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Activity Book
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The Educational Company of Ireland
SESE Class4 ACTIVITY BK Artwork_7.1mm.indd 1-3
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Contents Chapter Chapter number
Strand: Strand Unit
Page
September: My School 1
Schools Through the Ages
Local studies: My school
4
2
School in 1960s Ireland
Local studies: My school
6
3
Materials in the Classroom
Materials: Properties and characteristics of materials
8
4
My School Community
Human environments: People living and working in the local area
10
5
Combatting Waste
Environmental awareness and care: Caring for the environment
12
6
Our Field Trip
Natural environments: The local natural environment
14
My Learning Log
16
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
17
8
The Ancient Egyptians
Early peoples and ancient societies: Egyptians
20
9
Legacy of the Ancient Egyptians
Early peoples and ancient societies: Egyptians
23
10
How Were the Pyramids Built?
Energy and forces: Forces
25
11
Tourism Abroad
Human environments: People and other lands
27
12
Why Do Boats Float?
Energy and forces: Forces
29
My Learning Log
31
November: Celebrating the Natural World 13
Celebrating the Harvest
Local studies: Feasts and festivals in the past
32
14
The Influence of the Weather
Natural environments: Weather, climate and atmosphere
34
15
The Circle of Life
Living things: Plants and animals
36
16
Conquering Everest
Story: Stories from the lives of people in the past
38
17
Mountains of Ireland
Natural environments: Land, rivers and seas of my county
41
18
Ireland’s Native Species
Living things: Plants and animals
44
My Learning Log
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Chapter Chapter number
Strand: Strand Unit
Page
December A: My Family History 19
My Family Tree
Local studies: My family
46
20
My Grandparents
Local studies: Games and pastimes in the past
48
December B: Mixtures 21
The Soils and Rocks of Ireland
Natural environments: Rocks and soils
50
22
Mixtures
Materials: Materials and change
52
23
Examining Soils and Rocks
Natural environments: Rocks and soils
54
24
Separating Mixtures
Materials: Materials and change
56
My Learning Log
57
January: The Importance of the Sun 25
The Aztecs
Early peoples and ancient societies: Central and South American peoples
58
26
Positions of the Sun
Natural environments: Planet Earth in space
60
27
Light Sources
Energy and forces: Light
62
28
Light and Materials
Energy and forces: Light
63
29
The Importance of the Sun for Life
Natural environments: Planet Earth in space
64
30
Sun Gods
Story: Myths and legends
66
My Learning Log
69
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
70
32
Deforestation
Environmental awareness and care: Environmental awareness; Science and the environment
72
33
Horse Racing in the Past
Local studies: Games and pastimes in the past
74
34
Life Along the Coast
Human environments: People living and working in the local area; People living and working in a contrasting part of Ireland
76
35
Pollution of the Ocean
Environmental awareness and care: Environmental awareness; Science and the environment
79
36
Pigeon Post
Continuity and change over time: Communications
81
My Learning Log
84
March: Clothing 37
The Science of Fabrics
Materials: Materials and change
85
38
Clothing Through the Ages
Continuity and change over time: Clothes
87
39
Garment Manufacturing
Human environments: People and other lands
89
40
Keeping Warm and Staying Cool
Materials: Materials and change
91
41
Throw-away Fashion
Environmental awareness and care: Caring for the environment
92
42
Sybil Connolly
Story: Stories from the lives of people in the past
93
My Learning Log
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Chapter Chapter number
Strand: Strand Unit
Page
April A: European Neighbours 43
France
Human environments: People and other lands
96
44
France and Ireland
Human environments: People and other lands
98
45
The Normans
Life, society, work and culture in the past: Life in Norman Ireland
100
46
How the Normans Changed Ireland Life, society, work and culture in the past: Life in Norman Ireland
102
April B: Sound 47
How Sound Is Made
Energy and forces: Sound
104
48
The Nature of Sound
Energy and forces: Sound
106
My Learning Log
108
May: Growth and Change 49
Growth and Change in India
Human environments: People and other lands
109
50
Life Cycles
Living things: Plants and animals
111
51
Our Brainy Brain
Living things: Human life
113
52
Life in Ireland in the 1990s
Life, society, work and culture in the past: Life in Ireland since the 1950s
115
53
Changing Settlements
Human environments: People living and working in the local area; People living and working in a contrasting part of Ireland
118
54
Tir na nÓg
Story: Myths and legends
120
My Learning Log
122
June A: Hearty Exercise 55
The History of Hurling
Local studies: Games and pastimes in the past
123
56
The Trials of the Fianna
Story: Myths and legends
125
57
The Heart
Living things: Human life
127
June B: Weather and Climate 58
Climate Change
Environmental awareness and care: Environmental awareness; Caring for the environment
129
59
Extreme Climates
Naturals environments: Weather, climate and atmosphere
132
60
City Microclimates
Environmental awareness and care: Environmental awareness
134
My Learning Log
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Theme: My School
1 Schools ThroughtheAges HI STORY
A Using historical evidence This photograph was taken at the back of Rutland Street National School in Dublin’s inner city around 1924. The pupils were outside having a party. Study the photograph and use what you have learned to answer the questions.
1 Estimate how many pupils are shown in the photograph. Are there more than or fewer than 100?
_______________________________________________________ 2 What century was this?
_____________________________________
3 What do you notice about the children?
_______________________________________________________ _______________________________________________________ 4 What do you notice about the school building?
_______________________________________________________
4
SKILLS
_______________________________________________________
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A Using evidence; Time and chronology
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1
Schools ThroughtheAges
5 How many classrooms do you think this school had? __________________ 6 How many teachers do you think this school had? ____________________ 7 How do you think the children got to school?
_______________________________________________________ 8 Why do you think there were so many pupils in this school?
_______________________________________________________ B Investigating your school building Investigate your school building and fill in the table below. Use the lesson in your Textbook to help you come up with questions of your own. Examples: How many pupils are there in your school? How many classrooms are there? What other rooms are there besides classrooms? Does the sign at the front say ‘National School’? Question
Answer
What is the name of your school?
SKILLS
When was the school built?
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B Change and continuity; Using evidence
5
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Theme: My School
2 Schoolin1960s Ireland HI STORY
A Changes to classrooms Examine the photographs and answer the questions that follow. A
B
1 Can you find three similarities between the two classrooms?
_______________________________________________________ ______________________________________________________ ______________________________________________________ 2 Can you find three differences between the two classrooms?
_______________________________________________________ ______________________________________________________ ______________________________________________________ 3 Which classroom would you prefer? Give two reasons for your answer.
_______________________________________________________ ______________________________________________________
6
SKILLS
______________________________________________________
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A Change and continuity; Using evidence
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Schoolin1960s Ireland
2
B Interview about school in the past Interview an adult family member or a teacher about school in the past. For example, you could ask: ● What subjects did you learn? ● What did you write on? ● What games did you play in the schoolyard? Present your findings to the class orally, as a written report or using a multimedia presentation. Question
Answer
What was the name of your school?
SKILLS
How many pupils were there in your school?
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B Using evidence; Empathy; Change and continuity; Time and chronology; Synthesis and communication
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Theme: My School
3 Materials intheClassroom SC I E N C E
A Materials in the school environment Identify materials in use in the school environment. List the properties that make each material suitable for the job.
Used in
Properties that make it suitable for the job
Bamboo
Garden stakes
Hard, strong, water-resistant
SKILLS
8
Material
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A Analysing; Recording and communicating
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Materials intheClassroom
3
B Match the word with its definition. Absorbent
Comes from a plant that grows in warm countries Goes back to its original shape after being stretched
Cotton
Concrete
Transparent material made from sand
Elastic
Made from woven threads and used to make clothing
Fabric
Material mined from rocks in the ground
Flexible
Able to soak up liquid
Glass
Reflecting light
Metal
Mixture of cement, gravel and sand that dries very hard
Plastic
Can stretch without breaking
Shiny
Can bend without breaking Strong, light material made with chemical processes
SKILLS
Stretchy
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B Vocabulary development
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Theme: My School
GEOGRAPHY
4 My SchoolCommunity A My school profile Complete a profile of your school, similar to the ones in your Textbook by Claire and Conor. You might need to ask your teacher for help with some of the details. School name: Principal: Secretary: Caretaker: Number of teachers: Number of SNAs: Number of students: Does your school have a student council?
10
SKILLS
Describe one event when the school community worked together for a shared goal.
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A A sense of place; Recording and communicating
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My SchoolCommunity
4
B Mapping your school A map is a type of diagram, showing a bird’s-eye view of a place. This means that it shows what a bird in the sky would see if it were looking down from above! Look at this example of a map of a school and use it to help you draw a map of your own school. Schoolyard Classrooms
Classrooms
Playing field
Secretary’s office My classroom
Bicycle shed
Principal’s office
Car park Gate
Your map should include all of the outdoor areas on the school grounds.
SKILLS
Label your classroom and the classrooms/offices of other members of the school community, such as the principal and secretary.
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B Using pictures, maps and globes; A sense of space and place
11
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Theme: My School
5 Combatting Waste SC I E N C E
A Which bin is which? Many households in Ireland have either two or three different types of bin, depending on what wastecollection services are locally available. Green bin: recyclable waste – clean, dry paper, cardboard, cans, recyclable plastics and milk/juice cartons Brown bin: organic compostable waste – cooked or raw food, eggshells, paper towels, grass clippings and flowers Black bin: general waste – all nonrecyclable and non-compostable items Do you know which bin each of the following items should go into? Do you know which materials are used to make these items? Item
Which bin?
Compostable pizza box
Brown
Made from which material? Cardboard
Stale bread Washing-up liquid bottle Tuna can Potato peels Egg carton
12
SKILLS
Non-recyclable cling film
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A Analysing; Recording and communicating
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Combatting Waste
5
B Helping to spare our natural resources Think about all of the waste you produce every day. Now, think carefully about things you can do to help reduce the amount of waste that you produce.
SKILLS
What I can reduce
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What I can reuse
B Questioning; Analysing; Recording and communicating
What I can recycle
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Theme: My School
GEOGRAPHY
6 Our FieldTrip A Cardinal directions Look at the compass rose and fill in the correct answers below. North = _________ circle
East = _________ circle
South = _________ circle
West = _________ circle
B Map-reading skills Using the grid, follow the directions and answer the questions.
14
SKILLS
Start
EWM4 Activity Book (Units 1&2).indd 14
A Using pictures, maps and globes B Using pictures, maps and globes
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Our FieldTrip
6
1 From the ‘Start’ square, go north 5 squares. What have you landed on?
_______________________________________________________ 2 From there, go east 3 squares. What have you landed on?
_______________________________________________________ 3 From there, go south 2 squares. What have you landed on?
_______________________________________________________ 4 How do you get from the volcano to the castle? Write the directions.
_______________________________________________________ ______________________________________________________ 5 Write the directions from the ‘Start’ square to the pirate ship.
_______________________________________________________ ______________________________________________________ C Key symbols Design and draw the symbols for a map key. School
River
Traffic lights
Shrubs
Bridge
Lake
Road
SKILLS
Forest
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B Using pictures, maps and globes C Using pictures, maps and globes
15
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Theme: My School
My Learning Log Throughout this unit I really liked learning about:
Five things I learned:
Two things I found interesting/surprising:
A skill I worked on during this unit:
My favourite activity was:
A question I still have:
16
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Theme: Learning fromthePast
7 TourisminIreland GEOGRAPHY
A Wish you were here! Imagine you are a tourist visiting Ireland from another country. Write a postcard home, describing some of the things you were able to see and do in Ireland, including visits to historical sites. What counties did you visit and what did you see there?
SKILLS
Gree
EWM4 Activity Book (Units 1&2).indd 17
rom tings F
d Irelan
A A sense of place
17
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7
TourisminIreland
B Wish you were here! Look at the map of the Giant’s Causeway and answer the questions.
1 Can you find four bays with the word ‘port’ in their name? Write the names.
_______________________________________________________ 2 What do you think the
symbol on the map means?
_______________________________________________________ 3 Describe the symbol used to show the Giant’s Causeway.
_______________________________________________________ 4 What do you think the
and
symbols are warning people about?
_______________________________________________________ _______________________________________________________ 5 Why do you think one bay is called The Amphitheatre? Use your dictionary or the glossary in the Textbook to help you figure it out.
_______________________________________________________
18
SKILLS
_______________________________________________________
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B Using pictures, maps and globes
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TourisminIreland
7
C Promoting tourism Choose a place in your locality/county or a neighbouring county that you would recommend to tourists to visit. Design a poster or web page explaining the reasons why they should visit.
SKILLS
Reasons to visit
EWM4 Activity Book (Units 1&2).indd 19
___________________________
C Recording and communicating
19
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Theme: Learning fromthePast
8 TheAncient Egyptians HI STORY
A Fill in the blanks. pharaoh
hieroglyphics
grain
Rosetta Stone
farmers
mud bricks
7000 BC
papyrus
jewellery
fertile
linen
AD 1799
The first Egyptian settlers came to live in the Nile Valley around ____________. They settled by the River Nile, because the land was ____________ and they had access to water. Over time, towns and cities grew along the Nile. The Ancient Egyptians were _____________. They grew ___________ crops, fruits and vegetables to eat. They also caught fish in the Nile. They built houses from _________ ___________, which they made in moulds and then left to dry in the sun. The houses were often damaged when the Nile flooded, so they were often repaired. The Egyptians wore light, cool clothing made of
___________, which was woven from the flax plant. Another plant called _________________ was used to make writing material, sandals, mats and baskets. This became one of Egypt’s biggest exports. Both men and women in Egypt wore
_______________, because they believed it pleased the gods. The Egyptians were ruled by a king or queen called a _____________, who, they believed, was given powers by the gods and would also become a god after death. The Egyptians used a system of writing called ___________________ to tell stories. They recorded a dead person’s life story on the walls of their tomb. Decoding the ______________ ___________, which was found in
20
SKILLS
___________, helped historians to translate hieroglyphs.
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A Synthesis and communication
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TheAncient Egyptians
8
B Decoding hieroglyphs 1 A pharaoh’s tomb often had a warning written on the wall to scare off thieves. This was known as a ‘mummy’s curse’. Can you decode the curse below?
_________________________________________________________ _________________________________________________________
SKILLS
2 Can you write your name using the hieroglyphs?
EWM4 Activity Book (Units 1&2).indd 21
B Using evidence; Recording and communicating
21
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8
TheAncient Egyptians
C The story of my life The Egyptians recorded the stories of their lives using hieroglyphs. Some hieroglyphs represented whole words and others represented letters. Can you record three milestones in your life (such as the day you started school), using hieroglyphs of your own design? 1
2
22
SKILLS
3
EWM4 Activity Book (Units 1&2).indd 22
C Synthesis and communication
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Theme: Learning fromthePast
9 Legacy of theAncient Egyptians 1 Mummification was
_______________________________________ .
2 A sarcophagus was
_______________________________________ .
3 Some Egyptian tombs contained 4 Howard Carter discovered
HI STORY
A Finish the sentences.
______________________________ .
__________________________________ .
5 The Great Sphinx of Giza was built for
__________________________ .
6 The Great Pyramid of Giza was built around _______________________ . 7 Canopic jars were used to store
_______________________________ .
B Match each picture from the mummification process with its description. 1 The body was washed with wine and Nile water. 2 All of the organs were removed except for the heart.
2
3 The organs were placed in canopic jars. 4 The body was filled and covered with natron and left for 40 days. 5 The body was stuffed with spices, Nile mud, sawdust and linen and sewn closed. 6 The body was wrapped in linen bandages.
SKILLS
7 A death mask was placed on the mummy.
EWM4 Activity Book (Units 1&2).indd 23
A Vocabulary development B Time and chronology
23
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9
Legacy of theAncient Egyptians
C Death mask
24
SKILLS
Use the photograph of Tutankhamun’s death mask as inspiration to design a death mask for another pharaoh.
EWM4 Activity Book (Units 1&2).indd 24
C Synthesis and communication
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Theme: Learning fromthePast
10 How WerethePyramids Built? SC I E N C E
A Time to recap 1 Which three simple machines did the Egyptians use to build the pyramids?
__________________________________ __________________________________ __________________________________ 2 Explain how these simple machines helped in the building of the pyramids.
_______________________________________________________ _______________________________________________________ _______________________________________________________ 3 How might wheeled transport have made the job easier?
_______________________________________________________ _______________________________________________________ _______________________________________________________ 4 Write three things that you learned from the lever experiment during the lesson in the Textbook.
_______________________________________________________ _______________________________________________________ _______________________________________________________ 5 Think about how you made your pulley during the lesson. How could you make a different one? What items might you use to make it?
_______________________________________________________ _______________________________________________________ _______________________________________________________
SKILLS
_______________________________________________________
EWM4 Activity Book (Units 1&2).indd 25
A Questioning; Predicting; Analysing; Recording and communicating
25
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10
How WerethePyramids Built?
B Simple machines in everyday life Name and draw two more examples of where each type of simple machine is used.
26
SKILLS
Lever
EWM4 Activity Book (Units 1&2).indd 26
Pulley
Inclined plane
Claw hammer
Well
Wheelchair ramp
Pliers
Weights machine
Pushchair ramp
B Observing; Analysing; Recording and communicating
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Theme: Learning fromthePast
A What country would you like to visit as a tourist? Research your chosen country and complete the fact file.
Country: Capital:
_________________________________________________
__________________________________________________
Continent:
GEOGRAPHY
11 TourismAbroad
________________________________________________
Population:
_______________________________________________
Official language: ___________________________________________ Currency: _________________________________________________ Climate: __________________________________________________ Highest mountain:
__________________________________________
Longest river: ______________________________________________ Three features that attract tourists: 1
_______________________________________________________
2
_______________________________________________________
3
_______________________________________________________
SKILLS
Flag:
EWM4 Activity Book (Units 1&2).indd 27
A A sense of place; Analysing; Observing; Recording and communicating
27
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11
TourismAbroad
B Fill in the blanks. Alps
Italy
landscape
Egypt
Nile
gondola
summer
canals
culture
dry
pyramids
artists
Sahara
ancient
People travel abroad to experience a different country’s climate,
________________ and ______________. A major attraction of countries like _____________ and _____________ is the unique legacy of their _____________ civilisations. Italy’s climate makes it a very popular choice for tourists in the ____________ months. Many famous ____________, including Leonardo da Vinci and Michelangelo, lived in Italy and their works can be viewed there. In the winter months, the _________ in the north of Italy provide an ideal location for skiing holidays. The city of Venice is made up of 118 islands separated by 150 ___________. Tourists can travel around the city in a boat called a ______________. Historical features such as the __________, which were built thousands of years ago, attract many tourists to Egypt. The country has a hot,
_____ climate and is mostly made up of two large deserts: the ________ and the Libyan Desert. The River _____ provides a much-
28
SKILLS
needed source of water for Egypt.
EWM4 Activity Book (Units 1&2).indd 28
B A sense of place; Recording and communicating
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Theme: Learning fromthePast
12 Why Do Boats Float? A Diagram
SC I E N C E
weight
1 Explain what is happening in this diagram.
_____________________________________ _____________________________________ _____________________________________
upthrust
2 What determines whether the boat will sink or float?
_______________________________________________________ _______________________________________________________ _______________________________________________________ B Buoyancy detectives Which of these items might sink and which might float if dropped into a barrel of water? Use Archimedes’ principle to help you figure it out. Remember to think about their density, not just their size. Sink or float? 1 Empty glass bottle with no lid on 2 Cement block 3 Pumpkin 4 Cork from a bottle 5 Ping-pong ball
SKILLS
6 Set of keys
EWM4 Activity Book (Units 1&2).indd 29
A Interpreting; Recording and communicating B Analysing; Recording and communicating
29
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12
Why Do Boats Float?
C Match the word with its definition. Tip: Start with the ones you are most confident about.
A build-up of electrical charge
Magnetism
A force that slows down a moving object
Gravity
A force that attracts objects containing iron
Static electricity
Friction
An upwards force that pushes against the bottom of an object floating in water
Upthrust
A force that pulls everything down towards the ground
D Comparing density Name the items in the picture that are least dense and most dense.
______________________________________________
Most dense:
______________________________________________
SKILLS
30
Least dense:
EWM4 Activity Book (Units 1&2).indd 30
C Vocabulary development D Analysing
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Theme: Learning fromthePast
My Learning Log Throughout this unit I really liked learning about:
Five things I learned:
Two things I found interesting/surprising:
A skill I worked on during this unit:
My favourite activity was:
A question I still have:
31
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Theme: Celebrating theNaturalWorld
13 Celebrating theHarvest
32
At harvest time in the past, threshing day came after corn, wheat or oats had been cut from the field. Threshing involved removing the seed heads from the chaff (straw). This was done by beating the harvested crop on the ground, using a tool called a flail. Read this account of threshing day and the system of meitheal from the 1930s. Answer the questions that follow.
SKILLS
HI STORY
A Using evidence
EWM4 Activity Book (Units 3&4).indd 32
A Using evidence; Empathy
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Celebrating theHarvest
13
1 What jobs had to be done on threshing day, according to this account?
_______________________________________________________ _______________________________________________________ 2 Who helped the farmer?
_______________________________________________________ 3 Where was the corn stored?
_______________________________________________________ 4 Where was the straw stored?
_______________________________________________________ 5 What happened the following night?
_______________________________________________________ 6 In your opinion, how did the system of meitheal improve community spirit?
_______________________________________________________ B Match the festival to the correct country. Ireland
Pongal
Israel
Incwala
USA
Thanksgiving
England
Lughnasa
India
Sukkot
Eswatini
SKILLS
Lammas
EWM4 Activity Book (Units 3&4).indd 33
A Using evidence B Synthesis and communication
33
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Theme: Celebrating theNaturalWorld
A The seasons and me
34
Draw a picture to show how each of the seasons influences you in your daily life. For example, the clothing you wear and the activities you do.
SKILLS
GEOGRAPHY
14 TheInfluenceof theWeather
EWM4 Activity Book (Units 3&4).indd 34
Spring
Summer
Autumn
Winter
A Analysing; Recording and communicating
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TheInfluenceof theWeather
14
B Weather phenomena in other parts of the world Draw a picture showing each of these weather phenomena. Use the information in the Textbook or what you have seen on the news to help you. Tornado
Drought
SKILLS
Monsoon
EWM4 Activity Book (Units 3&4).indd 35
B Analysing; Recording and communicating
35
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Theme: Celebrating theNaturalWorld
15 TheCircleof Life SC I E N C E
A Fill in the blanks. danger
foxes
whooper
vegetation
migratory
mate
cob
herbivores
nesting
mute
insects
pen
heart
cygnets
The __________ swan lives in Ireland all year round. Other swans such as the _______________ swan and Bewick’s swan are
_______________ and only come to Ireland at certain times of the year. You might think the mute swan is silent, but that is not true. It is just not as noisy as other types of swan. It communicates with its
_____________ by honking and hisses when it senses ____________. Swans often __________ for life. The male is called a ________ and the female is called a ________. During courtship, they face one another with their necks bent almost in the shape of a ___________. Several
36
SKILLS
___________ locations are scouted before the cob and the pen agree on one that is safe, with lots of _______________ nearby. Mute swans are mostly _______________, but sometimes eat small animals such as frogs and __________. The nest is usually built on or very close to water. It needs to be well hidden from egg thieves such as ________.
EWM4 Activity Book (Units 3&4).indd 36
A Recording and communicating
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TheCircleof Life
15
B Label and write a fact about each part of the mute swan.
C Vocabulary mission! Use your dictionary or the glossary in the Textbook to help you write a short definition of each word. Be careful: Some of these words have more than one meaning, but your mission is to find the one that is related to birds! Migratory:
___________________________________________
2
Moult:
___________________________________________
3
Mate:
___________________________________________
4
Cob:
___________________________________________
5
Pen:
___________________________________________
6
Plumage:
___________________________________________
7
Vegetation:
___________________________________________
8
Bill:
___________________________________________
9
Incubate:
___________________________________________
10
Clutch:
___________________________________________
11
Busking:
___________________________________________
12
Herbivore:
___________________________________________
SKILLS
1
EWM4 Activity Book (Units 3&4).indd 37
B Observing; Recording and communicating; Analysing C Vocabulary development
37
09/04/2021 12:30
Theme: Celebrating theNaturalWorld
16 Conquering Everest HI STORY
A Fill in the blanks. altitudes
firewood
Buddhism
nomads
guides
lentils
sacred
yak
The Sherpas were originally _____________, but they settled in Nepal around 500 years ago. They practise a religion called Tibetan ____________ and consider the Himalayas to be __________. They have always been a mountaindwelling people, so their bodies cope well with high ______________. They are involved in most expeditions to climb Mount Everest, working as
__________ and porters.
A Sherpa village
At the foothills of the Himalayas, Sherpa farmers grow crops such as potatoes, rice, barley, buckwheat and ____________. They keep yaks for milk and meat. A ______ is a large, strong animal that looks like an ox, with big horns and long, shaggy hair. Yaks are also used to transport goods, such as
____________ gathered from local forests for
38
SKILLS
heating homes.
EWM4 Activity Book (Units 3&4).indd 38
A Synthesis and communication
09/04/2021 12:30
Conquering Everest
16
B Match the word with its definition. Base camp
A group of people who live in the foothills and valleys of the Himalayas
Crevasse
Starting point for mountaineers, where equipment and supplies are kept
Summit
A heavy snowstorm that lasts a long time
Blizzard
A mass of snow, ice and rocks falling rapidly down a mountainside
Sherpas
A deep, open crack in a glacier
Avalanche
The highest point of a mountain
C Imagine you are Tenzing Norgay or Edmund Hillary. On the morning of 29 May 1953, 47 days after you first arrived at Base Camp, you and your climbing partner are preparing for your attempt to reach the summit. You have worked incredibly hard to get to this point. It’s exciting and nerveracking. Like the summit itself, the risks are very high.
SKILLS
Write a diary entry on the next page describing how you feel as you prepare to set off from your tent.
EWM4 Activity Book (Units 3&4).indd 39
B Vocabulary development C Empathy
39
09/04/2021 12:30
16
Conquering Everest
29 May 1953
_________________________________________________ Dear Diary, _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
40
SKILLS
_________________________________________________
EWM4 Activity Book (Units 3&4).indd 40
C Empathy
09/04/2021 12:30
Theme: Celebrating theNaturalWorld
17 Mountains of Ireland Mourne Mountains
Wicklow Mountains
Carrauntoohil
Sperrin Mountains
MacGillycuddy’s Reeks
Lugnaquilla
Croagh Patrick
Derryveagh Mountains
SKILLS
Mount Errigal
EWM4 Activity Book (Units 3&4).indd 41
A Using pictures, maps and globes; A sense of place
GEOGRAPHY
A Label the mountain or mountain range on the map.
41
09/04/2021 12:30
17
Mountains of Ireland
B Reading a map like a mountaineer Unlike the real world, maps are flat. An Ordnance Survey Ireland (OSI) map is a special type of map that tells us what the landscape is really like. It shows us how high the ground is above sea level with the use of spot heights, contour lines and shading. Contour lines: Contour lines look wavy or circular. They show us the rise and fall of the land. For a steep slope, the lines are very close together. For a more gentle slope, they are farther apart. If there are no contour lines, the land is almost flat.
42
SKILLS
Spot heights: On the top of a hill or the peak of a mountain, you will see a dot with a number written beside it like this. This spot height tells us that Brassel Mountain is 575 m above sea level, or 575 m tall.
EWM4 Activity Book (Units 3&4).indd 42
Shading: The different colours show how high the ground is. Green means very low, almost flat ground. Next is pale yellow, which means the ground is slightly higher. Then, there are various shades of brown for hills and mountains – the darker the brown, the higher the ground.
B Using pictures, maps and globes
09/04/2021 12:30
Mountains of Ireland
17
This map shows an area in the MacGillycuddy’s Reeks in Co. Kerry. Examine the map and answer the questions.
X
1 Can you find two spot heights? Draw a circle around any you find. 2 Can you find two areas where the contour lines are very close together? Mark them with a tick ✓. 3 How many mountain peaks can you find?
_________________________
4 What is the name and height of the highest mountain peak that you can find?
_______________________________________________________ 5 Find Eagle’s Nest on the map. Why, do you think, are the contour lines very close together here?
_______________________________________________________ 6 What do you think the feature marked ‘X’ is?
_______________________
7 Who do you think might use a map like this?
SKILLS
_______________________________________________________
EWM4 Activity Book (Units 3&4).indd 43
B Using pictures, maps and globes
43
09/04/2021 14:46
Theme: Celebrating theNaturalWorld
18 Ireland’s NativeSpecies SC I E N C E
A Draw and describe. Draw a plant, a tree and an animal that are native to Ireland. List the features that help us to identify each. Plant
_________________________ _________________________ _________________________ _________________________ _________________________ _________________________
Tree
_________________________ _________________________ _________________________ _________________________ _________________________ _________________________
Animal
_________________________ _________________________ _________________________ _________________________ _________________________
44
SKILLS
_________________________
EWM4 Activity Book (Units 3&4).indd 44
A Observing; Recording and communicating
09/04/2021 12:30
Theme: Celebrating theNaturalWorld
My Learning Log Throughout this unit I really liked learning about:
Five things I learned:
Two things I found interesting/surprising:
A skill I worked on during this unit:
My favourite activity was:
A question I still have:
45
EWM4 Activity Book (Units 3&4).indd 45
09/04/2021 12:30
Theme: My Family History
19 My Family Tree HI STORY
A Using historical evidence Look carefully at Sarah’s birth certificate below and answer the questions.
1 What is Sarah’s full name?
___________________________________
2 What are her mother and father’s first names?
______________________
3 What is her mother’s birth surname? _____________________________ 4 What is Sarah’s date of birth?
_________________________________
5 Which county was she born in?
________________________________
6 What does her father work as? _________________________________ 7 Name one use for a birth certificate. _____________________________
46
SKILLS
8 How old is Sarah now?
EWM4 Activity Book (Units 3&4).indd 46
______________________________________
A Using evidence
09/04/2021 12:30
My Family Tree
19
B Fill in your family tree.
C Design your own family crest.
SKILLS
Design your family crest with symbols of things that are important to your family, such as things that you do for fun. Use your favourite colours when completing your crest.
EWM4 Activity Book (Units 3&4).indd 47
B Using evidence; Time and chronology C Synthesis and communication
47
09/04/2021 12:30
Theme: My Family History
20 My Grandparents HI STORY
A Interview Interview a grandparent or an older relative or neighbour. Find out about the pastimes and toys they had when they were young. What is your name? What decade did you grow up in? What kinds of pastimes did you have when you were a child? What kinds of games did you play in the schoolyard? What kinds of sports did you play? What kinds of toys did you play with when you were a child? Did you have many toys? What was your favourite toy? Can you describe it? Did you have a television in your home? Were there any children’s programmes that you can remember?
48
SKILLS
Do you remember any rhymes from when you were a child?
EWM4 Activity Book (Units 3&4).indd 48
A Using evidence; Synthesis and communication; Empathy
09/04/2021 12:30
My Grandparents
20
B Using historical evidence Study the photographs and answer the questions. 1 What is the name of this construction set?
__________________________________ 2 What decade do you think it is from?
__________________________________ 3 Do you think it was aimed at boys or girls? Why?
__________________________________ ______________________________________________________ 4 How do you think children played with it?
______________________________________________________ ______________________________________________________ 5 Would you say this was a popular toy? Why or why not?
______________________________________________________ ______________________________________________________ 6 Do you think children today would like it? Why or why not?
______________________________________________________ ______________________________________________________ 7 Can you think of any modern toys that are similar to this one? How are they similar?
______________________________________________________ ______________________________________________________ ______________________________________________________
SKILLS
______________________________________________________
EWM4 Activity Book (Units 3&4).indd 49
B Using evidence; Time and chronology; Change and continuity
49
09/04/2021 12:30
Theme: Mixtures
GEOGRAPHY
21 TheSoils andRocks of Ireland A Match each type of soil with its description. Brown soils
Grey in colour, developed in areas once covered by coniferous forest, infertile, not very good for farming
Podsols
Acidic, developed from the remains of dead plants not fully decayed, full of nutrients, good for growing vegetables
Peaty soils
Developed in areas once covered by deciduous forest, very fertile, good for farming
Gley soils
Developed in areas with poor drainage, contain a lot of clay, usually waterlogged
B How we use rocks Using what you have learned in the lesson, name one or two rocks that would be suitable for each of these purposes. 1 For a kitchen countertop:
_______________________________________________________ 2 As a building material:
_______________________________________________________ 3 For the foundations of a road:
_______________________________________________________ 4 For a fireplace:
_______________________________________________________ 5 To be carved into a statue:
50
SKILLS
_______________________________________________________
EWM4 Activity Book (Units 3&4).indd 50
A Analysing; Recording and communicating B Predicting
09/04/2021 12:30
TheSoils andRocks of Ireland
21
C Fact file Use the information from the Textbook to help you identify each rock and complete the fact file. Name
Description/Facts
Uses
1
2
3
4
SKILLS
5
EWM4 Activity Book (Units 3&4).indd 51
C Analysing; Recording and communicating
51
09/04/2021 12:30
Theme: Mixtures
22 Mixtures SC I E N C E
A Time to recap Write one thing that you learned from each of the following experiments: 1 Soluble or insoluble?
__________________________________ __________________________________ __________________________________ 2 Dissolving sugar at different temperatures
__________________________________ __________________________________ __________________________________
3 How stirring affects dissolving
__________________________________ __________________________________ __________________________________ 4 Comparing saturation points
__________________________________ __________________________________
52
SKILLS
__________________________________
EWM4 Activity Book (Units 3&4).indd 52
A Recording and communicating
09/04/2021 12:30
Mixtures
22
B True or false? (Tick ✓) True
False
1 A solution is a mixture of two liquids. 2 A mixture is formed by combining two or more ingredients or substances. 3 An example of a reversible change is when the ingredients in a mixture can be separated out. 4 The rate at which a solid substance dissolves in water can be affected by the temperature of the water. 5 A material is soluble when it cannot dissolve in water. 6 The saturation point of a substance depends on how much water is in the container.
C Identify if each change is reversible or irreversible. (Tick ✓) Reversible
Irreversible
1 An egg being fried 2 Ice melting 3 Cake batter being baked 4 Water freezing 5 Water turning to steam
SKILLS
6 Paper being burned
EWM4 Activity Book (Units 3&4).indd 53
B Analysing C Analysing; Interpreting
53
09/04/2021 12:30
Theme: Mixtures
GEOGRAPHY
23 Examining Soils andRocks A Study the map and answer the questions with the help of the map of Ireland on page 66 of the Textbook.
1 What type of rock is most common in your county?
______________________________________________________ 2 What type of rock is most common in Ireland?
______________________________________________________ 3 What type of rock is least common in Ireland?
______________________________________________________ 4 What type of rock is most common in Co. Clare?
______________________________________________________ 5 What type of rock is most common in Co. Dublin?
______________________________________________________ 6 What type of rock is most common in Co. Donegal?
______________________________________________________ 7 What type of rock is most common in Co. Kerry?
54
SKILLS
______________________________________________________
EWM4 Activity Book (Units 3&4).indd 54
A Using pictures, maps and globes
09/04/2021 12:30
Examining Soils andRocks
23
B Label the soil profile diagram. subsoil
parent material
bedrock
humus
topsoil
C Write one sentence about each layer in the soil profile. 1 Humus:
______________________________________________________ 2 Top soil:
______________________________________________________ 3 Subsoil:
______________________________________________________ 4 Parent material:
______________________________________________________ 5 Bedrock:
SKILLS
______________________________________________________
EWM4 Activity Book (Units 3&4).indd 55
B Recording and communicating C Recording and communicating
55
09/04/2021 12:30
Theme: Mixtures
24 Separating Mixtures SC I E N C E
A In your own words Use the diagram to help you explain how evaporation can be used to separate a mixture of sugar dissolved in water.
_______________________________ _______________________________
evaporation solution of sugar and water
_______________________________ _______________________________
heat
_______________________________ ______________________________________________________ B Which separation method would you recommend? Which method would be best to separate the ingredients or substances in each of the mixtures below – sieving, filtering or evaporation? Orange juice and pulp:
____________________________
2
Water and rice:
____________________________
3
Water and sand:
____________________________
4
Coffee (drink) and coffee grinds:
____________________________
5
Water and salt (saltwater):
____________________________
6
Water and pasta shells:
____________________________
7
Water and Epsom salts:
____________________________
8
Flour and raisins:
____________________________
9
Tea (drink) and tea leaves:
____________________________
Sand and gravel:
____________________________
10
56
SKILLS
1
EWM4 Activity Book (Units 3&4).indd 56
A Analysing; Predicting; Recording and communicating B Analysing; Predicting
09/04/2021 12:30
Themes: My Family History; Mixtures
My Learning Log Throughout this unit I really liked learning about:
Five things I learned:
Two things I found interesting/surprising:
A skill I worked on during this unit:
My favourite activity was:
A question I still have:
57
EWM4 Activity Book (Units 3&4).indd 57
09/04/2021 12:30
Theme: TheImportanceof theSun
25 TheAztecs HI STORY
A Fill in the blanks to complete the timeline for the Aztecs. 1325
1519
1323
Hernán Cortés arrives.
Aztecs are defeated by Hernán Cortés. Aztec tribe travels south.
Aztec Empire is established.
Aztecs receive vision from Huitzilopochtli.
1200s
1428
1521
City of Tenochtitlan is built.
B Aztec artefact Examine this photograph of an Aztec sun stone and answer the questions. 1 What do you see in the photograph?
___________________________ 2 Describe the carvings on this artefact.
___________________________ ______________________________________________________ 3 How old do you think this artefact is?
58
SKILLS
______________________________________________________
EWM4 Activity Book (Units 5&6).indd 58
A Time and chronology B Using evidence
09/04/2021 12:39
TheAztecs
25
4 Where do you think it was found?
______________________________________________________ 5 Where do you think it is kept today?
______________________________________________________ 6 Do you think it was important to the Aztec people? Why or why not?
______________________________________________________ 7 What do you think this artefact was used for?
______________________________________________________ C Imagine that you are Spanish soldier in the expedition led by Hernán Cortés. Write a diary entry in which you talk about your experiences. How did you travel to Mexico? What are your impressions of the Aztec Empire? What do you admire about the people? What are your thoughts on their religion?
_________________________________________________ Dear Diary, _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
SKILLS
_________________________________________________
EWM4 Activity Book (Units 5&6).indd 59
C Empathy; Synthesis and communication
59
09/04/2021 12:39
Theme: TheImportanceof theSun
GEOGRAPHY
26 Positions of theSun A Choose the correct word to ‘cloze’ the gap! sundial
movement
star
opposite
orbits
shadow
million
rises
hours
sets
cooler
equator
northern
night-time
daytime
1 The sun is a _______ that is situated almost 150 _________ km from Earth. 2 If you observe the sky, you will see that the sun _______ in the east and
________ in the west. 3 The Earth rotates on its axis while it __________ the
sun. It takes 24 ________ for the Earth to do one full rotation. 4 Ancient civilisations used an instrument called a
____________ to tell the time by the position of the sun in the sky. 5 An invisible line called the ____________ splits the Earth into two
hemispheres. Ireland is in the _____________ hemisphere. 6 The northern and southern hemispheres experience the seasons at
_______________ times of the year. 7 A ____________ is produced when light cannot pass through an object.
At any moment, one side of the Earth is facing towards the sun, making it _____________ there, and the other side is in the shade, making it
_____________ there. 8 The sun influences climate and weather. The farther north or south you travel
from the equator, the ____________ the climate becomes. Wind is the
_______________ of air produced by the uneven heating of the Earth’s
60
SKILLS
surface by the sun.
EWM4 Activity Book (Units 5&6).indd 60
A Recording and communicating
09/04/2021 12:39
Positions of theSun
26
B How the sun influences the weather Explain how the sun influences wind and rainfall. Wind
______________________________________________________ ______________________________________________________ ______________________________________________________ Rainfall
______________________________________________________ ______________________________________________________ ______________________________________________________ C Summer and winter 1 Label the diagram.
equator
northern hemisphere
southern hemisphere
summer
winter
2 How can you tell whether it is summer or winter in each hemisphere in the diagram?
______________________________________________________ ______________________________________________________ SKILLS
______________________________________________________
EWM4 Activity Book (Units 5&6).indd 61
B Analysing; Recording and communicating C Recording and communicating; Observation
61
09/04/2021 12:39
Theme: TheImportanceof theSun
27 Light Sources SC I E N C E
A Use the clues to help you unscramble these words. 1 eygner (Light is a form of this.)
____________
2 smrip (This can be used to split white light.)
____________
3 tarialifci (This means ‘man-made’.)
____________
4 ysra (The straight lines in which light travels)
____________
5 sterflce (Another word for when light bounces off an object)
____________
B Light sources 1 List four natural light sources. Circle the one that gives the brightest light.
______________________________________________________ ______________________________________________________ 2 List four artificial light sources. Circle the one that gives the weakest light.
______________________________________________________ ______________________________________________________ C Design a mnemonic for the colours of the spectrum. ‘Richard Of York Gave Battle In Vain’ is a popular mnemonic to help us remember the order of the colours in the spectrum. Can you make up and design your own mnemonic to help you remember it?
_____________________________________ _____________________________________ ________________________________________________________
62
SKILLS
________________________________________________________
EWM4 Activity Book (Units 5&6).indd 62
A Vocabulary development
C Recording and communicating
B Observing; Analysing
09/04/2021 12:39
Theme: TheImportanceof theSun
28 Light andMaterials Which property is needed in the material used to make each of these items? Transparent, translucent or opaque?
SC I E N C E
A Transparent, translucent or opaque?
A blind for a bedroom window A blind for a classroom window A sitting room window A bathroom window
B Making shadows bigger or smaller We are going to investigate how to vary the height of a shadow.
SKILLS
Equipment: torch, an object that can stand Distance from upright, metre stick, wall or screen torch to object Action: 100 cm ● Position the object you are 90 cm using 50 cm from 80 cm a wall or screen. ● Set up a torch 100 cm (1 metre) away from 70 cm the object. 60 cm ● Shine the torch onto the object and measure the height of the shadow on the 50 cm wall or screen behind it. ● Move the torch 10 cm closer to the object 40 cm and measure the height of the shadow 30 cm again. Keep repeating this step until the torch is a distance of only 10 cm away 20 cm from the object. ● Record the results for each distance in 10 cm the table.
EWM4 Activity Book (Units 5&6).indd 63
A Analysing; Recording and communicating; Observing; Predicting B Recording and communicating
Height of shadow
63
09/04/2021 12:39
Theme: TheImportanceof theSun
GEOGRAPHY
the 29 TheImportanceof Sunfor Life A Staying safe in the sun
Draw four things you can do to stay safe in the sun. Write a short instruction below each picture.
1
2
___________________________ ___________________________ ___________________________ ___________________________ 3
4
___________________________ ___________________________
64
SKILLS
___________________________ ___________________________
EWM4 Activity Book (Units 5&6).indd 64
A Analysing; Recording and communicating
09/04/2021 12:39
TheImportanceof theSunfor Life
29
B Explain each of these terms. 1 Melanin:
_______________________________________________
______________________________________________________ 2 Photosynthesis:
__________________________________________
______________________________________________________ 3 Vitamin D:
______________________________________________
______________________________________________________ 4 Ultraviolet rays:
__________________________________________
______________________________________________________ 5 Chlorophyll:
_____________________________________________
______________________________________________________ 6 Sunscreen:
_____________________________________________
______________________________________________________
C The importance of the sun Write five ways in which the sun affects the Earth and the life forms that exist here.
_____________________________________________________
2
_____________________________________________________
3
_____________________________________________________
4
_____________________________________________________
5
_____________________________________________________
SKILLS
1
EWM4 Activity Book (Units 5&6).indd 65
B Vocabulary development; Recording and communicating C Analysing; Recording and communicating
65
09/04/2021 12:40
Theme: TheImportanceof theSun
30 SunGods HI STORY
A Comparing Ra, Helios and Amaterasu Fill in the table with information about these three gods. Ra
Helios
Amaterasu
God or goddess of what? Which civilisation? Description:
Draw a picture.
66
SKILLS
Did they create anything? Did they have any kind of vehicle? Other gods in their family (e.g. ‘god of air’):
EWM4 Activity Book (Units 5&6).indd 66
A Synthesis and communication
09/04/2021 12:40
SunGods
30
B Using what you have learned in the lesson, design a new costume
SKILLS
suitable for Ra, Helios or Amaterasu.
EWM4 Activity Book (Units 5&6).indd 67
B Using evidence; Synthesis and communication
67
09/04/2021 12:40
30
SunGods
C Sequencing events
68
SKILLS
Number the pictures to sequence the events in the story of Amaterasu and the cave.
EWM4 Activity Book (Units 5&6).indd 68
C Time and chronology
09/04/2021 12:40
Theme: TheImportanceof theSun
My Learning Log Throughout this unit I really liked learning about:
Five things I learned:
Two things I found interesting/surprising:
A skill I worked on during this unit:
My favourite activity was:
A question I still have:
69
EWM4 Activity Book (Units 5&6).indd 69
09/04/2021 12:40
Theme: TheRelationship BetweenAnimals andPeople
GEOGRAPHY
31 Forestry inIreland A What would a sustainable forest look like? Draw and label a diagram of a sustainable forest, including details suggested by the terms below.
Species of trees Saplings Waterways
70
SKILLS
Wildlife
EWM4 Activity Book (Units 5&6).indd 70
A Recording and communicating
09/04/2021 12:40
Forestry inIreland
B Crossword puzzle
31
1
2
3
4
5 6
7
8
9
Across
Down
2
1
This ‘t’ word means wood prepared for use in construction.
2
Trees help to prevent this ‘f’ word after heavy rainfall by absorbing rainwater through their roots.
This ‘f’ word is the practice of planting, managing and caring for forests. This ‘w’ word means a small forest.
6
This ‘b’ word means means a variety 3 of living things.
8
This ‘l’ word means the business of felling trees and cutting timber.
9
This ‘o’ word is an invisible gas that we breathe in.
SKILLS
3
EWM4 Activity Book (Units 5&6).indd 71
B Vocabulary development
This ‘w’ word means animals that live in the wild.
4
This ‘c’ word is formed by the highest branches of trees in a forest.
5
This ‘f’ word means the process of cutting down trees.
7
This ‘s’ word means a young tree.
71
09/04/2021 12:40
Theme: TheRelationship BetweenAnimals andPeople
32 Deforestation SC I E N C E
A Explain each of these terms. 1 Deforestation: ____________________________________________
______________________________________________________ 2 Logging: ________________________________________________
______________________________________________________ 3 Slash-and-burn:
__________________________________________
______________________________________________________ 4 Climate change:___________________________________________
______________________________________________________ 5 Soil erosion: _____________________________________________
______________________________________________________ B Imagine you are a reporter working for a newspaper in South America. You are going to interview a logger who works for an international company that is felling trees in the rainforest to create grazing land for beef production. Write five questions you will ask during your interview.
____________________________________________________
2
____________________________________________________
3
____________________________________________________
4
____________________________________________________
5
____________________________________________________ SKILLS
72
1
EWM4 Activity Book (Units 5&6).indd 72
A Vocabulary development; Recording and communicating B Questioning
09/04/2021 12:40
Deforestation
32
C Recreating tropical rainforest conditions
SKILLS
Using what you learned from the experiment in this lesson, draw and label a simple diagram explaining why the air in a tropical rainforest is very humid.
EWM4 Activity Book (Units 5&6).indd 73
C Recording and communicating; Investigating and experimenting
73
09/04/2021 12:40
Theme: TheRelationship BetweenAnimals andPeople
33 HorseRacing inthePast HI STORY
A Match the word with its definition. A horse-drawn vehicle with two wheels
Thoroughbred
Tamed and kept as a farm/working animal or pet
Equine
The mother of a racehorse
Domesticated
A word meaning to do with horses
Chariot
A horse race run on a racecourse with ditches and hedges to be jumped
Steeplechase
Descended/bred from the original racehorses
Dam
B Name that sport! Using what you have learned, write the correct label below each picture.
74
SKILLS
showjumping
EWM4 Activity Book (Units 5&6).indd 74
flat racing
steeplechasing
chariot racing
__________________
__________________
__________________
__________________
A Vocabulary development B Using evidence
09/04/2021 12:40
HorseRacing inthePast
33
C Using historical evidence This photograph was taken in the Phoenix Park, Dublin in the 1940s. Examine the photograph and answer the questions that follow.
1 What type of horse race was this?
______________________________________________________ 2 Do you notice anything about the spectators? Why do you think this was so?
______________________________________________________ ______________________________________________________ 3 What do you think the purpose of the wooden structure was?
______________________________________________________ 4 What do you think the people standing on the wooden structure were doing?
______________________________________________________
SKILLS
______________________________________________________
EWM4 Activity Book (Units 5&6).indd 75
C Using evidence
75
09/04/2021 12:40
Theme: TheRelationship BetweenAnimals andPeople
GEOGRAPHY
34 LifeAlong theCoast A Write five facts you have learned about Sherkin Island. 1
______________________________________________________
2
______________________________________________________
3
______________________________________________________
4
______________________________________________________
5
______________________________________________________
B Interviewing the islanders Write questions that you would ask in an interview with the people who live on Sherkin Island.
___________________________________________________
2
___________________________________________________
3
___________________________________________________
4
___________________________________________________
5
___________________________________________________
6
___________________________________________________
7
___________________________________________________
8
___________________________________________________
9
___________________________________________________
10
___________________________________________________
SKILLS
76
1
EWM4 Activity Book (Units 5&6).indd 76
A Recording and communicating B Observing; Analysing
09/04/2021 12:40
LifeAlong theCoast
34
C Locality audit 1 Are there any services missing from your locality that you think would benefit the community, such as a fire station or a library?
______________________________________________________ 2 Draw two examples of the fauna in your locality.
SKILLS
3 Draw two examples of the flora in your locality.
EWM4 Activity Book (Units 5&6).indd 77
C Observing; Recording and communicating
77
09/04/2021 12:40
34
LifeAlong theCoast
D Compare and contrast Compare and contrast Sherkin Island with your own locality, using the questions below. Sherkin Island
___________________
Is it an urban, a rural, a coastal or an island community? What kinds of services are there? Are there any historical buildings or places of interest? What are the features of the landscape? What are some examples of the local fauna? What are some examples of the local flora? Are there farms, factories, shops or a quarry? How do people travel in the locality?
78
SKILLS
Is there a bridge, a harbour or a tunnel?
EWM4 Activity Book (Units 5&6).indd 78
D A sense of place; Recording and communicating
09/04/2021 12:40
Theme: TheRelationship BetweenAnimals andPeople
SC I E N C E
35 Pollutionof theOcean
A True or false? (Tick ✓) True
False
1 Water covers about 50% of the Earth’s surface. 2 Plankton produces 50–80% of the oxygen on the planet. 3 Biodegradable plastic quickly breaks down in the ocean. 4 Microplastics are natural materials found in the ocean. 5 Microplastics have been found in the food chain. 6 Coral reefs provide a habitat for about 25% of all marine species.
B Use the clues to help you unscramble these words. _________________
2 thynstice (Man-made, using chemicals)
_________________
3 pkel (A kind of aquatic plant)
_________________
4 cisiobplats (Plastics made from organic waste)
_________________
5 stiplacromics (Tiny pieces of plastic, found in shampoo, toothpaste and synthetic fabrics)
_________________
6 gedradiobbeal (Can be broken down by bacteria or microorganisms)
_________________
SKILLS
1 rimaen (Relating to or found in the ocean)
EWM4 Activity Book (Units 5&6).indd 79
A Recording and communicating B Vocabulary development
79
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35
Pollutionof theOcean
C Interpreting evidence Describe what each photograph shows and what problems this might cause. 1
2
___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________ 3
4
___________________________ ___________________________ ___________________________ ___________________________ ___________________________ ___________________________
80
SKILLS
___________________________ ___________________________
EWM4 Activity Book (Units 5&6).indd 80
C Observing; Predicting; Questioning
09/04/2021 12:40
Theme: TheRelationship BetweenAnimals andPeople
36 PigeonPost HI STORY
A Using historical evidence Examine the poster and answer the questions. 1 What was this poster about?
__________________________________ __________________________________ 2 When do you think this poster was made?
__________________________________ __________________________________ 3 What was the £5 reward for?
______________________________________________________ ______________________________________________________ 4 What could you get a £100 fine for doing?
______________________________________________________ ______________________________________________________ 5 Why, do you think, might people have shot homing pigeons?
______________________________________________________ ______________________________________________________ 6 Why was the government trying to protect homing pigeons?
______________________________________________________ ______________________________________________________ 7 What difference might it have made if a homing pigeon was shot down?
______________________________________________________
SKILLS
______________________________________________________
EWM4 Activity Book (Units 5&6).indd 81
A Using evidence
81
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36
PigeonPost
B Using historical evidence Examine the photograph and answer the questions that follow.
1 When do you think this photograph was taken?
______________________________________________________ ______________________________________________________ 2 What do you think was happening in this scene?
______________________________________________________ ______________________________________________________ 3 Who do you think these men were? What makes you think so?
______________________________________________________ ______________________________________________________ 4 Where did they keep the pigeons?
______________________________________________________ ______________________________________________________ 5 What do you think they were using the pigeons for?
______________________________________________________
82
SKILLS
______________________________________________________
EWM4 Activity Book (Units 5&6).indd 82
B Using evidence; Synthesis and communication
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PigeonPost
36
C Imagine that you were a homing pigeon during the Siege of Paris! Design a short comic strip about the time you left Paris in a hot-air balloon and later returned carrying an important message. How was the journey in the hot-air balloon? What was it like flying back into Paris? Were you in danger? What was important about the message you were carrying?
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
___________________________
SKILLS
___________________________
EWM4 Activity Book (Units 5&6).indd 83
C Empathy
83
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Theme: TheRelationship BetweenAnimals andPeople
My Learning Log Throughout this unit I really liked learning about:
Five things I learned:
Two things I found interesting/surprising:
A skill I worked on during this unit:
My favourite activity was:
A question I still have:
84
EWM4 Activity Book (Units 5&6).indd 84
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Theme: Clothing
37 TheScienceof Fabrics SC I E N C E
A Textiles all around us Under each heading, write as many items as you can think of that are made of textiles. Clothing
Sitting room
Classroom
Inside of car
B Advertisement On the following page, design an advertisement for a new fabric with three useful properties. Use the questions below to help you come up with ideas. 1 Will your fabric be used for clothing or furnishings?
______________________________________________________ 2 Will it be better than what these items are currently made of? How?
______________________________________________________ 3 What are its three useful properties?
______________________________________________________ 4 Why are these properties important?
______________________________________________________
SKILLS
______________________________________________________
EWM4 Activity Book (Units 7&8).indd 85
A Analysing B Exploring; Planning; Predicting; Recording and communicating
85
09/04/2021 12:42
37
TheScienceof Fabrics
5 Now, design your advertisement.
C Unscramble the fabrics. ––––––––––––––––––––––––––––––––––––
2 nelin
––––––––––––––––––––––––––––––––––––
3 otontc
––––––––––––––––––––––––––––––––––––
4 evtelv
––––––––––––––––––––––––––––––––––––
5 olow
––––––––––––––––––––––––––––––––––––
6 iclacry
––––––––––––––––––––––––––––––––––––
7 ksil
––––––––––––––––––––––––––––––––––––
8 yonln
––––––––––––––––––––––––––––––––––––
9 stpoerlye
––––––––––––––––––––––––––––––––––––
SKILLS
86
1 acLyr
EWM4 Activity Book (Units 7&8).indd 86
C Vocabulary development
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Theme: Clothing
38 Clothing ThroughtheAges HI STORY
A Using historical evidence This photograph shows children performing at an Irish dancing féis in 1980. 1 Where do you think this photograph was taken?
___________________________ ___________________________ 2 Who can you see in the photograph and how old do you think they are?
___________________________ ___________________________ ___________________________ 3 Describe their costumes.
___________________________ ___________________________ ______________________________________________________ 4 What detail can you see on the costumes?
______________________________________________________ 5 What fabrics do you think they were made of?
______________________________________________________ 6 What colour(s) do you think they were?
______________________________________________________ 7 Are Irish dancing costumes different today? Explain how.
______________________________________________________
SKILLS
______________________________________________________
EWM4 Activity Book (Units 7&8).indd 87
A Using evidence; Change and continuity
87
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38
Clothing ThroughtheAges
B Interview Interview an adult family member or a teacher about the clothing they wore when they were younger. What is your name? What was your favourite item of clothing when you were a child? Did you get a lot of new clothing?
Did you have a lot of clothing?
Where did you get your clothing from? Did your parents make any of your clothing? Was your clothing brightly coloured or dark? Do you think clothing today is similar to the clothing that you wore when you were younger? What was the biggest fashion trend that you remember from when you were a teenager? What do you think the biggest fashion trend is for teenagers today?
88
SKILLS
Do you prefer today’s clothing or the clothing from when you were a child? Why? What clothes shops were open when you were a child? Are any of them still around today?
EWM4 Activity Book (Units 7&8).indd 88
B Using evidence; Change and continuity; Empathy
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Theme: Clothing
A In what ways could working conditions be improved in the garment factories mentioned in the lesson?
________________________________________________________ ________________________________________________________
GEOGRAPHY
39 Garment Manufacturing
________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ B Interview Imagine you are a journalist writing about the working conditions in a garment factory in Bangladesh. Write five questions to ask in an interview with a worker in the factory.
______________________________________________________
1
______________________________________________________ 2
______________________________________________________ ______________________________________________________
3
______________________________________________________ ______________________________________________________
4
______________________________________________________ ______________________________________________________
5
______________________________________________________
SKILLS
______________________________________________________
EWM4 Activity Book (Units 7&8).indd 89
A Predicting; Analysing; Recording and communicating B Questioning
89
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39
Garment Manufacturing
C Getting by on low wages Imagine you are a factory worker. You worked 12 hours today and earned 80c. You have to spend this money on things that you need, so what will you choose? Need
Why
Cost
Bus fare
You need to travel to and from work tomorrow.
20c
Water
You need water to prevent dehydration.
10c
Food
You are hungry after a long day’s work.
40c
Soap
The factory is hot and you are very sweaty. Your back is sore from bending over the machine all day. There are holes in your shoes and you need to save up for a new pair.
20c
Medicine Shoes
Tick ✓
30c 20c
1 What will you spend your money on? Why?
______________________________________________________ ______________________________________________________ ______________________________________________________ 2 Did you have to leave out some things? Why?
______________________________________________________ ______________________________________________________ ______________________________________________________ 3 How much money will you have left over? 4 How hard was it to decide what to buy?
_________________________
______________________________________________________ ______________________________________________________ 5 Explain the difficulties of getting by on such low wages.
______________________________________________________
90
SKILLS
______________________________________________________
EWM4 Activity Book (Units 7&8).indd 90
C Questioning; Predicting; Analysing
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Theme: Clothing
40 Keeping WarmandStaying Cool SC I E N C E
A Fabric experts Choose a fabric for each garment below and say what makes it suitable. Garment Summer dress
Fabric Cotton jersey
What makes it suitable Thin and breathable
Winter scarf Shorts Tracksuit bottoms Babygro Summer jacket Winter shirt Summer cardigan Winter jumper Summer sweater Winter cardigan Summer shirt
B Vocabulary check-up – explain what each word means. _____________________________________________
2 Conduct:
_____________________________________________
3 Vacuum:
_____________________________________________
4 Hollow:
_____________________________________________
5 Breathable:
_____________________________________________
6 Flannel:
_____________________________________________
SKILLS
1 Insulate:
EWM4 Activity Book (Units 7&8).indd 91
A Analysing; Predicting; Recording and communicating B Vocabulary development
91
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Theme: Clothing
GEOGRAPHY
41 Throw-away Fashion A Describe the ways in which throw-away fashion harms the environment. _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ B Combatting throw-away fashion Write a sentence explaining how each of these measures helps to combat (fight against) throw-away fashion. 1 Donating:
______________________________________________________ ______________________________________________________ 2 Recycling:
______________________________________________________ ______________________________________________________ 3 Refashioning:
______________________________________________________ ______________________________________________________ 4 Buying better quality:
______________________________________________________
92
SKILLS
______________________________________________________
EWM4 Activity Book (Units 7&8).indd 92
A Predicting; Analysing; Recording and communicating B Analysing; Recording and communicating
09/04/2021 12:42
Theme: Clothing
42 SybilConnolly HI STORY
A Using historical evidence The first two photographs below show the cabin crew uniforms that Sybil Connolly designed for Aer Lingus in 1945 and 1948. The third photograph shows the Aer Lingus cabin crew uniforms designed by Louise Kennedy in 2020.
1945
1948
2020
1 What has changed since the 1940s?
______________________________________________________ ______________________________________________________ 2 What has stayed the same?
______________________________________________________ ______________________________________________________ 3 Why have these changes occurred?
______________________________________________________ SKILLS
______________________________________________________
EWM4 Activity Book (Units 7&8).indd 93
A Using evidence; Change and continuity; Cause and effect
93
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42
SybilConnolly
B Imagine that you are Sybil Connolly. You have been asked to design the first uniform for Aer Lingus. Write a letter to a friend, telling them how you feel about getting the job. What did you have to do to get the job? (Draw designs?) What fabrics and colours will you choose? Why?
Dear
___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ___________________________________________
94
SKILLS
___________________________________________
EWM4 Activity Book (Units 7&8).indd 94
B Empathy; Synthesis and communication
09/04/2021 12:42
Theme: Clothing
My Learning Log Throughout this unit I really liked learning about:
Five things I learned:
Two things I found interesting/surprising:
A skill I worked on during this unit:
My favourite activity was:
A question I still have:
95
EWM4 Activity Book (Units 7&8).indd 95
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Theme: EuropeanNeighbours
A Label the countries and features marked on the map.
96
Use the map on page 147 of the Textbook to help you.
SKILLS
GEOGRAPHY
43 France
EWM4 Activity Book (Units 7&8).indd 96
A Using pictures, maps and globes
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France
43
B Label these famous French landmarks. Tip: You will need to use your detective skills for some of these! Eiffel Tower
Notre-Dame Cathedral
Champs-Élysées
Louvre Museum
Mont Blanc
Arc de Triomphe
1
2
___________________________ ___________________________ 3
4
___________________________ ___________________________ 5
6
SKILLS
___________________________ ___________________________
EWM4 Activity Book (Units 7&8).indd 97
B Using pictures, maps and globes; Recording and communicating
97
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Theme: EuropeanNeighbours
GEOGRAPHY
44 FranceandIreland A Fill in the table comparing France and Ireland. France
Ireland
[]
[reuse flag)]
Capital city: Population: Currency: Is it an island? Does it have a coastline? National broadcaster: Official language(s): Does it have a monarchy? Is it a member of the EU? Climate:
Popular sports:
98
SKILLS
Typical foods:
EWM4 Activity Book (Units 7&8).indd 98
A Analyisng; Recording and communicating
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FranceandIreland
44
B Am I talking about Ireland, France or both? 1
I have a population of 65 million.
_________
2
I am an agricultural country.
_________
3
My capital city is described as the fashion capital of the world.
_________
4
I am known for Aran jumpers.
_________
5
I became a member of the EU in 1957.
_________
6
My longest river is the Loire.
_________
7
The Taoiseach is the head of government here.
_________
8
Hurling and Gaelic football are traditional sports here.
_________
9
I won the FIFA World Cup in 1998 and 2018.
_________
My currency is the euro.
_________
10
C Quick-fire round! Fill in the blanks. The Irish embassy in France is in the city of ____________.
2
To travel to France from Ireland, you need to go by ___________ or _________________.
3
From the UK, you can drive or take a train to France via the Channel _______________.
4
France produces thousands of varieties of _____________ using cow’s, goat’s and sheep’s _____________.
5
The French usually buy their __________ at a bakery called a boulangerie.
6
They usually buy pastries and ___________ at a patisserie.
7
The Tour de France is a _______________ race.
8
Le Monde is a French daily ___________________ reporting news from France and the world.
SKILLS
1
EWM4 Activity Book (Units 7&8).indd 99
B Observing; Analysing; Recording and communicating C A sense of place
99
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Theme: EuropeanNeighbours
45 TheNormans HI STORY
A Fill in the blanks. Waterford
Normandy
1169
Diarmuid
Hastings
Strongbow
soldiers
Dublin
1066
England
The Normans were originally from _______________, France, but they conquered England in the year ________ at the Battle of _____________. Just over a century later, in the year _______, a group of Norman
_____________ travelled from _____________ to Ireland and settled here. The King of Leinster, _____________ MacMurrough, had asked the Norman King Henry II of England to send troops to help him defend his lands against a rival clan. The following year, Henry sent more troops, this time led by ______________. Together, Diarmuid and Strongbow captured
______________ and ______________. B Features of a Norman castle
100
SKILLS
Use what you have learned in the lesson to label these features of a Norman castle.
EWM4 Activity Book (Units 7&8).indd 100
A Synthesis and communication B Using evidence
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TheNormans
45
C Using historical evidence The Marriage of Strongbow and Aoife was painted by Daniel Maclise in 1854.
1 Can you spot Aoife, Strongbow and Diarmuid MacMurrough in the painting? How did you recognise them?
______________________________________________________ ______________________________________________________ 2 Did the wedding take place before or after Strongbow and Diarmuid MacMurrough captured Waterford? How do you know?
______________________________________________________ ______________________________________________________ 3 Was the artist at the wedding? How do you know?
______________________________________________________ ______________________________________________________ 4 Why, do you think, did the artist include a smoking ruin of a building?
______________________________________________________ ______________________________________________________ 5 How did the artist show the difference between the Irish and Norman soldiers?
______________________________________________________ SKILLS
______________________________________________________ C Using evidence
EWM4 Activity Book (Units 7&8).indd 101
101
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How theNormans 46 ChangedIreland
Theme: EuropeanNeighbours
HI STORY
A Imagine that you are a peasant in Norman Ireland. Write a diary entry using the information from the lesson to describe a day in your life. What do you wear and eat? How do you spend your days? What is your home like? How do you feel living like this?
_________________________________________________ Dear Diary, _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ B Improved farming methods Identify ways in which improved farming methods and tools introduced by the Normans might have made the lives of peasants easier.
_______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________
102
SKILLS
_______________________________________________________
EWM4 Activity Book (Units 7&8).indd 102
A Empathy B Cause and effect
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How theNormans ChangedIreland
46
C Rich or poor?
A
B
1 Which woman in this picture is a wealthy Norman lady, A or B? How do you know?
______________________________________________________ ______________________________________________________ ______________________________________________________ 2 Describe the Norman lady’s clothing.
______________________________________________________ ______________________________________________________ 3 What fabric(s) might it be made from?
______________________________________________________ ______________________________________________________ 4 Who made it, do you think?
______________________________________________________ ______________________________________________________ 5 What is her headdress called?
SKILLS
______________________________________________________ C Using evidence
EWM4 Activity Book (Units 7&8).indd 103
103
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Theme: Sound
47 How SoundIs Made SC I E N C E
A Time to recap 1 How do we hear sound?
______________________________________________________ ______________________________________________________ 2 Why do we need to be able to control the volume on devices?
______________________________________________________ ______________________________________________________ 3 Explain how air was important in the experiment in the lesson exploring pitch.
______________________________________________________ ______________________________________________________ 4 Describe one method you used to change the pitch in this experiment.
______________________________________________________ ______________________________________________________ B Match each instrument to the correct category.
104
SKILLS
Woodwind
EWM4 Activity Book (Units 7&8).indd 104
Keyboard
Percussion
Brass
String
A Analysing; Recording and communicating B Analysing; Observing; Recording and communicating
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How SoundIs Made
47
C Sound hound!
SKILLS
Choose one activity that you did today. Draw and label a diagram showing how sound was produced or changed during the activity.
C Recording and communicating; Analysing
EWM4 Activity Book (Units 7&8).indd 105
105
09/04/2021 12:42
Theme: Sound
48 TheNatureof Sound SC I E N C E
A Experiment recap 1 Did you hear any sounds on your ‘sound walk’ that you had not noticed before? What were they?
______________________________________________________ ______________________________________________________ 2 Explain what happened when your partner scratched your finger in the experiment during the lesson.
______________________________________________________ ______________________________________________________ B Match each word to its description. Gas
Has a definite size and shape
Duration
Liquid
Has no size or shape of its own
Solid
A measure of how high or low in tone a sound is
Pitch
The time during which something continues
SKILLS
106
Can flow and be poured or spilled
EWM4 Activity Book (Units 7&8).indd 106
A Recording and communicating; Analysing B Vocabulary development; Recording and communicating
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TheNatureof Sound
48
C Streetscape List all of the sounds that you would likely hear if you were standing in this city street.
________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________
SKILLS
________________________________________________________
C Predicting; Observing
EWM4 Activity Book (Units 7&8).indd 107
107
09/04/2021 12:42
Themes: EuropeanNeighbours; Sound
My Learning Log Throughout this unit I really liked learning about:
Five things I learned:
Two things I found interesting/surprising:
A skill I worked on during this unit:
My favourite activity was:
A question I still have:
108
EWM4 Activity Book (Units 7&8).indd 108
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Theme: GrowthandChange
A Fill in the table comparing India and Ireland. India
Ireland
[Reuse SESE-4-5401]
[reuse SESE-3-4411 (Irish flag)]flag)]
GEOGRAPHY
49 GrowthandChangeinIndia
Capital city: Population: Currency: Is it an island? Does it have a coastline? Official language(s): Longest river: Main religion: Climate:
Clothing:
SKILLS
Typical foods:
A Recording and communicating
EWM4 Activity Book (Units 9&10).indd 109
109
09/04/2021 12:44
49
GrowthandChangeinIndia
B Map work
110
SKILLS
Use your atlas to help you label the features on the map.
EWM4 Activity Book (Units 9&10).indd 110
B Using pictures, maps and globes
09/04/2021 12:44
Theme: GrowthandChange
50 LifeCycles Egg
The final stage of an insect’s life cycle
Metamorphosis
SC I E N C E
A Match the stage in the life cycle with its description.
The unborn stage of an insect’s life cycle
Larva
This looks like a smaller version of the adult insect
Adult
The stage between being a larva and being an adult insect
Nymph
When an insect dramatically changes from one form to another A worm-like creature that hatches from an egg
Pupa
B Life cycle of a ladybird Number the pictures 1–4 to put the life cycle in sequential order. Then, write a suitable label for each stage.
__________________ __________________
__________________
SKILLS
__________________ A Vocabulary development; Recording and communicating; Analysing B Analysing; Recording and communicating
EWM4 Activity Book (Units 9&10).indd 111
111
09/04/2021 12:44
50
LifeCycles
C Three-stage life cycle 1 Describe what happens in a three-stage life cycle.
________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ 2 Below are examples of insects that have a three-stage life cycle. Can you name any others? Do research online to help you.
Grasshopper
Cockroach
Cricket
________________________________________________________
112
SKILLS
________________________________________________________
EWM4 Activity Book (Units 9&10).indd 112
C Observing; Recording and communicating; Analysing
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Theme: GrowthandChange
51 Our Brainy Brain Cerebrum
The part of the brain that gives meaning to sensations
Frontal lobe
The part of the brain that gets information from the eyes and helps us to see
Brainstem
Controls breathing, heartbeat and digestion
Occipital lobe
Controls posture, coordination and balance
Temporal lobe
Involved in speech, planning and emotions
Parietal lobe
The part of the brain that helps us to hear
Cerebellum
The largest part of the brain
SC I E N C E
A Match the word with its description.
B Label the parts of the brain.
SKILLS
frontal lobe
parietal lobe
temporal lobe
cerebellum
brainstem
occipital lobe
A Vocabulary development; Recording and communicating; Analysing B Analysing; Recording and communicating
EWM4 Activity Book (Units 9&10).indd 113
113
09/04/2021 12:44
51
Our Brainy Brain
C The brainstem Explain why we could not function without a brainstem.
_______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ D The nervous system Imagine that you placed your hands under very hot running water. Explain how your nervous system would react to prevent your skin from getting badly burned. Use the diagram of the nervous system to help you.
___________________________________ ___________________________________
The nervous system spinal cord
brain
___________________________________ ___________________________________ ___________________________________ ___________________________________
nerves
___________________________________ ___________________________________ ___________________________________
114
SKILLS
___________________________________
EWM4 Activity Book (Units 9&10).indd 114
C Recording and communicating; Analysing D Recording and communicating; Analysing
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Theme: GrowthandChange
52 LifeinIrelandinthe1990s Interview a family member or a neighbour who grew up in the 1990s. What is your name?
HI STORY
A Interview
Where did you grow up? What was your favourite band? What were your favourite clothes? What was your school like?
Did you have a computer and what was it like? How did you talk to your friends when you were not in school? What was your favourite television programme? Do you remember any big moments from the 1990s?
What do you remember about the old Irish currency?
SKILLS
What are the biggest differences between your life in the 1990s and life today?
A Using evidence; Synthesis and communication
EWM4 Activity Book (Units 9&10).indd 115
115
09/04/2021 12:44
52
LifeinIrelandinthe1990s
B Examining historical evidence Look at the photographs and answer the questions that follow. A
B
1 What was A called?
______________________________________________________ 2 What was A used for?
______________________________________________________ 3 How were A and B connected?
______________________________________________________ 4 Do you think these items were modern technology in the 1990s?
______________________________________________________ 5 How much money do you think B cost?
______________________________________________________ 6 Where do you think it was kept in a home?
______________________________________________________ 7 Do you think children and teenagers liked video players? Why or why not?
______________________________________________________ 8 What have video players been replaced with nowadays?
______________________________________________________ 9 Do you think people still use video players today? Why or why not?
116
SKILLS
______________________________________________________
EWM4 Activity Book (Units 9&10).indd 116
B Using evidence
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LifeinIrelandinthe1990s
52
C Draw the modern-day version. 1990s Portable electronic game
2
Portable music player
3
Child’s clothing
SKILLS
1
C Change and continuity
EWM4 Activity Book (Units 9&10).indd 117
Today
117
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Theme: GrowthandChange
53 Changing Settlements GEOGRAPHY
A Rural settlement 1950
[Insert SESE-4-5310]
2020
1 What type of settlement do you see in both images?
______________________________________________________ 2 What are the major changes to the area in the second picture?
______________________________________________________ ______________________________________________________ 3 Describe the town centre in the first picture.
______________________________________________________ ______________________________________________________ 4 How has this changed in the second picture?
______________________________________________________ ______________________________________________________ 5 Why, do you think, has this change taken place?
______________________________________________________
118
SKILLS
______________________________________________________
EWM4 Activity Book (Units 9&10).indd 118
A Using pictures, maps and globes; Analysing
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Changing Settlements
53
B Comparing evidence Compare the photographs of Limerick City from the past and present. What changes have occurred in the city?
________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ SKILLS
________________________________________________________ B Using pictures, maps and globes; Analysing
EWM4 Activity Book (Units 9&10).indd 119
119
09/04/2021 12:44
Theme: GrowthandChange
54 Tír nanÓg HI STORY
A Your vision of Tír na nÓg Draw a picture of Tír na nÓg, showing your vision of how the magical island might have looked.
120
SKILLS
Tír na nÓg
EWM4 Activity Book (Units 9&10).indd 120
A Synthesis and communication
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Tír nanÓg
54
B Crossword puzzle 1
2
3 4
5
6
7
Across 2 Fionn Mac Cumhaill led an army of warriors known as the ____. 4 Tír na nÓg means ‘Land of the ____’. 5 When Oisín fell from his horse, he instantly ____ 300 years. 6 Oisín stayed in Tír na nÓg for 300 ____. 7 After 300 years, Oisín returned to ____. Down 1 Oisín’s father
SKILLS
3 The story of Tír na nÓg is an Irish ____.
B Synthesis and communication
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Theme: GrowthandChange
My Learning Log Throughout this unit I really liked learning about:
Five things I learned:
Two things I found interesting/surprising:
A skill I worked on during this unit:
My favourite activity was:
A question I still have:
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Theme: Hearty Exercise
55 TheHistory of Hurling Interview a parent, grandparent or neighbour about hurling in Ireland.
HI STORY
A Interview
Where did you grow up? Did you play hurling when you were growing up? Why or why not? Did you own a hurley or did you know anyone who owned one? If you did not play hurling, what sports did you play? Has hurling changed since you were younger? Do you think hurling is more or less popular today? Have you ever watched a live hurling match? Who was playing? What colour jerseys did they wear? Where was it played?
SKILLS
Can you tell me anything else about what hurling was like when you were growing up and how it is different today? A Using evidence; Synthesis and communication; Continuity and change
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55
TheHistory of Hurling
B Imagine that you are at the first All-Ireland Hurling final in Croke Park. You have been chosen to go back in time to attend the first All-Ireland Hurling final in Croke Park – as either a player or a spectator! Write a diary entry describing what you saw and how you felt.
15 March 1896
_________________________________________________ Dear Diary, _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________ _________________________________________________
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SKILLS
_________________________________________________
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B Empathy; Synthesis and communication
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Theme: Hearty Exercise
56 TheTrials of theFianna A
HI STORY
A Look at the images and answer the questions. B
1 Who are shown in image A?
______________________________________________________ 2 Who are shown in image B?
______________________________________________________ 3 Describe how the people in image A are dressed.
______________________________________________________ ______________________________________________________ 4 Describe how the people in image B are dressed.
______________________________________________________ ______________________________________________________ 5 List two similarities and two differences between the people in the two images.
______________________________________________________ ______________________________________________________ 6 What, do you think, has caused the army to change since the time of the Fianna?
______________________________________________________ ______________________________________________________
SKILLS
______________________________________________________ A Using evidence; Change and continuity
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56
TheTrials of theFianna
B Seven trials Draw the rest of the trials that a candidate had to pass to become a member of the Fianna. Label all of the qualities or skills that you think were tested in each trial. 1
2
Intellect, memory, patience 3
___________________________ 4
___________________________ ___________________________ 5
6
___________________________ ___________________________ 7
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SKILLS
_______________________________________________________
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B Synthesis and communication
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Theme: Hearty Exercise
57 TheHeart SC I E N C E
A Match each part of the heart with its description. Squeezing
Aorta
Contracting
Valves
These prevent blood from flowing backwards in the heart
The largest artery in the body
Pulmonary artery
Tiny blood vessels that connect the arteries with the veins
Capillaries
A blood vessel that carries blood from the right ventricle to the lungs The rate at which the heart is pumping
Pulse
B In your own words Explain what happens in the lungs during the circulation of blood in the body.
_______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________ _______________________________________________________
SKILLS
_______________________________________________________ A Vocabulary development; Recording and communicating; Analysing B Recording and communicating; Analysing
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57
TheHeart
C Exercise plan List five ways in which you are going to become more active every day to make your heart healthier.
11 _____________________________________________________ 2 _____________________________________________________ 3 _____________________________________________________ 4 _____________________________________________________
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SKILLS
5 _____________________________________________________
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C Analysing
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Theme: Weather andClimate
A Mind map of climate change Use the mind map template to show your understanding of climate change. What are the causes? What negative effects is it having on the world?
GEOGRAPHY
58 ClimateChange
Causes
Climate change
SKILLS
Negative effects
A Predicting; Analysing; Recording and communicating
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58
ClimateChange
B Benefits of public transport and cycling
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SKILLS
Design a poster encouraging people to use public transport or to cycle instead of driving whenever possible. Include facts about climate change to make your poster persuasive.
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B Recording and communicating
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ClimateChange
58
C Put your best foot forward!
SKILLS
Inside or around the illustration, write five ways in which you will decrease your carbon footprint in the next five days.
C Analysing; Recording and communicating
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Theme: Weather andClimate
GEOGRAPHY
59 ExtremeClimates A Adaptations For each type of climate, list two or three plant, animal and human adaptations. Climate type
Plant adaptation
Animal adaptation Human adaptation
Arid
Polar
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SKILLS
Tropical monsoon
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A Analysing; Predicting; Recording and communicating
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ExtremeClimates
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B Find the words in the word search puzzle.
SKILLS
arid
polar
tropical
monsoon
succulents evaporation
Inuit
drought
flooding
insulation
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B Vocabulary development
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Theme: Weather andClimate
60 City Microclimates SC I E N C E
A Match each activity with its consequence. Increases CO2 in the atmosphere and contributes to climate change
Cycling to school
Contributes to greenhouse gases in the atmosphere
Cutting down trees
Makes cities more pleasant places
Driving cars
Is good exercise and causes no harm to the environment
Factories producing smoke Designing green zones
Lead to smog in the atmosphere
B True or false? (Tick ✓) True
False
1 Areas of high land such as mountainous regions are colder and windier than areas of low land. 2 The ocean warms up quickly in spring and cools down quickly in autumn. 3 An urban heat island is an urban area that is significantly warmer than rural areas surrounding it. 4 In cities, heat is stored during the night and released into the atmosphere during the day. 5 Wind speeds tend to be slower in cities because the wind is blocked by wooded areas. 6 Cities get fewer dry days than rural areas. 7 Cities tend to be windier than rural areas. 8 About one-quarter of the world's population lives in cities.
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SKILLS
9 Cities are prone to flooding during heavy rainfall.
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A Recording and communicating; Analysing B Analysing; Recording and communicating
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City Microclimates
60
C Be an urban planner!
SKILLS
Design a city of the future that will be a pleasant place for people to live and work. What kinds of homes, offices, shops and other facilities will your city have? Where will you include green zones? Label what you see as the important features of your design.
C Interpreting; Recording and communicating
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Themes: Hearty Exercise; Weather andClimate
My Learning Log Throughout this unit I really liked learning about:
Five things I learned:
Two things I found interesting/surprising:
A skill I worked on during this unit:
My favourite activity was:
A question I still have:
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