclimate: the climate of a very small area that differs from the climate of the surrounding area microorganisms: life forms such as bacteria and fungi that are so small they can only be seen with a microscope microplastics: tiny pieces of plastic migrate: (of an animal) to travel before winter sets in, from a place with a cold climate to a place with a warmer climate

A B C D E F G H I J K L M N O P Q R S T

Swallows migrate to Africa in winter

migratory: describes birds or other animals that migrate in response to the changing seasons minimum wage: the lowest wage that an employer can pay an employee according to the law

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A B C D

Glossary

moat: a deep, wide ditch surrounding a castle, usually filled with water

mountaineer: person who climbs mountains for sport

model: a small copy of something

E F G

Mountaineer

H I J K L M N O P Q R S T U V W X Y

Building a model ship

modified: partially changed molecule: a group of atoms bonded together monarch: a ruler such as an emperor, a king or a queen monastery: a building for a community of monks monsoon: a seasonal wind that brings heavy rainfall motte and bailey: a simple, but effective wooden castle that a Norman lord could build quickly and cheaply in order to claim the land as his own moult: to shed old feathers or fur to make way for new growth

muffle: to make quieter by using a covering of some sort

navigate: to plan and direct the route of a journey

mummifying: preserving a dead body from decay Muslim: a follower of the religion of Islam

N National Schools: primary schools that are funded by the government in the Republic of Ireland native species: an animal or a plant that naturally occurs in a certain place natural attraction: a feature of the landscape that attracts tourists

A compass is used to navigate

nervous system: the body’s communication system, made up of the brain, spinal cord and nerves neurons: the cells that make up the nerves neuroscientist: scientist who studies how the brain works nobility: a class of people in a society with a high rank or title nobles: belonging to a class of people with a high rank or title nomadic: describes a person who has no fixed home and moves from place to place

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nature reserve: an area of land that is protected in order to keep safe the animals and plants that exist there

multinational: a business with offices in several countries

mountain range: a group of mountains connected by high ground

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natural resources: materials occurring in nature that can be used for the benefit of humans

The Cliffs of Moher are a natural attraction in Ireland

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Glossary

nomads: people who have no fixed home and move from place to place non-reflective: unable to reflect light nourishment: the food that is needed for growth and good health nymph: a young insect that resembles the adult insect

outdated: no longer in fashion overexposure: being exposed too much to the sun oxen: (plural of ‘ox’) a large cattle breed kept for milk and meat, and used to pull heavy loads

peasant: poor person who farmed land on a lord or knight’s estate

pen: a female swan

peninsula: a piece of land surrounded by water on three sides percussion: musical instruments played by striking with sticks or the hands, e.g. cymbals and drums

opaqueness: a property that blocks light from passing through a material oral history: a collection of historical information passed down through generations by storytelling orbit: the curved path of a planet around the sun organic: to do with or coming from living things organism: an individual living thing, such as a plant, an animal or a germ

E F G H I K

Oxen pulling a plough, China

observe: to watch closely

opaque: describes a material that is not see-through

O occupants: the people who reside in a home

P papyrus: tall reeds that are native to central Africa and the Nile Valley paradise: a beautiful, peaceful place parent material: a layer of broken-down rock above the bedrock particle: a tiny piece of matter partitioned: divided into separate parts patisserie: the French word for a bakery that specialises in pastries and cakes paternal: to do with your father’s side of the family peak: the pointed top of a mountain

The drums are percussion instruments

periscope: a device used in situations where people need to see things that would otherwise be out of their line of vision personified: to have given a non-human object human characteristics pesticide: a chemical substance used to kill insects that harm plants or crops petroleum: another name for oil, a liquid found deep underground. Petroleum is the natural resource used to make fossil fuels.

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A B

Glossary

pharaoh: a queen or king in Ancient Egypt

C D

pioneer: a person who is among the first to develop a new area of knowledge

E F G

pitch: a measure of how high or low in tone a sound is

H I J K L M N O P Q R S T U V W X Y Z

Pilgrims: a group of English settlers who founded a colony in Plymouth, Massachusetts in 1620

Pharaoh Tutankhamun’s death mask

photosynthesis: the process through which plants use sunlight, water and carbon dioxide to make food physics: a branch of science concerned with matter and energy, which includes the study of light, heat, sound, electricity and forces pictograms: simple drawings that represent words or phrases. Pictograms were used as the earliest form of writing. picturesque: describes something that is pretty or interesting to look at pigment: the natural colouring of plant or animal tissue pilgrimage: a journey taken to a place of religious importance

pivot: to turn, rotate or swing plankton: made up of billions of tiny organisms that float in fresh and salt water. Plankton is an important food source for many aquatic animals.

polling station: a place where people go to vote polluter: someone or something that causes pollution pollution: when harmful substances or litter enter an environment polyps: small aquatic animals with many tentacles around their mouth. Polyps attach themselves to rocks and begin to form coral reefs. polytunnel: a long, plastic-covered frame under which plants are grown outdoors to protect them from frost

Polytunnel

Plankton viewed through a microscope

pleated: describes a garment with folds that are held in place by stitching plumage: the feathers of a bird pollinate: to transfer pollen from one flower to another, allowing fertilisation of the plant to take place

pores: tiny openings through which air or water can pass prehistoric: belonging to the time before history was recorded, or written down primary source: items that provide first-hand evidence about the past principal: the head of a school

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prism: a glass or other solid object that can split a ray of light into the colours of the rainbow

Prism

profit: the difference between the amount of money spent in making products and the amount of money earned by selling the products property: a building and the land belonging to it properties: the qualities or characteristics that something is known for protest: an organised public demonstration that is held to complain about unfair treatment by a government or an employer

pulse: the rate at which the heart is pumping

recreation: an activity that is relaxing or fun

pulses: edible seeds of plants in the legume family, such as peas, chickpeas, beans and lentils

refashion: to remake differently

pupa: a young insect undergoing a dramatic change inside a cocoon or a hard outer casing

pulmonary: to do with the lungs pulmonary artery: the artery that carries blood from the heart to the lungs

reflected: thrown back from a surface reflection: an image seen in a mirror or shiny surface

B C D E F G H I

quarry: an area where rock is excavated

K L Reflection in mirror

R ratatouille: a French vegetable stew made with aubergine, courgette, tomato, green pepper, onion and garlic, served hot or cold

reflective: able to reflect light

ray: a thin beam of light reclaimed: describes land that was once under water, which has been drained and put to use

N O

region: an administrative district in France

remainder: the part that is left over Ratatouille

regeneration: restoring, rebuilding and bringing life and beauty to an area

relay posts: stations for receiving and passing on information

protested: held a protest to complain about unfair treatment pulley: simple machine used to help us lift things

reflect: to bounce back

repurpose: to adapt for a different use

P R S T U V

retail: the business of selling goods and services to customers

reversible: describes a process that can be undone

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A B C D E F G H I J K

Glossary

ritual: a ceremony with a series of actions performed in a particular order

sacred: describes something connected with religion that is treated with great respect sacrifices: killing animals or people as offerings to the gods

L M

saplings: young trees

sarcophagus: a decorated stone coffin

sari: a traditional garment worn by Indian women, consisting of an unstitched length of fabric up to 9 metres in length

Q R S T U V W X

saturation point: the point at which a solid substance stops dissolving in water scavenging: searching for food among refuse schoolhouse: a school building

senet: a board game invented by the Ancient Egyptians sensations: physical feelings sets: when the sun sinks below the horizon

salary: a working person’s wages

sculpture: a work of art made by carving, chiseling or moulding

Aztec stone sculpture

scythe: a long-handled farming tool used to cut hay or grain crops. It has a long, curved metal blade attached to a long pole with one or two handles.

Scythe

sea levels: the height of the sea where it meets different lands secretary: a person who works in an office, writing letters and managing other paperwork sector: a branch of a country’s economy, e.g. the retail sector

settlers: people who settle in a new area Sherpas: a people living in Nepal who are known for their expertise in mountaineering sickle: a short-handled farming tool with a curved metal blade attached to a short wooden handle siege: a war tactic in which a town or building is surrounded by enemy troops and then cut off from food supplies until its inhabitants surrender sieving: a method used to separate a mixture of different-sized solid particles Sikhism: a religion founded in the 15th century in India silt: tiny particles of rock sire: the father of a racehorse

secular: describes something that is not connected with religion

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Glossary

slash-and-burn: a technique used for quick deforestation in which trees are cut down and then the land is set on fire to kill all the remaining plants

soluble: describes a solid substance that can dissolve in liquid

steeple: a church tower and spire

D E F

spectrum: the seven colours that make up white light – red, orange, yellow, green, blue, indigo and violet Slash-and-burn deforestation

smog: a mixture of smoke and fog caused by pollution soil profile: made up of the horizons, or layers, of soil solar energy: electricity produced using the sun’s energy

spinal cord: a long bundle of nerves contained within the bones of the spine brain spinal cord nerves

B C

solution: a type of mixture in which a solid substance has dissolved in liquid

sphinx: a stone figure with the body of a lion and the head of a different animal or a human

G H Church steeple

I J

steeplechase: a horse race run on a racecourse with ditches and hedges as jumps

stonemason: a person who cuts, prepares and builds with stone

string (instruments): stringed musical instruments such as the violin, cello and guitar

L N O P Q R S

Solar panels collect energy from sunlight for solar energy

solar temple: a building for worshipping a sun god solitary: living alone rather than in a group

staff: the people employed at an institution or a company stagnant: describes water that is not flowing and often has an unpleasant smell states of matter: the three forms in which matter can exist – solid, liquid or gas

The violin is a string instrument

subcontinent: a large section of a continent

T U V

submarine: a sea vessel that can travel under water

subsoil: a layer of soil which is made up of sand, silt and clay

X Z 221

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A B C D E F

Glossary

suburbs: residential areas at the edges of a city or town

temperate: describes a climate with cool winters and mild summers

succulents: plants with thick fleshy leaves or stems that store water, e.g. cacti

tempo: a measure of how fast or slow a series of sounds (e.g. a rhythm) is

G H I J K L M N O P Q R S T U V W X

Succulent

summit: the highest point on a mountain synthetic: man-made, or artificial

T tanner: a person who makes leather for a living, using the skin of animals telecoms: the industry that deals with telecommunications such as television, radio and telephones telegraph: a system that used electricity to send coded messages through a wire. Dots, dashes and spaces were used to stand in for letters and numbers.

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tenement: a family home consisting of just one or two rooms within a large house

topsoil: a layer of soil made up of sand, silt, clay, humus and the right amount of water and air for plant roots to grow tornado: a violent rotating column of air extending from a thunderstorm to the ground

textiles: various types of cloth, or woven fabric thermal conductor: a material that allows heat to easily pass through it

Copper is a good thermal conductor

thermal insulator: a material that prevents heat from passing through it. It keeps heat in. thorax: the middle part of an insect’s body, between the head and the abdomen thoroughbreds: horses of pure breed timber: wood prepared for use in building or carpentry

222

tenant farmers: Irish farmers who rented land from a landowner during the 18th century in Ireland

tissues: the material from which living things are made. Tissues are made up of cells.

Tornado in Colorado, USA

tourism: 1. travel for sightseeing or holidays; 2. the business of providing services to tourists tour operators: companies that organise transport and accommodation for tourists toxic: poisonous tradition: a custom or way of doing things that has been passed down through generations traditional: describes customs or ways of doing things that have been passed down through generations

Telegraph machine

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Glossary

transformed: dramatically changed translucence: a property that allows only some of the light to pass through a material translucent: describes a material that allows some light, but not detailed shapes, to pass through it transparency: a property that allows light to pass directly through a material transparent: describes a material that is see-through

tweed: a rough, woollen cloth with flecked colours

U ultraviolet rays: harmful rays contained in sunlight unisex: designed to be worn by both males and females unregulated: not controlled by laws or rules upcycle: to reuse in such a way as to make a product that is better than the original upthrust: the force of water pushing upwards against something floating in the water

valve: flap in the heart that controls the direction of bloodflow through the heart variable: an item or factor that can be changed in an experiment vegetation: the plants growing in a particular place

trial: test of ability tropical rainforest: a thick forest of tall trees, a warm climate and lots of rainfall. Tropical rainforests are found in Africa, Asia, Australia and Central and South America.

B C D E F G H

vein: a blood vessel that carries blood to the heart

vibrations: fast, continuous back-andforth movements

vitamin D: a nutrient that is made by the body when the skin is exposed to direct sunlight. Vitamin D helps the body to absorb calcium.

J L M N O P

A water glass is transparent

trends: the latest styles

V vacuum: found inside an empty container from which the air has been removed vacuum-packed: food contained in a wrapper from which the air has been sucked out before sealing

R S We get vitamin D from the sun

vivid: intensely bright, deep or clear volume: 1. the amount of space that a substance or an object occupies; 2. a measure of how loud or quiet a sound is

T U V W X Y Z

Borneo rainforest

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Vacuum-packed salmon fillet

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A B C D E F G

Glossary

W warm-blooded: describes animals such as mammals and birds that can keep their body temperature the same, no matter what the temperature of the environment is

H J

K M N O P Q R

Birds are warm-blooded

water cycle: the process in which water evaporates from seas, rivers and lakes, turns to cloud and then falls as rain weave: to produce fabric from yarn or thread, using a machine called a loom

woodland: land covered with trees

woodwind: musical wind instruments that were originally made of wood, e.g. clarinet and flute

U V

working conditions: the working environment of an employee, including aspects such as safety, well-being and training woven: past participle of the word ‘weave’

workforce: the total number of people in an area who are either working or available for work

yak: large, strong animal with long, shaggy hair and long horns

Yak

yarn: spun thread for knitting, weaving or sewing yield: the amount of food that is produced from a crop yowl: a loud wail

W X Y

The clarinet is a woodwind instrument

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